Transcript Projecte de Marc Nacional de Qualificacions

The Andorran higher education
diplomas framework (MATES) and the
National qualifications framework
(MAQ)
Àrea d’ordenació acadèmica i titulacions
(Academic organization and qualifications service)
Agència de Qualitat de l’Ensenyament
Superior i la Recerca
(National Quality assurance agency)
Two Frameworks
Andorran Framework
MAQ
MATES
Describes
formal, non-formal and informal education
Describes
Levels of official HE diplomas
The Andorran framework: definition

1.
2.
Our framework is a double framework
The Andorran higher education diplomas
framework (MATES)
Andorran qualifications framework (MAQ).
MAQ and MATES have to be compatible.
What is the MAQ?
It intends to be a tool that helps "to classify people".
We refer: to "appraising" the formal, non formal and
informal education of a person, to set a benchmark
of prior learning competences for each person, to
prove and/or to orientate him to future studies, to
describe educational policies, to orientate through
training, to design educational programs, to promote
the creation of employment, to assess the studies
level and to certify it in legal cases, etc.
Short cycle
1st Cycle
QF for EHEA
2nd Cycle
3rd Cycle
The new MATES Framework and the
EHEA framework
MATES an objective of the
Bologna Process
The MATES is a(n):
 Description of all diplomas in a given (higher) educational system
 Description of how these diplomas are articulated
 Description of how learners can move between diplomas within the system
 Easy to understand description to inform foreigners
 Description of what diploma learners will earn in terms of learing outcomes
MATES: definition
Basic objectives at Higher Education:


To guarantee that all diplomas are
established at the basis of a degree of
concretion of the generic competences,
which includes knowledge, skills and attitudes
To guarantee that competences are related
with the premises of the Dublin descriptors, in
coherence with the EHEA
MATES features
As the final designers of a diploma are higher education
institutions, the framework needs to be:
 Open and flexible. Based on general objectives
(describing skills, learning outcomes and
competences)
 It has an orientational approach - the descriptors
represent the minimums required
 Prescriptive. They are not only oriented to higher
education institutions but to the entire society
Andorran framework: the model



Step 1: It has a normative approach. Elaboration is a competence of the
educational administration and it has the objective to determine the
minimum competences by level that must be acquired by all the students
Step 2: It is a set of articulated decisions that translate the step 1 in
curricular projects suitable for a specific context. They have to be part of
the decree of creation of a diploma. This step constitutes the core of the
future programs and it is related with the labour market, employability, HE
policy, etc
Step 3: It is a set of specific competences to be acquired and developed by
the students in each particular diploma. Competences are described in
terms of learning outcomes and measured in ECTS with strategies and
activities of education-learning path for each specific area. This step is
done by the university or HEI. It needs to be accredited by the QA in order
to be accepted as an official program.
STEP 1
Model
STEP 2
STEP 3
EQF
Short cycle
5
BATXEL·LOR
6
Descriptor Categories
Diploma Project
5
Use of Information Technology
MATES
Attitudes and professional ethics
1
3
4
Research methods
2
Autonomy and learning capacities
MASTER
Practical Skills:
Application of knowledge and skills Learning
Diploma Decree
Communication skills:
Aptitudes and capacity to transmit information
DOCTORATE
Cognitive skills:
Depth and width of knowledge: possess and
knowledge understand
Diplomas
Short cycle
DOCTORATE
BATXEL·LOR
8
MASTER
SPECIALIZED BATXEL·LOR
7
MATES: Structure


The section «Diploma descriptions» of the
Framework describes: the objectives, the duration,
the criteria of admission, the orientation, and the
names of the different certificates.
The section «Learning outcomes» describes each
diploma according to the category of «descriptor» in
a manner according to the common used by the
international community (Dublin descriptors).
MATES: Structure
The learning outcomes are structured in 7 types of descriptors :

Cognitive skills
 Communication skills Practical skills Learning skills
Research methods
 Attitudes and professional ethics
 Use of Information Technology
MATES: The process
Where are we now?
Action/step
Step completed with an indication
of timing
Step to be completed with an
indication of timing
8.Implementation at
Institutional/programme
level; Reformulation of
individual study programmes to
learning outcome based
approach
The small dimension of the country
facilitates the implementation. The
university has already started to work
in this process and it will be finished
probably in June 2011.
9.Inclusion of qualifications in the
NQF; Accreditation or similar
(cf. Berlin Communiqué)
The qualifications will be included in
NQF after accreditation. These
inclusions will be done maximum two
months later after the presentation of
each program by the university.
10.Self-certification of compatibility
with the EHEA framework
(Alignment to Bologna cycles
etc.)
Upon acceptance of item 8, the project
will be certified.
11.National qualifications web site is
available to users
Now you can find the NQF at the web
site of the department:
http://www.ensenyamentsuperior.ad
Thank You