DE/08/LLP-LdV/TOI/ DE/08/LLP-LdV/TOI/ KO-Transfer Technical Univerzity of Košice Slovakia BGZ Berlin International Cooperation Agency

2 Content Key notice: System of education in SK 1. Develop a recommendation (EQR) 2. Princips and benefits (EQR) 3. Education outcomes- a key element (EQR) 4. Reference levels EQR 5. National Qualifications Framework in SK 6. National focal point 7. Timetable for implementation EQR in SK –.

3 Schedule:  response to requests from Member States- social and other partners on a common frame of reference in order to increase the transparency of qualifications  EC Group of Experts to support the EQF proposal created eight-level framework based on learning outcomes  to increase transparency and mobility skills and promote lifelong learning  2006 – revised text incorporating the clarification, simplification and the results of expert discussions  2007 – discussion in the EU Council and European Parliament  2008 – Recommendations for the adoption of the EQF for LLL

4 Benefits tool for comparison and recognition of qualifications acquired in the various education and training, from basic to top modernization of education and training (application of the principles of quality assurance) link between education, training and employment (better application needs and requirements of practice) bridge between formal and informal education and informal learning (skills and achievement outside formal education institutions) recognition of learning outcomes in practice (through the learning outcomes defined at a given level qualifications framework, irrespective of their mode of entry)

5 Learning outcomes - a key element of the EQF ECVET and its implementation in Slovakia, seminar, Bratislava, 16 December 2008

6 The EQF reference levels The EQF will link national qualifications systems and frameworks of individual countries into a common European reference system - eight benchmarks level encompassing a range of skills, from basic to the highest levels reference levels are described in terms of learning outcomes EQF is aware of the diversity of European educational systems and training and support progress towards the learning outcomes for comparison and possible cooperation among countries and institutions

7 The EQF reference levels

8 National Qualifications Framework in Slovakia NKR is a tool to bridge the EQF reference levels to the levels of the national education system will enable various levels of the education system to identify the types of qualifications (eg civil engineering), and their expertise (eg, projectant - civil engineering) NKR will be implemented gradually ranking state education programs (education for primary and secondary schools) and study programs (Learning in Higher Education), the individual benchmarks under EQF descriptors

9 National Qualifications Framework in Slovakia NKR training will be conducted in parallel to create a national system of qualifications and occupations of the National System NSK is a publicly accessible register of all complete and partial qualifications validate, distinguished and respected in the Slovak Republic NSK to support the results of formal and informal education, but also to compare learning outcomes achieved by various forms of education and learning NSK create a system solution that will support the comparison of learning outcomes achieved by various forms of education

10 National Qualifications Framework in Slovakia parallel nature of creating and NSK NKR properly link the learning outcomes of qualifications and NSK will create: parallel nature of creating and NSK NKR properly link the learning outcomes of qualifications and NSK will create: -recognition of actual knowledge, skills and abilities regardless of the forms of learning, -transfer labor needs in education, -informing the public of all the national recognition of qualifications, -comparable skill levels in Slovakia and other EU Member States

11 The involvement of partners in the implementation of the EQF a prerequisite for the application of the EQF - building cooperation, mutual trust and societal conformity stakeholders, based on the principle of transparency (ministries, employers, unions, professional organizations, employee representatives, social partners, educational institutions) participation of stakeholders in this process ensures that: a prerequisite for the application of the EQF - building cooperation, mutual trust and societal conformity stakeholders, based on the principle of transparency (ministries, employers, unions, professional organizations, employee representatives, social partners, educational institutions) participation of stakeholders in this process ensures that: 1.more easly process improvement and recognition of qualifications, change jobs or job 2.beter application needs and requirements of practice in the learning process 3.reálne exercise options for achieving the necessary qualifications and outside educational institutions 4. recognition learning outcomes practical activity

12 National focal point task: promoting quality and transparency of development NKR task: promoting quality and transparency of development NKR National focal point of the Ministry of Education National focal point of the Ministry of Education 1.comparison of levels of qualifications within national qualifications systems to EQF levels 2.security using a transparent methodology for the comparison of national qualifications levels to the EQF (to facilitate comparison) 3.information on the comparability of national qualifications to EQF 4.support the participation of all stakeholders in the process of comparison and use of qualifications at European level

13 Timetable for implementation of the EQF in Slovakia 1. Creation of working group (Ministry of Education,...) - January creation of a national project and NSK NSP, the adoption of a Memorandum of Cooperation - March general descriptors NKR - May final determination of the levels of NKR and the link with levels of the EQF - March learning outcomes in the descriptions and the inclusion of profiles of graduates of educational programs to the levels of NKR - December new qualifications referring to EQF level - December 2012

Slovak National Agency of the Lifelong Learning programme The National Agency is responsible for implementation of the Lifelong Learning Programme in Slovakia. SAAIC - National Agency of the Lifelong Learning Programme Svoradova Bratislava Irena Fonodová director The National Agency is responsible for implementation of the Lifelong Learning Programme in Slovakia. 14

15 Educational System in Slovakia Reform of Educational System in Slovakia: 2002 Higher Education Act 2008 School Act 2009 Act on VET –(with effect from 1st Sept. 2009) 2009 Act on Pedagogical Staff –(with effect from 1st Nov. 2009)

16

Záverečná správa TUKE Energy consultant courses (2. semestres) Name of ObjectName of ObjectHours Hours Energy state politics2Pinciples of Energy- audits 8 Legislative of audit2Energy audit20 -Energy Law Evaluation of effectivity and distribution of heat energy 4Energy bilances12 New sources of energy2Energy sources6 Technical condition of audit6New sources of energy 4 Energey bilances4Racionalizations of energy consuption 10 Evaluation of energy sources I.2Evalution of envirio- principes in energetics 4 Evaluation of energy sources II.6 Evaluation of energy distribution network and electro -equipments 6 Racionalizations of energy consuption4 Evaluation of termal efficiency of buildings4 Models6 Evalution of envirio-principes in energetics4 Investment effectivity4

18

CURRICULUM DESIGN AND AND RECOGNITION OF PERIODS OF STUDY ECTS PROCEDURES

ECTS and the Bologna process The general use of the European Credit Accumulation and Transfer System (ECTS) is one of the objectives of the Bologna Process for the creation of the European Higher Education Area

From the 2008 ECTS key features ECTS credits are based on the workload students need in order to achieve expected learning outcomes Learning outcomes describe what a learner is expected to know, understand and be able to do after successful completion of a process of learning. Workload indicates the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, independent study and examinations) required to achieve the expected learning outcomes.

Credits are allocated to entire study programmes as well as to their educational components The number of credits ascribed to each component is based on its weight in term of the workload students need in order to achieve the learning outcomes in a formal context.

Credits tranfer and accumulation are facilitated by the use of the ECTS key documents: Course catalogue Student Application Form Learning Agreement and Recognition Sheet Transcript of Records as well as the Diploma Supplement

Recognition of credits is the process through which an institution certifies that certain learning outcomes achieved and assessed in another institution satisfy certain requirements of the programme they offer.

Decisions on credit recognition and transfer are taken by the qualification- awarding institution on the basis of reliable information on the learning outcomes achieved, as well as on the means of assessment and their validation

Given the diversity of programmes and higher education institutions, it is unlikely that the credits and learning outcomes of a single educational component in different programmes will be identical. Therefore, a flexible approach to recognition of credits obtained in another context is recommended. ‘Fair recognition’ rather than perfect equivalence is to be sought.

‘Fair recognition’ means that the number of credits gained for suitable learning outcomes achieved, at the appropriate level, in another context will replace the number of credits that are allocated for these learning outcomes at the awarding institution.

Agreements should be made with institutions providing programmes that are not only similar but also complementary to yours, thus making further opportunities available to your students; offering adequate and updated descriptions of their programmes, including credits and learning outcomes; using appropriate recognition procedures for their mobile students. Suggestions for institutions on recognition of periods of study

Integration of mobility into programmes In order to structure mobility into your currricula: identify the semester or year when a period of study abroad would best fit into the programme (mobility window); schedule in that semester/year the educational components the learning outcomes of which can be more easily achieved abroad; identify, within the partner institutions, departments or curricula where suitable learning outcomes could be achieved.

Allocation of academic responsibility Appoint an academic in each departement or subject area who has the authority to: approve students’ programmes of study abroad and amend them as needed (sign the Learning Agreement); guarantee full recognition of such programme on behalf of the responsible academic body (sign the Recognition sheet).

Interaction with single outgoing students Before the departure of the student the responsible academic will: discuss with the student, and finally approve, a Learning Agreement containing a programme of study abroad for a semester or for a year (about 30 or 60 credits); this programme will have similar, complementary or coherent learning outcomes in relation to the programme at the home institution, but it will not necessarily have the same content; guarantee in advance that all the credits gained abroad in the approved programme of study will be fully recognised, transferred into the home programme and used to satisfy the qualification’s requirements

After the return of the student the responsible administrator will: transfer all credits gained abroad in the approved programme of study (Transcript of Records) into the student’s official learning programme at home, indicating the learning activities they refer to with their original titles; the credits will subsequently be included in the Diploma Supplement, with a note specifying the institution where they have been gained; use the credit gained abroad for accumulation purposes to satisfy specific curricular requirements, as previously agreed in the Recognition Sheet; recognising credits gained abroad as additional credits would not fulfil the commitment to full academic recognition, and should only be done if the student brings back more than 30/60 credits.

Correct procedures for the development of programmes of study abroad and for academic recognition are a basic requirement for quality in student mobility. CONCLUSIONS