Designing and implementing of the NQF in RM
description
Transcript of Designing and implementing of the NQF in RM
Designing and implementing of the NQF in RM
2nd seminar, Linköping University,
7-9 October 2009
Presentation by Elizabeta Bahtovska & Zamir Dika
compatible
• Designing the National Framework for HE Qualifications in Republic of Macedonia based on the ‘Overarching framework for qualifications in the EHEA’1 (NQF), compatible with the European Qualification Framework for Lifelong Learning2 (EQF).
- Tough Job
The Framework
1 - http://www.bologna-bergen2005.no/EN/BASIC/050520_Framework_qualifications.pdf
2 - http://www.ond.vlaanderen.be/hogeronderwijs/bologna/news/EQF_EN.pdf
Methodology
• The process for the design of the National Qualification Framework for Higher Education Qualifications in Republic of Macedonia will follow the TEN STEPS recommendation1 as an outcome of the BFUG Working Group on QF Report, submitted to the conference of the Bologna Process in London, 2007 by the NQF Development and Certification Report from Bologna Working Group on QF2.
1 - http://www.ond.flanders.be/hogeronderwijs/bologna/qf/national.asp#A
2 - http://www.dcsf.gov.uk/londonbologna/uploads/documents/WGQF-report-final2.pdf
Ten Step Process
FIRST STEP • Decision to start: Taken by the national
body responsible for higher education – minister.
SECOND STEP• Setting the agenda: The purpose of our
NQF. THIRD STEP• Organizing the process: Identifying
stakeholders; FOURTH STEP• Design Profile: Level structure, Level
descriptors (learning outcomes), Credit ranges.
FIFTH STEP• Consultation National discussion and
acceptance of design by stakeholders
SIXTH STEP • Approval According to national tradition by
Minister/Government/legislationSEVENTH STEP• Administrative set-up Division of tasks of
implementation between HEI, QAA and other bodies
STEP EIGHT• Implementation at institutional/programme
level; Reformulation of individual study programmes to learning outcome based approach.
STEP NINE• Inclusion of qualifications in the NQF;
Accreditation or similar (cfr. Berlin Communiqué)
LAST STEP • Self-certification of compatibility with the
EHEA framework (Alignment to Bologna cycles etc.);
Activities (almost) done
Activities partially done
Activities undertaken – on the way
FIRST STEP
• Decision to start. Taken by the national body responsible for higher education – minister:– Law on Higher Education, article 99:
Government of R. Macedonia should adopt NQF on the proposal by the Minister;
– Declaration by the Minister of Education on 2008 for harmonization with the EU legislation, part for NQF;
– TEMPUS Structural measure on NQF ;
Question: Are they enough?
SECOND STEP
• Setting the agenda: The purpose of our NQF.– TEMPUS Project “Designing NQF”: Based on
the EHEA NQF compatible with EQF for LLL for the HE cycles of studies – end of 2011;
– EU CARDS Project “Technical Assistance to the Ministry of Education and Science on lifelong learning ” – ends February 2010. EQF as a Framework.
The same question: Are they enough?– Not yet identified-agreed the national agreed set of purpose for NQF;
THIRD STEP
• Organizing the process: Identifying stakeholders.– For the CARDS Project, stakeholders
identified;– For the TEMPUS Project, stakeholders are in
the process of identification;
FOURTH STEP
• Design Profile: Level structure, Level descriptors (learning outcomes), Credit ranges.– The process:
• Choosing Approach:• Data Collection and Analysis;• Designing the Level Structure and Credit Ranges;• Level/Dublin Descriptors – Comparative Analysis;
Step 4 The Approach
• Down To Top Approach:– The HE Institutions as a ‘designers’ of the
NQF profile (Fourth step);• From the Project Team (TEMPUS) provided the
TEMPLATE for needed informations:
Step 4 Data Collection and Analysis
• Data gathered from all accredited HE Institutions, identified by the Accreditation Board. Relevant data to design the profile of QF was analyzed, as follows:– Cycles of studies (ECTS credits, ‘type of the
cycle);– Field of Qualifications issued;– Profile of the Diploma-qualifications;– Type of studies;
• From the Data Analysis it was concluded:– ALL the HE Institutions have organized
studies according the “Bologna” Levels/Cycles of studies;
– The range of ECTS varies as:
Step 4 Level Structures and Credits
First Cycle Second Cycle Third Cycle
Level Structure Bachelor Master Doctor
Credit Range 180 ECTS and 240 ECTS
60 ECTS,
90 ECTS,
120 ECTS
Not yet accredited programs
Step 4 Descriptors – Comparative Analysis
• For the preparation of Level-Dublin descriptors, since there the complementarity of Bologna Framework and EQF for LLL foreseen, the Comparative Analysis was conducted. Analyzed QF EHEA and German Model of QF. Swedish and Flemish model was analyzed in terms of compliance with the QF.
Step 4 Comparative Analysis – In depth
QF EHEA German Model
Flemish Model
Swedish Model
Our Model
Qualification Cycle
Description of Cycles. Ex. First Cycle: Bachelor Level; Second Cycle: Master Level; Third Cycle: Doctorate Level
Outcomes (DD)
DD by QF EHEA: K&U; Applying K&U; Making Judgments; Communication Skills; Learning skills;
German Model – German DD;
Swedish and Flemish Model – EQF descriptors;
Outcome: Scheme of complementarity.
Degrees and ECTS
Description of the time-length of the cycles, credits accumulation and entrance requirements
Step 4 Comparison – An Example
Completing Step 4
• The Top to Down Approach:– Designing Outcomes and assigning to the
Qualifications;– Framing the Framework;– Setting the implementation aspects;– Training and preparation for the Fifth Step:
• Consultation National discussion and acceptance of design by stakeholders