Ss Cyril & Methodius University Skopje, June 2009

1. Ss Cyril & Methodius University Skopje, June 2009 GUIDE FOR DESIGNING A NATIONAL QUALIFICATIONS FRAMEWORK FOR HE Elizabeta Bahtovska

2. Content • Comparing the European Qualifications Frameworks • The framework for qualifications of the European Higher Education Area – EQF • National qualifications framework for HE • Purposes and scope • Strategy • Action plan • Reality model of descriptions of qualifications • Summary

3. 1. Comparing the European Qualifications Frameworks EQF for EHEA Cycles LearningOutcomes(DublinDescriptors) ECTS Credits Aims: Transparency, Flexibility, Mobility

4. 1. Comparing the European Qualifications Frameworks EQF for LLL 8 Level(Level 6 – 8forB – M – D) LearningOutcomes Credits areNOT part ofthe EQF forLLL Aims: Transparency, Flexibility, Mobility

5. Qualifications Frameworks -Reference frameworks- EU-Commission QFW for LLL Brugges- Copenhagen- Maastricht- Process Min. of Education Higher Education QFW for EHEA Bologna-Process Levels of Qualifications- -Bachelor -Master -Doctorat Levels of Learning Outcomes 1 – 2 – 3 – 4 – 5 6 – 7 - 8 Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits Described by bundling learning outcomes according to descriptors Knowledge and understanding Applying k&u Making judgements Knowledge & Under- standing Skills Competence Communication Learn to learn

6. 2. The framework for qualifications of the European Higher Education Area - EQF Berlin Communiqué 2003 ‘Ministers encourage the member states to elaborate a framework 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.

7. 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.

8. 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.

9. 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

10. 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 )

11. 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;

12. 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.

13. 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.

14. 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.

15. 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

16. 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 descriptors • If necessary • Revision of non-compatible descriptors and descriptions according to the agreed descriptors • Design of new descriptions of qualifications according to the above

17. 7. Reality model of descriptions of qualifications • Requirement • Only those learning outcomes can be described which can be tested in terms of achievement • Structuring • Qualifications with comparable/compatible descriptions will be clustered • Documenting • Presentation 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

18. 8. Summary:Structural Requirements Concise Descriptions Consistent Terminology Clear Reference to Educational / Training Standards Presentation of Learning Outcomes Validation of Learning Outcomes Scope and Size of a Level

19. 8. Summary:Key Functions of a Qualifications FW • Comparability and Compatibility • Transparency • Translation • Permeability and Mobility • Issue of equivalent qualifications • Recognition and accreditation • Progression and Transfer

21. Annexes Annex I CompletesetDublinDescriptprs.doc Annex II Learning outcomes.htm http://www.jointquality.nl/ge_descriptors.html http://www.ilo.org/public/libdoc/ilo/2007/107B09_57_engl.pdf http://www.nfq.ie