1. Closing the Gap between Azerbaijan Higher Education and the Qualifications Framework of the EHEA
Maiki Udam

2. Outline
QF-EHEA – What and why?
Closing the gap – How?

3. Bologna process …
1998 – The Sorbonne Declaration (France , Germany, Italy, UK)
mobility for students, graduates, teaching staff
promotion of qualifications, with regard to the job market
1998 – The Bologna Declaration (30 countries), Creation of EHEA
introduction of a system based on undergraduate and postgraduate studies with easily readable programmes and degrees
Quality assurance

4. Implementation timeframe for NQF
Overarching framework (QF-EHEA) – 2005
Development of national frameworks (NQF) – 2010

5. Secondary specialised
EQF
levels
EHEA
cycles
General
Eduation
Initial VET
Secondary specialised
education
Higher education
Additional education
AzQF levels 8
THIRD CYCLE (DOCTOR) 7
SECOND CYCLE
(MАSTER) 6
FIRST CYCLE
(BACHELOR) 5
SHORT CYCLE 4 3 2 1

6. Qualifications that signify completion of the 1st cycle are awarded to students who:
• have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;
• can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
• have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues;
• can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
• have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
Typically
include 180-
240 ECTS

7. Qualifications that signify completion of the 2nd cycle are awarded to students who:
• have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
• can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
• have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments;
• can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist
audiences clearly and unambiguously;
• have the learning skills to allow them to continue to study
in a manner that may be largely self-directed or autonomous.
Typically
include ECTS
credits, with a
minimum of 60 credits at
the level of the 2nd cycle

8. Qualifications that signify completion of the 3rd cycle are awarded to students who:
• have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
• have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
• have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
• are capable of critical analysis, evaluation and synthesis of new and complex ideas;
• can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
• can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.
Not specified

9. QF-EHEA
QF (EHEA) encompasses all the qualifications in a (higher education) system
It shows what a learner knows, understands and is able to do on the basis of a given qualification – that is, it shows the expected learning outcomes for a given qualification.
QF focus on outcomes more than on procedures, and several learning paths – including those of lifelong learning – may lead to a given qualification.

10. QF-EHEA
QF play an important role in developing degree systems as well as in developing study programmes at higher education institutions.
QF facilitate the recognition of qualifications, and they are important for those who make use of qualifications, in particular learners and employers.

11. Learning outcomes
Learning outcomes express the level of competence attained by the student and verified by assessment. They are ‘statements of what a learner knows, understands and is able to do on completion of a learning process’. They are formulated by academic staff, involving students and other stakeholders. In order to facilitate assessment, these statements need to be verifiable.
ECTS Users’ Guide

12. Bologna process 2020 2010 – 47 countries + 8 consultative countries
Priorities for 2020:
Social dimension
Lifelong learning
Employability
Student-centred learning
Education, research and innovation
Mobility
Data collection
Multidimensional transparency tools
Funding

13. QF-EHEA vs NQF QF-EHEA NQF
describes the “outer limits” within which national frameworks should be situated
closest to the operational reality
ensures compatibility between national frameworks
 owned by national system
facilitates movement between systems
facilitates movement within system (learning paths)
presents a “common face” for higher education in Europe, which is important in a global context
ultimately determines what qualifications learners will earn
describes the qualifications within a given education system and how they interlink

14. Closing the gap QF-EHEA NQF
Learning outcomes (LO) for a study programme
Choosing modules/subjects
LOs for modules/subjects
Assessment methods and criteria (incl RPL)
Content and teaching methods
Quality Assurance

15. Necessary actions and resources to close the gap
Good will
Involvement of stakeholders
Approval of Az-NQF
Trainings!!!
Dedicated people
Money
Development of study programmes
Dedicated and competent people
(Money)
Quality Assurance

18. Useful sources
Bologna process – Eurpean HigherEducation Area
ECTS Users’ Guide
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)