1. Qualification Frameworks in EHEA Regional seminar on Qualification Framework 10 -11 November 2011 Vera Stastna Charles University, Prague Vera.Stastna@ruk.cuni.cz

2. >Bologna Process ● started at Sorbonne University (1998) and in Bologna (1999) ● aims at more competitive and attractive higher education system in Europe – Common principles – Harmonised architecture – Commonly defined and used instruments – Shift in paradigm (student centred learning and lifelong learning concept) European Higher Education Area >European Higher Education Area (EHEA) was launched at the Budapest – Vienna ministerial conference on 11-12 March 2010

3. Existing (transparency) tools in the Bologna Process >Learning outcomes >ECTS >Quality Assurance >Qualification Frameworks ● Meta frameworks at European level – ECTS is key element for 1st and 2nd cycle; 3rd cycle discussion ● National level qualification framework – can contain more detailed national credit arrangements >Diploma Supplement >Mutually interlinked >Lisbon Recognition Convention

4. C URRENT E UROPEAN H IGHER E DUCATION R EFORM I SSUES S U R V I V A L ? Qualification Frameworks (FQ-EHEA -2012 deadline+ EQFLLL + binary divide issues) Bologna process EHEA established. but objectives not achieved (Budapest-Vienna 2010) Mobility Targets (By 2020 20% study/training abroad) Curriculum reform/developme nt Markets Borderless education (TNE) Internationalisation Credit Systems + confusions ECTS v ECVET Recognition issues (Diploma Supplement + Lisbon Recognition Convention + RPL) Quality Assurance (Internal + External) + accreditation issues (for profit HEI) Mission statement/diversit y in university roles Revenue sources – Finance + Mergers New technology Student- centred learning Employability Learning outcomes – delivery assessment STPEHEN ADAM: stephenadam@orange.fr RANKINGS ? CONTEXT: Growth in demand Constrained funding Demographic change Increased competition Globalisation I NTEGRATED T OOLS !

5. Qualification in EHEA The main end product of the Bologna reforms is better qualification – based on learning outcomes; – transparent; – more tailor made to the needs of diversified groups students; – better organisation of the programme; … and not just new educational structures Multi-dimensional entity – it is not possible to isolate its particular dimensions – Level of the qualification (Bachelor, Master, doctoral) – Profile – Learning outcomes + Student assessment – Workload–ECTS credits – credits are allocated to learning outcomes (not vice-versa) – Quality assurance Ballance needed There might be different and flexible paths to reach the qualification

6. „Meta-Frameworks“ at European level (1) >Overarching Qualification Framework for European Higher Education Area (QF-EHEA) ● ECTS credits associated with ─1st cycle (usually called Bachelor): 180 – 240 ECTS; (according to national context „short cycle“ within the 1st cycle – 120 ECTS) ─2nd cycle (usually called Master): 90-120 ECTS, minimum 60 ECTS gained at Master's level ─3rd cycle (doctoral degree): 3-4 standard years of duration (no credit points agreed, some countries, some HEIs use them as well)  European qualification framework for LLL (EQF)– European Union – 8 levels – No credit ranges – Creation of NQF is recommended – Referencing to EQF (NQF or national system) >National level qualification framework – can contain more detailed national credit arrangements >High potential for recognition of prior learning; lifelong learning concept

7. „Meta-Frameworks“ at European level (2) 7 EQF LevelQF-EHEA Cycle 1- 2- 3- 4- 5 1 („Short cycle qualification“ within the 1st cycle 120 ECTS credits) 6180-240 ECTS credits 72 60 – 180 ECTS credits, usually 90-180 ECTS, And in parallel 60 ECTS credits should obtained at the 2nd cycle level 83 No credits ranges specified; 3-4 standard years (ftll-time delivery mode)

8. POTENTIAL BENEFITS (Eropean Commission) (List from EQF Note 2: by Jens Bjornavold (Cedefop) and Mike Coles (UK). February 2010) 1Increased consistency of qualifications 2Better transparency for individuals and employers 3Increased currency of single qualifications 4A broader range of learning forms are recognised 5A national/external reference point for qualifications standards 6Clarification of learning pathways and progression 7Increased portability of qualifications 8Acting as a platform for stakeholders for strengthening cooperation and commitment 9Greater coherence of national reform policies 10A stronger basis for international co-operation, understanding and comparison

9. Any advantages of the QF-EHEA can become reality only if there are national frameworks for qualifications established and the relation between the national levels and European levels have been clearly defined, described and validated in a trustful, internationally recognised way.

10. 10 NQFQF - EHEA closest to the operational reality; it allows for description of all specificities within the national system more detailed, could obtain more levels provides the broad structure within which national qualifications frameworks will be developed and allows diversity within these limits owned by national systemfacilitates movement between systems ultimately determines what qualifications learners will earn ensures compatibility among different national frameworks for qualifications – serves as a “translation tool” describe the qualifications within a given education system and how they interlink presents a common face of “Bologna/EHEA qualifications” to the rest of the world

11. Important tool, however only a tool. The vision of what system we want is needed! Establishment of National qualification frameworks - to basic functions – Transparency tool describing the syst é m – Instrument for change Curriculum reform (learning outcomes) Qualification structure

12. 10 steps towards National Qualification Frameworks Step 1. Decision to start developing the NQF has been taken by the national body responsible for HE and/or the minister Step 2. The purpose(s) of the NQF have been agreed and outlined Step 3. The process of developing the NQF has been set up, with stakeholders identified and committee(s) established Step 4. The level structure, level descriptors (learning outcomes), and credi ranges have been agreed Step 5. Consultation / national discussion has taken place and the design o the NQF has been agreed by stakeholders Step 6. The NQF has been adopted in legislation or in other high level policy Step 7. Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency (ies) and other bodies Step 8. Study programmes have been re-designed on the basis of the LOs included in the NQF Step 9. Qualifications have been included in the NQF Step 10. The Framework has self-certified its compatibility with the European Framework for HE

13. Qualification frameworks National qualifications frameworks are promoted by Bologna (widely spread – also countries outside Bologna family) Designed to help classify, explain, show relationships and establish standards (accountability) between different qualifications They can do much more including: – help modernise education; – improve recognition and mobility; – improve access and social inclusion; – help adjust to demographic change – lifelong learning perspective; – direct the development of qualifications; – improve transparency and accountability; – enhance flexibility All countries already have implicit qualifications frameworks but they can often be chaotic, unsystematic and confusing – MORE OVER the systems have been changing, offering more possibilities, however they become more complicated and less understandable for users Countries should not lose sight of what they want their NQF to achieve and that this is reflected in their design – Just a transparency tool – Means of reform initiatives - carefully consider their value added

14. Bologna Process – Stocktaking 2012 Green 10 countries Step 10. The Framework has self-certified its compatibility with the European Framework for HE Light green 11 countries Steps 7-9. 9. Qualifications have been included in the NQF, 8. Study programmes have been re-designed on the basis of the LOs included in the NQF, 7. Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency (ies) and other bodies Yellow 17 countries Steps 5-6. 6. The NQF has been adopted in legislation or in other high level policy 5. Consultation / national discussion has taken place and the design of the NQF has been agreed by stakeholders Orange 2 countries Step 4. The level structure, level descriptors (learning outcomes), and credit ranges have been agreed, Red 3 countries Step 3. The process of developing the NQF has been set up, with stakeholders identified and committee(s) established Step 2. The purpose(s) of the NQF have been agreed and outlined Step 1. Decision to start developing the NQF has been taken by the national body responsible for HE and/or the minister

15. >Main end product of the Bologna reforms are better qualifications based on learning outcomes and certainly not just new educational structures (ECTS, QF, etc.); >One of the main goals of Bologna Process is free movement; necessary (pre)condition is fair and smooth recognition! >Existing tools Learning outcomes, ECTS, Quality Assurance, Qualification Frameworks, Diploma Supplement are mutually interlinked; have to be implemented in one system; >Not to interchange goals and tools! Some thoughts at the end >Bottom-up reform (academics are responsible for creating and maintaining qualifications) requiring fundamental changes of attitude at the institutional level; >Stakeholder involvement (incl. students and employers)- necessary for better qualifications as well as for recognition outside academia >Implementation needs UNDERSTANDING, COMMITMENT and TIME.

16. Here we are now

17. And this is hopefully the future Thank you for your attention!