Republic of Slovenia Ministry of Higher Education, Science and Technology 1 Development of NQF in Slovenia An example of a “difficult practice” 2nd meeting of the Regional Network on Qualifications Frameworks for South East Europe 29 – 30 June 2009, Ljubljana

Republic of Slovenia Ministry of Higher Education, Science and Technology 2  Bologna Declaration, 1999  Berlin Communiqué, 2003  Act on recognition and validation of education, 2004  Amendments to HEA, 2004  National consultation on EQF, 2005  Act on professional and academic titles, 2006  Statistical classification KLASIUS, 2006  Amendments to HEA, 2006  Amendments to HEA, 2008 Bologna reform: pace of legislative changes Bologna reform: pace of legislative changes

Republic of Slovenia Ministry of Higher Education, Science and Technology 3

Republic of Slovenia Ministry of Higher Education, Science and Technology 4 Bologna reform: implementation of new degree structure  Gradual introduction of new degree structure – pre-reform and post-reform study programmes running in parallel until 2009/10  Binary 1st cycle with university/academic and professional study programmes (180 – 240 ECTS)  Unitary 2nd cycle with Master study programmes (60 – 120 ECTS)  3rd cycle – doctoral study programmes (180 ECTS)

Republic of Slovenia Ministry of Higher Education, Science and Technology 5 ‘Pre-reform’‘Post-reform’ Under- graduate Study programmes leading to: - university degree - professional higher education degree 1st cycle: - professional study programmes Graduate - specialisation - magister of science - doctor of science 2nd cycle: - university study programmes - Master study programmes 3rd cycle: – doctoral study programmes Study programmes and levels of education

Republic of Slovenia Ministry of Higher Education, Science and Technology 6 Structural issues:  no prescription of unified model (3+2, 4+1, 5+0 models possible)  abolishment of Msc degree and Specialisation, unitary 2nd cycle  introduction of new one-tier Master degree for regulated and special professions  comparability of old and new degrees concerning the level of education  gradual implementation of new programmes (co- existence of old and new degrees)  problems arising from transfers between pre-and post- reform programmes, access and admission to new cycles Curricular reform:  length of first degrees  relevance of first degrees Bologna reform: issues influencing development of NQF Bologna reform: issues influencing development of NQF