“The P olish QF and its focus on quality assurance”.

1. “The PolishQF and its focus on quality assurance”. Seminar: „Jak spolu souvisí národní rámec kvalifikací a kvalita vzdělávání?“ Prague, 24 June 2013 Ewa Chmielecka, Warsaw School of Economics, BolognaExpert, Poland

2. Contents Intention: to present the Polish QF for HE case as an example of good (?) practice answering the question of QF and quality assurance • Structure of the PL QF • Systems of quality assurance in context of PQF • Example: changes in 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 stage) • typical for different types of education (second stage). Possible third stage generic descriptors (e.g. in sectors, HE). • Covers all types qualifications • Full qualifications • Partial qualifications

4. Key aspects of the comprehensive description of LO

5. Structure of the Polish Qualifications Framework

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

7. Qualifications awarded in the Polish highereducation system

8. Learning outcomes in the PQF (PQF/EQF referencingcriterion 3 on LO) • All qualificationsinthe PQF (in theQ-register) have to be described in the terms of learning outcomes (knowledge, skills, socialcompetences). • In the GE and formal VET learning outcomes principleareincludedincore curricula, implemented by law. • In GE and VET learning outcomes definealsoexaminationstandards • In HE learning outcomes and their validation must be described for the study programmes of specific fields in the eight broad areas of study • Thisis under control of QA systems • In non-formalsectorapplication of LO not verycommon

9. 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 • ….

10. 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 10

11. Qualifications Framework And Quality Assurance case of the PL higher education

12. The hierarchy of learning outcomes

13. 8 broad areas of study • 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) • Humanities • Social sciences • Exact sciences • Life sciences • Engineering and technology • Medical sciences and health sciences • Agriculture, forestry and veterinary sciences • Fine arts

14. Main force to implement PQF for HE • Competent • Independent • Highly motivated • Accreditation Body • Polish Accreditation Committee has been involved in development of QF for HE from the first meeting of the Working Group on QF for HE in 2006. • The advice given by Bologna Experts • Actionsundertaken by theMinistry for Science&HE

15. The role of quality assurance body • The Polish Accreditation Committee is required to perform a qualitative assessment of how higher education institutions are implementing educational regulations. • Amendments to the Act on Higher Education of March 2011 required that the PAC include the process of qualifications framework implementation in its assessment process of higher education institutions. • The PAC is a member of the European Quality Assurance Register, which means that it complies with the European Standards and Guidelines for Quality Assurance for Higher Education. • The PAC prepared to fulfill this task by adopting the appropriate resolution

16. 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.

17. 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

18. 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”.

19. Thank you for your attention!