Regional Task Force Meeting Under the Advancing Teacher Professionalism for Inclusive Education (ATEPIE) Project Developing National Qualification Frameworks (NQF) for Teaching Profession Republic of Macedonia

23 January 2012, Belgrade, Serbia

Intended purpose of the NTQFs

• • • Responsible body: The Ministry of Education and Science Mandate: To approve any initiative Purpose of teacher standards: – to make the teacher qualification more explicit by clearly defining their purpose; – to facilitate recognition and mobility on a national and international level; – – – to make uniform the quality of the work of education service providers; to enhance educational and social inclusion; to define and describe clear entry and overlap points in the educational process; – – – to clearly position of the teacher qualification in their interrelation; to access suitable education and in-service training throughout life; to enable teachers, employers, students and society in general to fully understand qualifications; – – to improve and functionally position study and subject programmes; to strengthen the participation of social partners in education and training.

Status of the NTQFs in country contexts

• • Status: Legally binding documents Relation: – University study program’s indicator’s for acreditation; – External evaluation of school/teachers – Teacher career progression framework – …

What benefit do you see in the regional cooperation?

• •

Sharing experience Mobility

National Framework of Higher Education Qualifications 2010 NQF Level VIII VII VI V VIIa VIIb Via Vib Va Vb Higher education

III cycle of studies - Doctoral studies II cycle of studies - Master academic studies II cycle of studies - Specialist studies

I cycle of studies - University studies 240 credits / Professional studies 240 credits

I cycle of studies - University studies 180 credits / Professional studies 180 credits Professional studies of 60 to 120 credits - Short cycles within the first cycle Professional education linked to the first cycle of studies up to 60 ECTS

Level in the EQF of higher education 8 7 6 5

The descriptors of qualifications

• The description of the learning outcomes for a specific level of qualification is expressed with the following descriptors of qualifications: –

knowledge and understanding,

–

application of knowledge and understanding,

–

ability to evaluate/asses/judge,

–

communication skills

–

learning skills

.

180-240 ECTS knowledge and understanding Demonstrates knowledge and understanding in the scientific field of study which builds on the previous education and training, including knowledge in the area of theoretic, practical, conceptual, comparative and critical perspectives in the scientific field in line with an appropriate methodology.

Understanding of a specific are and familiarity with the current issues related to science research and new sources of knowledge. Demonstrates knowledge and understanding in different theories, methodologies.

application of knowledge and understanding ability to evaluate/assess/judge

Can apply the knowledge and understanding in a manner that demonstrates a professional approach to work or the profession. Demonstrates competences for problem identification, analysis and solving. Ability to detect and support arguments within the field of study.

Ability to collect, analyse, assess and present information, ideas, and concepts of relevant data. Making appropriate evaluation/assessment/judgement taking into account personal, social, scientific and ethical aspects. Ability to assess theoretical and practical questions, to provide explanation for the causes and to select a suitable solution.

communication skills learning skills

Ability to communicate and discuss, both with the expert and lay public, information, ideas, problems and solution when the criteria for decision making and the scope of the task are clearly defined. Assumes shared responsibility for collective results. Ability for independent participation, using a professional approach, in specific, scientific and interdisciplinary discussions.

Assumes initiative to identify the needs for acquiring further knowledge and learning with a high degree of independence.

• • •

Characteristic for all attempts is too great a degree of generality; The National Qualifications Frameworks are only descriptions of levels without a deeper approach that would communicate with descriptions of competences depending on the profiles and the individual occupations. Hence, teaches are a profile were not specifically addressed.