1. University of Kragujevac, Nov 7 2008
The impact of the European Qualifications Framework for the Design of University Curricula and Syllabi
National Conference:
Higher Education in Serbia – The Implementation of Bologna Process in Economics and Management Studies
University of Kragujevac, Nov

2. Qualificationsframework -Referenceframework-
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
Qualifications
1 – 2 – 3 – 4 – 5
6 –
Described „horizontally“ according to the
„Dublin Descriptors“ with Credits
Describes learning progress
Qualifications are builtby bundling
learning outcomes
according to descriptors
Knowledge
and
understanding
Applying
k&u
Making
judgements
Knowledge
&
Under-
standing
Skills
Competences
Communication
Learn to learn

3. Why should we consider the two?

4. Onionmodel EQF Q NQF Q HQF SQF FQF BQF LEARN I N G RECOGNITION O U T C

5. Issues to be considered
There is no national qualifications framework
in Serbia yet:
Will there be an overarching or one covering all educational and vocational areas?
Will there be one for higher education only?
Could a sectoral qualifications framework be useful?
Is there an interest in establishing an institutional qualifications framework?
Any benefit for a qualifications framework at faculty level?

6. Key Issue 1
Both EQF (Bologna / LLL) present a matrix of learning outcomes
Learning outcomes are presented as a progression of learning according to criteria (descriptors) and level
Learning outcomes state what the learner is expected to know and able to do at an identified stage of the learning process.

7. Joint Quality Initiative – Dublin Descriptors
Knowledge and understanding
1 (Bachelor) [is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field

8. Readability – horizontal / vertical
Knowledge & Underst.
Skills
Competences
L 6
advanced knowledge of a field of work or study involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study
manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work and study
Contexts - lead groups in work and study L 7
highly specialised knowledge,
some of which is at the forefront
of knowledge in a field of work
Or study, as the basis for
original thinking critical
awareness of knowledge issues
in a field and at the interface
Between different fields
specialist research and problem-solving skills, including analysis and synthesis, to develop new knowledge and procedures and to integrate knowledge from different fields
demonstrate leadership and
innovation in work and study
contexts that are complex,
unpredictable and require new
strategic approaches take
responsibility for continuing
personal professional
development, for contributing to
professional knowledge and
practice and for reviewing the
strategic performance of teams

9. Competences vs Learning Outcomes and credits
The learner acquires competences through learning, both subject and non-subject related (generic) competences.
Competences are more than the sum of learning outcomes. They may be revealed in a final thesis, or in professional life or in any situation of day-to-day life.
Learning outcomes are those parts of competences which have been assessed.
All formal education and training programmes stipulate learning outcomes

10. Competences vs Learning Outcomes and credits
As credits can only be awarded on the basis of assessment, a learner acquires credits for having achieved respective learning outcomes.
In other words: In formal teaching and learning programmes only those competences may be stipulated and documented by credits which can be assessed.
These competences are specified as learning outcomes

11. Qualifications vs learning outcomes and credits
Qualifications are defined bundles of planned learning outcomes („profile“)
Their „quality value“ is characterised by descriptors from a „qualifications framework“
Their „quantity value“ is characterised by allocated credits according to ECTS or ECVET
All qualifications contain a qualitative and a quantitative element

12. EQF LLL vs EQF Bologna
The EQF LLL does not describe qualifications, the EQF Bologna does.
The EQF LLL is a matrix of learning outcomes, descriptors and levels defining progression in learning in each descriptor – from level to level.
No credits are allocated
A qualification is made up by a bundle of learning outcomes, formed by vertical / horizontal / lateral combinations LO
Credits are allocated to qualifications

13. EQF LLL vs EQF Bologna The EQF Bologna describes qualifications
The EQF Bologna is a matrix of learning outcomes, descriptors and levels defining progression in learning in each descriptor – from qualification to qualifiation.
A qualification is made up by a bundle of learning outcomes which is formed by horizontal combinations of learning outcomes
Credits are allocated.

14. Lessons learned
Compatibility is achieved through the learning matrix, not through the qualifications or credits
This procedure allows for coherence and consistency
This is documented by the „onion model“ including sectoral and institutional frameworks

15. National Qualifications Frameworks
Example: Germany

16. The German Qualifications Framework
Level
Competence
Bachelor / Master / Doctorate
Knowledge
Knowledge-broadening
Knowledge-deepening
Skills
Knowledge-
developing and accessing
instrumental
communicative - interpersonal
systemic

17. Sectoral Qualifications Framework
Bachelor level – Betriebswirtschaftslehre = Business Studies

18. Margin Added Value Support activities Margin Added Value
Infrastructure of the institution – Learning Space
Margin
Added Value
Human resource management - Staff
Support
activities
Learning Technology development
Procurement
Operations
Teaching
and
Learning
Marketing
and sales
Employ-ment support
Service
Con-tinuing Edu
Inbound
Logistics
Recruiting
Students
Outbound
logistics
Exams
Margin
Added
Value
Primary activities

19. Value Chain of the Instituion of Higher Education
Value Chain Network
School value chain
Vocational school v.ch.
Job value chain
Value Chain of the Instituion of Higher Education
Employer´s value chain
Other institution´s value chain
Self-employment´s value ch.
Learner´s value chain

20. Principles in Practice
Information process
Learning
Agreement
Learning Space
Information Pack.
Employability
et al
Modularisation
Descriptors
Individual Advice/
Selection
Learning Outcomes
Profile
Performance
Credits
Grade
Level
Workload
Award /
Diploma Supplement
Credit
Transfer /
Accumulation
Transcript
of Records
Information process

21. Total Quality Management
Learning Chain
Labour Market
Change of paradigm
Learnig outcomes
Learners
Learning space
Total Quality Management
Labour Market

22. Desired „Can Do“ Profile -
Communication / Ability to work in teams
99%
(Tuning Empl 5)
Can analyse
88%
(3)
Problem solving
97%
(2)
Broad subject related knowledge
87%
(Academics 1)
Learn to learn
(1)
Knowledge about the EN
78% -
Independent working
96%
Managerial competence
70%
(bottom 5)
Adaptability
(4)
Specialisation
68%

23. Total Quality Management
Learning Chain
A PROMISE
Labour Market
Change of paradigm
New Governance in many MS LO
Subject related
-Broad knowledge
Generic
-communicate, solve
problems, learn, adapt,
analyse, (manage)
Learners
Necessitates
Advice/ Selection;
accumulates credits,
may make use
of transfer
Learning space
Teaching and learning, materials,
methods, forms of assessment,
suitable to demonstrate in the time
specified, workload and level
indicated,credits and grades
allocated = LO achieved
Total Quality Management
Accreditation, Evaluation
Standards and Guidelines
Labour Market

24. Tuning Bologna in Action
Indicators
Trainability/
Learning
Agreement
Information
Package
Employability
Structure of a Module
Individual
Advice/Selection
Interview
Portfolio u.a.
Learning Outcomes:
Subj. rel. /non subj. rel.
Knowledge widening
Knowledge deepening
Knowledge accessing
Instrumental
Interpersonal
systemic
Dublin Descriptors
Qualifications-framework LLL
Performance
Credits 5
Grade
Local
Ranking
Workload
-Effectiveness - Efficiency
Award /
Diploma Supplement
Transfer /
Accumulation
Transcript
of Records
Indicators

25. Level 6 Knowledge broadening The student is able to ….
wesentlich hinaus. Absolventen haben ein breites und integriertes
Wissen und Verstehen von Absolventen bauen auf der Ebene
der Hochschulzugangsberechtigung auf und gehen über diese
Wissen und Verstehen der wissenschaftlichen Grundlagen
ihres Lerngebietes nachgewiesen:
Define and differentiate
organisations and their
elements and unterstand
their relationship.
This may embrace:
Purposes, objectives, structures,
functions and processes respecting the
particular organisational culture,
both the individual and institutional
Behaviour and the internal and external
effects.
Economy, environment, values and
norms, law, politics, society, technology,
including their respective effects on
Management at local, national and
International level.
Processes and methods of effective and
and efficient leadership of organisations.
This includes knowledge about theories,
models and and decision making
Within a strategic and operative context.
Level 6
Recognise and
differentiate
the environment of
organisations and their
elements, and
understand
their relationship.
Explain and assess
concepts and
tools
of management

26. Sectoral Qualifications Framework
Master level – Betriebswirtschaftslehre = Business Studies

27. Orientation framework Master – Profile-in-demand Learner´s Perspective
Master programmes in business studies may distinguish three types in the light of employability due to the target group and the time-schedule. For each type the profile – either more research or application oriented – has to be specified additionally.
The graduate is…
Type 1
Specialist
-Objective: Professional start in a defined area or professional development
-sequential to the first degree or after work experience
-first degree in the discipline
Study-programmes for this target group normally specialise on a selection of the following learning outcomes, in particular in the area of knowledge deepening.
The graduate wants…
To update and consolidate his knowlege and acquire detailed knowledge about selected business subject areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics).
Type 2
Generalist
-Objective: Professional start in a broad area
-more often sequential to the first degree
-first degree not in the same discipline
Study-programmes for this target group normally achieve the following learning outcomes, which helpt to improve employability by enlarging the scope of activities in comparison to that of the first degree.
Because of a lack of or little work experience the subject related emphasis is on concepts and theories.
To transfer generic competences of the first degree on to the new stuy-area. Broad basic knowledge with possible deepening of business related areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics). .
Type 3
-Objective: Professional development
-minimum of 2-years professional experience
-first degree normally not in the same discipline
Study-programmes for this target group nromally take into account the business experience and the learning outcomes achieved in the first cycle programme by extending them to managerial competences.
To transfer generic competences of the first study-programme and the experiences gained in practice on to the new study-area. Broad basic knowledge in business related areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics) and managerial competences.

28. Institutional Qualifications Framework
Design of a learning matrix for the university / faculty

29. Profile of Institution
Centre of Learning Excellence
Based on applied research
For a particular region
Networking internationally
Providing programmes effectively and efficiently according to the needs of the learner and of all stakeholders

30. gehmlich@wi.fh-osnabrueck.de Learning Outcomes and Levels
Bachelor Degree 3 years
Level 1
Descriptor
Level 2
Level 3
The ability to demonstrate and / or work with
Knowledge and Understanding
Knowledge widening
General
a broad knowledge of the subject/ discipline in general
a broad knowledge of the scope, defining featues, and main areas of a subject/ discipline
a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/ discipline
knowledge that is embedded in the main theories, concepts and principles
understanding of a limited range of core theories, principles and concepts
a critical understanding of a selection of the principal theories, principles, concepts and terminology
an awareness of the evolving/ changing nature of knowledge and understanding
limited knowledge and understanding of some major current issues and specialisms
an outline knowledge and understanding of research and equivalent scholarly/ academic processes
Module related
Knowledge deepening
an understanding of the difference between explanations based in evidence and/ or research and other forms of explanation, and of the importance of the difference
detailed knowledge in some areas
knowledge that is detailed in some areas and/ or knowledge of one or more specialisations that are informed by forefront developments

31. Level 1 The ability to / is able to work with ….
Knowledge and Understanding
Knowledge Widening
Level 1
A broad basis of the subject area / of the disciplines in general
Accounting:
-describe and explain
the role of accounting as part of
the information management system
in an organisation …
Knowledge which is embedded in the essential theories, concepts and principles
An awareness about
The developing and
Dynamic type of
knowledge
and understanding

32. Consequences at faculty level: Example cooperation
Forms of cooperation
Strategic Alliances
„Dual“ Study-Programmes
Models for Curricula design
Platform
Hub-and-spoke
One-stop-shop
Screwdriver institution

33. Common Platform – plus customised modules =
individual study-programmes

34. One-stop-shop FH OS Regional E&T Center
Bereich
Quakenbrück
Bereich
Nordhorn
Uni OS
One-stop-shop
FH OS
Regional E&T
Center
Bereich
Bramsche
Bereich
Melle BA
Lingen

35. Hub-and-Spoke Code Sharing Atlantik Dallas LA Berlin New York Hannover
Spokes
HUB UA
Spokes
Berlin
Spokes
New York
Hannover
HUB LH
Spokes
FMO
Düsseldorf

36. Further curricula elements
Structures
Modularisation
Organisation and Communication
Electives
Block week
Projects
Placement
Dissertation
Mobility window

37. Curricular Form of Mobility Window Type I
Learning
Outcomes
30 Credits
Full Semester = 30 Credits
Learning Outcomes of the
Semester abroad have to be defined as a whole and not according to individual modules

38. Curricular Form of Mobility Window Type IIMM
Full Semester = 30 Credits
Learning Outcomes defined for
1 MOCCA Module (MM)
plus 5 „traditional“ Modules

39. Curricular Form of Mobility Window Type III
Full Semester = 30 Credits
Learning Outcomes defined for
6 modules including
Mobile Learning Outcomes (M)
inherent in all modules taught at
the host institution

40. Quality Assurance/ -enhancement Standards & Guidelines / Register
Learning Chain
Tools at work
Labour Market
Change of Paradigm
Learning Outcomes
Subject-related
-Knowledge
Deepening / Widening
Generic
-Skills / Competences
Knowledge opening / developing
QFR-NQR-HQR-SQR
Learner
Credit Transfer +
Accumulation
Application /CV /
Learning Agreement/
TOR / Mobility Pass
Language Pass
Diploma/Certificate
Supplement
Learning Space
Teaching and Learning,
Research
Learning Environment
Information Package /
Course Catalogue y
Quality Assurance/ -enhancement
Standards & Guidelines / Register
Labour Market

41. Thank You for having I hope you will be successful in your work
invited me
been patient with me
I hope you will be successful in your work