Ss Cyril & Methodius University Skopje, June 2009

GUIDE FOR DESIGNING A NATIONAL QUALIFICATIONS

FRAMEWORK FOR HE

Elizabeta Bahtovska

Content

1. Comparing the European Qualifications Frameworks2. The framework for qualifications of the European

Higher Education Area – EQF3. National qualifications framework for HE 4. Purposes and scope5. Strategy6. Action plan7. Reality model of descriptions of qualifications 8. Summary

EQF for EHEA

Cycles LearningOutcomes

(DublinDescriptors)

ECTS Credits

1. Comparing the European Qualifications Frameworks

Aims: Transparency, Flexibility, Mobility

EQF for LLL

8 Level(Level 6 – 8

forB – M – D)

LearningOutcomes

Credits areNOT part ofthe EQF for

LLL

1. Comparing the European Qualifications Frameworks

Aims: Transparency, Flexibility, Mobility

Qualifications Frameworks-Reference frameworks-

Levels of Qualifications-

-Bachelor-Master

-Doctorat

Min. of EducationHigher EducationQFW for EHEA

Bologna-Process

EU-CommissionQFW for LLL

Brugges-Copenhagen- Maastricht-

Process

Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits

Knowledge and

understanding

Applying k&u

Making judgements

Communication Learn to learn

Levels of Learning Outcomes

1 – 2 – 3 – 4 – 56 – 7 - 8

Described by bundling learning outcomes

according to descriptors

Knowledge &

Under-standing

Skills Competence

2. The framework for qualifications of the European Higher Education Area - EQF

Berlin Communiqué 2003

‘Ministers encourage the member states to elaborate aframework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile.

3.National qualifications framework for HE

Meaning of three terms as they are used in this Guide:

Qualification - A package of standards or units judged to be worthy of formal recognition in a certificate.

Qualifications framework - In Lesotho, for example, the NQF is defined as:A structure of defined and nationally accredited qualifications, which are awarded at defined levels. It indicates the interrelationships of the qualifications and how one can progress from one level to another.

3.National qualifications framework for HE

Qualifications systems include all aspects of a country's activity that result in the recognition of learning. These systems include the means of developing and operationalising national or regional policy on qualifications, institutional arrangements, quality assurance processes, assessment and awarding processes, skills recognition and other mechanisms that link education and training to the labour market and civil society……One feature of a qualifications system may be an explicit framework of qualifications.

3.National qualifications framework for HE

NQF, is the route through which the country brings education and training together in a single unified system. The distinctive features that tend to be present in the NQF are: - a single system of levels for all qualifications - qualifications based on standards or outcomes - modular/unitized qualifications - assessment based on explicit criteria - a national system of credit accumulation and transfer - a common approach to describing qualifications - a common classification system for subjects and occupational sectors

4. Purposes and scope

There are two main sets of reasons for developing an NQF: - promoting lifelong learning (making progression routes easier and clearer/ improving learner and career mobility and - quality assurance and recognition (securing international recognition for national qualifications )

5. Strategy

It is not enough just to design the framework and demand that it be implemented. It is necessary also to: - ensure that the laws and regulations applying to education and training are consistent with NQF goals; - create and maintain policy coherence across different Ministries (especially Education and Labour); - provide adequate funding for the NQF development process at both national and institutional level;

6. Action plan

To achieve a cost–effective approach: design the basic framework quickly – then take a pragmatic approach to implementation based on national priorities.

6. Action plan

In implementing an NQF, different approaches are necessary in respect of:

- existing qualifications - there has been a requirement to change the design of existing qualifications to reflect these aims, as a prerequisite of full registration on the NQF. - new qualifications - All new qualifications should meet whatever quality criteria are established for NQF qualifications. - international qualifications - fall into two categories. Some clearly have been registered at a particular level in the NQF of the country of origin, while others, have no such link. Ideally recognition should be related to mutual agreement about quality assurance.

7. Developing of a system of levels

The levels system adopted is a key aspect of defining the relationships and equivalences between the qualifications of one country and those in the rest of the world. It is important that stakeholders understand that qualifications at the same level are deemed to be equivalent in certain respects, and not the same. Qualifications at the same level may be quite different in size and scope and have quite different purposes. Equivalence means that the qualifications concerned match certain criteria for a particular level as set out in level descriptors.

7. Developing of a system of levels

The stages in developing the system of levels are normally as follows: - decide on the scope of the framework - determine the number of levels - develop level descriptors Annex I CompletesetDublinDescriptprs.doc

7. Reality model of descriptions of qualifications

Test to which extent existing descriptors for learning outcomes of schools, vocational, professional and higher education and training are compatible with the EQF descriptors (knowledge, skills, competence) and/or which have to be revised in the light of the agreed set of descriptorsIf necessary

Revision of non-compatible descriptors and descriptions according to the agreed descriptors Design of new descriptions of qualifications according to the above

7. Reality model of descriptions of qualifications

RequirementOnly those learning outcomes can be described which can be tested in terms of achievement

StructuringQualifications with comparable/compatible descriptions will be clustered

DocumentingPresentation of learning pathways to achieve any qualification (Training programme e.g.), including an allocation of credits, the entry requirements and the rights to enter Qualifications (Certificate-/Diploma)-Supplement e.g.: Learning outcomes, credits

8. Summary:Structural Requirements

Concise DescriptionsConsistent TerminologyClear Reference to Educational / Training StandardsPresentation of Learning OutcomesValidation of Learning OutcomesScope and Size of a Level

8. Summary:Key Functions of a Qualifications FW

Comparability and CompatibilityTransparencyTranslation

Permeability and MobilityIssue of equivalent qualificationsRecognition and accreditation Progression and Transfer

Annexes

Annex I CompletesetDublinDescriptprs.docAnnex II Learning outcomes.htmhttp://www.jointquality.nl/ge_descriptors.htmlhttp://www.ilo.org/public/libdoc/ilo/2007/107B09_57_engl.pdfhttp://www.nfq.ie