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Developing the N ational Q ualifications F ramework: the Georgian experience Case of Georgia

Developing the N ational Q ualifications F ramework: the Georgian experience Case of Georgia. Lali Bakradze Expert University Curriculum Development Programme MoES. NQF for HE.

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Developing the N ational Q ualifications F ramework: the Georgian experience Case of Georgia

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  1. Developing theNational Qualifications Framework: the Georgian experienceCase of Georgia Lali Bakradze Expert University Curriculum Development Programme MoES

  2. NQF for HE Describes higher education qualifications on the basis of generic learning outcomes, that are easy to understand both on national and international levels.

  3. Aims of the NQF for Higher Education • To make existing qualifications easily understandable for students, parents, employers, and academic staff; • To describe interrelation between existing qualifications; • To assist higher education institutions in designing education programs as well as upgrading existing ones; • To support quality assurance system and quality enhancement; • To support compatibility and comparability at international level and facilitate recognition of qualifications; • To supportlifelong learning.

  4. Main Elements of the NQF • Cycle/Level • ECTS • Qualification Descriptors

  5. Cycles/Levels • Three cycles (Bachelor, Master, PhD) • Short cycle linked to the first cycle * Medical Education

  6. Cycles/ Levels and ECTS

  7. Qualification DescriptorsI • Descriptors determine general learning outcomes that should be achieved at appropriate learning level, and clearly distinguishes qualifications in terms of different levels and provides logical connection between qualification levels • Based on Dublin Descriptors and Tuning project

  8. Qualification DescriptorsII Descriptors consist of 2 main components: 1. Subject Specific Competences • Knowledge and understanding (of a field/sector) • Application of knowledge in practice/practical competences (of a field/sector) 2. Generic Competences • Ability of analysis and synthesis, • Problem solving skills • Capacity for organization and planning • Communication skills • ICT skills • Team working skills • Learning skills • Research skills • Ability to work autonomously • Project development skills

  9. Relevance of the higher education qualifications with the NQF • The NQF based higher education qualifications are issued after programme accreditation and included in the diploma supplement • New qualifications have to be included in the NQF through a programme accreditation procedure;

  10. Revision of NQF for HE • Periodically (4-5 years) • Task force • Public discussions

  11. Implementation on Subject and Programme level Tuning - Georgia • In the ten subject areas curricula will be redesigned, based on the Tuning methodology • Consultation of stakeholders - survey of subject specific and generic competences (2500 questionnaires in 10 subject areas and 2500 generic questionnaires) Development of the Subject Benchmark Statements • 17 subject reference points will be elaborated for first cycle qualifications

  12. Thank youwww.mes.gov.ge

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