Transcript Polska Rama Kwalifikacji w kontekście zmian na

“The Polish QF and its focus
on quality assurance”.
Ewa Chmielecka, Warsaw School of Economics,
Bologna Expert, Poland
Seminar: „Jak spolu souvisí národní rámec kvalifikací a
kvalita vzdělávání?“
Prague, 24 June 2013
Contents
Intention: to present the Polish QF for HE case as an
example of good (?) practice answering the
question of QF and quality assurance
– Structure of the PL QF
– Systems of quality assurance in context of PQF
– Example: changes in the PL higher education
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The scope and structure of the Polish QF (PQF)
 8 levels. Three categories of level descriptors: knowledge, skills,
social competences.
 In the PQF: 2 categories of level descriptors by their degree of
detail
 universal (first stage)
 typical for different types of education (second stage).
Possible third stage generic descriptors (e.g. in sectors, HE).
 Covers all types qualifications
 Full qualifications
 Partial qualifications
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Key aspects of the comprehensive description of LO
Scope
Completeness of the cognitive perspective
Depth of understanding
Dependencies
Knowledge
Learning
Complexity of the problem
Innovation in the approach
Independence of actions
Conditions under which one acts
Independence
Methods
Communication
Scope of expression
Complexity of expression
Identity
Participation
Sense of responsibility
Conduct
Problem solving and
applying knowledge in
practice
Skills
Social
Cooperation
competence
Responsibility
Team work
Conditions under which one acts
Leadership
Consequences of one’s own actions
Consequences of the team’s actions
Evaluation
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Structure of the Polish Qualifications Framework
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Qualifications awarded in the Polish education system below higher education
(children and youth)
elementary school
certificate of completing
elementary school
1
lower secondary school
certificate of completing lower
secondary school
2
certificate of completing basic
vocational school
not yet
determined
basic vocational
school
vocational certificate
3
vocational diploma
3
certificate of completing the
upper secondary technical
school
upper secondary
technical school
general upper
secondary school
vocational certificate
not yet
determined
3 or 4
depending on
the qualification
vocational diploma
4
matura certificate
4
certificate of completing
general upper secondary
school
matura certificate
not yet
determined
4
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Qualifications awarded in the Polish higher education system
Type of studies:
first cycle studies
(Bologna first
cycle)
second cycle
studies (Bologna
second cycle)
or
long cycle studies
third cycle studies
(Bologna third
cycle)
Name of qualification
diploma certifying the professional title
of licencjat /inzynier or equivalent title
ECTS credits
at least 180
Planned
qualification
level in the PQF
6
second cycle
studies – at least
90
diploma certifying the professional
title
of magister /magister inżynier or
equivalent title (e.g. physician)
 diploma certifying the academic
degree of doktor in a specific
discipline
long cycle master
degree studies:
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at least 300 (5
year studies), 360
(six year studies)
45-60
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additionally:
postgraduate nondegree studies
certificates of completion of
postgraduate
non-degree
studies
at least 60; (the
studies should not
be less than two
semesters)
depending
on the
programme
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Learning outcomes in the PQF
(PQF/EQF referencing criterion 3 on LO)
 All qualifications in the PQF (in the Q-register) have to be
described in the terms of learning outcomes (knowledge, skills,
social competences).
 In the GE and formal VET learning outcomes principle are
included in core curricula, implemented by law.
 In GE and VET learning outcomes define also examination standards
 In HE learning outcomes and their validation must be described
for the study programmes of specific fields in the eight broad
areas of study
 This is under control of QA systems
 In non-formal sector application of LO not very common
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Expectations concerning
the PL QF– learning outcomes orientation
• General
– transparency,
– comparability,
– Quality assurance enhancement
– building mutual trust (national and international aspect)
– openness for stakeholders
– better fit for labor market needs
– LLL driver
– ….
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Expectations [2] concerning
the PL QF for HE – learning outcomes orientation
Increased autonomy of HEIs
– Diversification of HEIs
– Variety of programs, methods ..
But
Comparability of programs by common points of
reference
– Not content based
– Assigning qualifications (diplomas) to levels
– Protecting quality
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Qualifications Framework
And
Quality Assurance
case of the PL higher education
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The hierarchy of learning outcomes
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8 broad areas of study
Based on the descriptors of PQF typical for higher
education the descriptors for eight broad areas of
study and two profiles have been developed on the
national level (first and second cycle)
1.
2.
3.
4.
5.
6.
7.
8.
Humanities
Social sciences
Exact sciences
Life sciences
Engineering and technology
Medical sciences and health sciences
Agriculture, forestry and veterinary sciences
Fine arts
Main force to implement PQF for HE
 Competent
 Independent
 Highly motivated
 Accreditation Body
• Polish Accreditation Committee has been involved in
development of QF for HE from the first meeting of
the Working Group on QF for HE in 2006.
 The advice given by Bologna Experts
 Actions undertaken by the Ministry for Science&HE
The role of quality assurance body
 The Polish Accreditation Committee is required to perform a qualitative
assessment of how higher education institutions are implementing
educational regulations.
 Amendments to the Act on Higher Education of March 2011 required that
the PAC include the process of qualifications framework implementation
in its assessment process of higher education institutions.
 The PAC is a member of the European Quality Assurance Register, which
means that it complies with the European Standards and Guidelines for
Quality Assurance for Higher Education.
 The PAC prepared to fulfill this task by adopting the appropriate resolution
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The PL QF HE implementation [1]
•
•
•
Context 1: expected reluctance of the academic community
Context 2: enlarging autonomy in curricula design
Context 3: expected difficulties with “learning outcomes” approach
Training:
 More than 250 seminars, workshops, conferences provided in 2008-2012 (and
still continued) by
– Ministry of Science &HE
– Bologna Experts Team
– Projects of the Human Capital Development Program
 „converted seminars”
 „millionaires” competition
 QF Advisors
•
In total - about 18 000 of academic workers participated in the training
•
„cascade” training system at HEIs.
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The PL QF HE implementation [2]
 Websites:
– the ministry of HE,
– the Bologna Experts,
– Institute of Educational Research
 publications :
– 3 PL books,
– many other issues
– Translations: like German “Yes, go!”
 Strong support given by the rectors conferences and other HE
bodies
 Exceptional financial support on base of the European funds
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The PL QF HE implementation:
first results
• Implementation of LO approach (end of the 2012/13 academic year):
• expectation concerning the academic community resistance –
confirmed
• but the most of results quite promising
– New curricula and syllabi prepared and well established in all
HEI for level 6 and 7, corrected this year with much better
understanding.
– Post-diploma and PhD studies curricula under reconstruction
– New degree programs – opportunities taken from enlarged
autonomy – breathtaking!
– Much better understanding the PQF significance, profits,
other aspects:
• „I have in hand all necessary tools for individualization of studying I am
implementing now”.
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Thank you for your attention!
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