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Outcomes of a recent study: National Qualifications Framework – a possibility for having level 5 in Higher Education (Polish Rectors Foundation and Pearson.

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Presentation on theme: "Outcomes of a recent study: National Qualifications Framework – a possibility for having level 5 in Higher Education (Polish Rectors Foundation and Pearson."— Presentation transcript:

1 Outcomes of a recent study: National Qualifications Framework – a possibility for having level 5 in Higher Education (Polish Rectors Foundation and Pearson Company) Katarzyna Trawinska-Konador, expert for the Polish Qualifications Framework, Educational Research Institute (IBE), Poland

2 Polish Qualifications Framework and Polish Qualifications System – where we are? Since 2010, work on the PQF and integration of the national qualifications system is being carried out by the Educational Research Institute (IBE) in Warsaw Modernising the national qualifications system in Poland will be based on its integration by implementing two instruments: - the Polish Qualifications Framework (reforming framework) - the integrated qualifications register.

3 Polish Qualifications Framework and Polish Qualifications System – where we are? PQF development created an impulse to modernise all areas of education and life-long learning system in Poland wave of reforms in formal education (general, VET, HE) Changes in non-formal sector are in the pipe-line:  learning-outcomes approach  standards in validation  standars in quality of qualifications

4 Polish Qualifications Framework and Polish Qualifications System – where we are? – The polish referencing report has been presented at the meeting of the EQF Advisory Group of the European Commission in Brussels

5 „Level 5 of the NQF. Higher education” Aims, methods Interviews in 12 higher education institutions Aim: obtain the opinions of the academic community about level 5. Interview script – set of 14 questions: Topic I: legitimacy of introducing PQF level 5 study programmes to higher education. Topic II: possibilities of introducing level 5 study programmes to the respondent’s institution. Preparing respondents for the interview.

6 Studies at level 5 – influx of students to HEIs and ensuring the quality of level 6? (Introductory question) Level 5 can favourably supplement levels 4 and 6 – agreement regardless of type of HEI population decline remedy for „the stampede to higher education” response to labour market needs

7 Who will benefit the most from the introduction of level 5 study programmes: higher education institutions/students/employers? All groups will benefit from this innovation, but students and employers are in first place. the right to a good education at various levels maturity of the decision to study at levels 6 and 7 the need for mid-level specialists fulfils the gap between the competencies of an upper secondary school graduate and the requirements of a first year student

8 Level 5 students: young upper secondary school graduates or adults looking to supplement their qualifications? Studies targeted to both groups Various motives for undertaking such studies Improving qualifications Re-qualifying Attaining a specialist’s diploma Flexible career and educational planning

9 Level 5 qualifications: state diploma or HEI certificate? Diploma for level 5 studies with the same characteristics as the diploma for levels 6 and 7 „Associate degree”?

10 What are the factors differentiating levels 5 and 6? Level 5 is more „practical” than level 4 and less „theoretical” than level 4 Noted progress of requirements between levels Level 5 is more „replicative” than level 6

11 RPL in the context of level 5 studies? Agreement for the need to validate learning outcomes attained outside of the formal education system in the context of level 5 Especially important in the case of level 5 – students with professional experience Appropriate, reliable validation methods and ensuring the quality of these methods Increasing the attractiveness of level 5 studies as a result of RPL

12 Will the idea of level 5 studies be accepted by the academic community? Academic higher education institutions expressed greater apprehension than vocational higher education institutions Representatives of vocational HEIs distance themselves from their collegues at academic HEIs

13 What could be the potential reasons for resisting the idea in the HEI community? Academic fatigue in the face of constant change (among others, implementation of the NQF) Fear of losing prestige – the profile of the new study programmes may be too „vocational” Concern that this innovation will not be cost-effective Lack of an "adjustment process" – a pilot programme Lack of an information campaign

14 Which arguments should be used to convince others about the merits of introducing level 5 study programmes? Hard data from other countries where education is effectively implemented at level 5 Forecasts of the demand for qualifications at level5 The risk of reducing employment due to population decline Ensuring the appropriate level of study at levels 6 and 7 Broad information and promotional campaign Solutions for financing these studies

15 SUMMARY Respondents support study programmes at level 5 Influx of students to higher education institutions Ensure the quality of studies at levels 6 and 7 Meet the needs of students, the labour market and higher education institutions This direction is in accordance with the idea of LLL – students of various backgrounds, acceptance of RPL

16 Project co-financed by the European Union under the European Social Fund The Educational Research Institute research institute 8 Górczewska St, Warsaw phone.: | | Thank you for your attention.


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