“The P olish Q ualifications F ramework and its level descriptors ”.

1. “The Polish Qualifications Framework and its level descriptors”. Seminar: Úvod do problematiky národných kvalifikačných rámcov. Bratislava, 21 September 2013 Ewa Chmielecka, Warsaw School of Economics, Educational Research Institute, Bologna Expert,

2. Contents Intention: to present the Polish QF for HE case as an example of good (?) practice answering the question of level descriptors • Structure of the Polish QF • Level desciptors • Example: how to implement QF? case of the PL higher education

3. The scope and structure of thePolish QF (PQF) • 8 levels. Three categories of level descriptors: knowledge, skills, social competences. • In the PQF: 2 categories of level descriptorsby their degree of detail • universal (first layer/stage) • typical for different types of education (second layer/stage). Possible third layer/stage of generic descriptors (in sectors, inside HE…) • Covers all types qualifications • Full qualifications • Partial qualifications

4. Structure of the Polish Qualifications Framework

5. Key aspects of the comprehensive description of LO

6. Structure of the Polish National Qualification Framework (PQF)

7. Qualifications awarded in the Polish education system below higher education(children and youth)

8. Qualifications awarded in the Polish highereducation system

9. Assigninglevels to qualifications • Based on comparison of learning outcomes with level descriptors • Levelling methodology developed in 2012/2013 with participation of stakeholders • Pilot project – testing the methodology (preliminary assignement of 350 qualifications) • Two procedures for determining the PQF level for qualifications : • For qualifications established by ministers • For the remaining qualifications

10. Learning outcomes in the PQF (PQF/EQF referencingcriterion 3 on LO) • All qualifications in the PQF (in the Q-register) have to be described in the terms of learning outcomes (knowledge, skills, social competences). • In the GE and formal VET learning outcomes principle are included in core curricula, implemented by law. • In GE and VET learning outcomes define also examination standards • In HE learning outcomes and their validation must be described for the study programmes of specific fields in the eight broad areas of study • This is under control of QA systems • In non-formal sector application of LO not very common

11. Referencing PQF levels to EQF • Confirmations of congruence provided by: • comparison of basic concepts, the language, and assumptions in the PQF and EQF, • comparison of the descriptors at corresponding levels in both frameworks.

12. Expectations concerning the PL QF– learning outcomes orientation • General • transparency, • comparability, • Quality assurance enhancement • building mutual trust (national and international aspect) • openness for stakeholders • better fit for labor market needs • LLL driver • ….

13. Expectations [2] concerning the PL QFfor HE – learning outcomes orientation Increased autonomy of HEIs • Diversification of HEIs • Variety of programs, methods .. But Comparability of programs by common points of reference • Not content based • Assigning qualifications (diplomas) to levels • Protecting quality 13

14. The two-layer structure of the description of learning outcomes in the NQF-HE

15. The hierarchy of learning outcomes (HE)

16. 8 broad areas of study in HE • Based on the descriptors of PQF typical for higher education the descriptors for eight broad areas of study and two profiles have been developed on the national level (first and second cycle of HE) • Humanities • Social sciences • Exact sciences • Life sciences • Engineering and technology • Medical sciences and health sciences • Agriculture, forestry and veterinary sciences • Fine arts

17. The structure of the QF HE,examples of descriptors – knowledge/skills: „solving problems” – level 6 • Level of descriptors of universal PQF • Rozwiązywanie złożonych i nietypowych problemów w zmiennych i nie w pełni przewidywalnych kontekstach • Level of descriptors specific for HE • Identyfikowanie i twórcze rozwiązywanie prostych problemów oraz typowych zadań, wyciągania logicznych wniosków oraz autonomicznego formułowania ocen i opinii z w zakresie niezbędnym do ich rozwiązania. • Znajomość podstawowych metod i technik właściwych dla obszaru kształcenia w stopniu umożliwiającym ich wykorzystanie do rozwiązywania podstawowych problemów i wykonywania prostych zadań. • level of descriptors for “8 fields” (here: engineering) • zna podstawowe metody, techniki, narzędzia i materiały stosowane przy rozwiązywaniu prostych zadań inżynierskich związanych z reprezentowaną dyscypliną, potrafi wykorzystać do formułowania i rozwiązywania zadań inżynierskich metody analityczne, symulacyjne i eksperymentalne • potrafi – przy formułowaniu i rozwiązywaniu zadań inżynierskich – dostrzegać ich aspekty systemowe i pozatechniczne • potrafi ocenić przydatność rutynowych metod i narzędzi rozwiązania prostego zadania inżynierskiego, typowego dla reprezentowanej dyscypliny inżynierskiej oraz wybrać i zastosować właściwą metodę i narzędzia • Level of descriptors for benchmark (electronics) • potrafi wykorzystać poznane metody i modele matematyczne, a także symulacje komputerowe do analizy i oceny działania elementów elektronicznych oraz analogowych i cyfrowych układów elektronicznych • potrafi dokonać analizy sygnałów i prostych systemów przetwarzania sygnałów w dziedzinie czasu i częstotliwości, stosując techniki analogowe i cyfrowe oraz odpowiednie narzędzia sprzętowe i programowe …

18. The PL QFHE implementation [1] • Context 1: expected reluctance of the academic community • Context 2: enlarging autonomy in curricula design • Context 3: expected difficulties with “learning outcomes” approach Training: • More than 250 seminars, workshops, conferences provided in 2008-2012 (and still continued) by • Ministry of Science &HE • Bologna Experts Team • Projects of the Human Capital Development Program • „converted seminars” • „millionaires” competition • QF Advisors • In total - about 18 000 of academic workers participated in the training • „cascade” training system at HEIs.

19. The PL QFHE implementation [2] • Websites: • the ministry of HE, • the Bologna Experts, • Institute of Educational Research • publications : • 3 PL books, • many other issues • Translations: like German “Yes, go!” • Strong support given by the rectors conferences and other HE bodies • Exceptional financial support on base of the European funds

20. The PL QFHE implementation: first results • Implementation of LO approach (end of the 2012/13 academic year): • expectation concerning the academic community resistance – confirmed • but the most of results quite promising • New curricula and syllabi prepared and well established in all HEI for level 6 and 7, corrected this year with much better understanding. • Post-diploma and PhD studies curricula under reconstruction • New degree programs – opportunities taken from enlarged autonomy – breathtaking! • Much better understanding the PQF significance, profits, other aspects: • „I have in hand all necessary tools for individualization of studying I am implementing now”.

21. Thank you for your attention!