Transcript The impact of the European Qualifications Framework for

The impact of the
European Qualifications
Framework for the Design
of University Curricula and
Syllabi
National Conference:
Higher Education in Serbia – The
Implementation of Bologna Process in
Economics and Management Studies
University of
Kragujevac, Nov 7 2008
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Qualificationsframework
-ReferenceframeworkMin. of Education
Higher Education
QFW for EHEA
Bologna-Process
Levels of
Qualifications
-Bachelor
-Master
-Doctorat
Described „horizontally“ according to the
„Dublin Descriptors“ with Credits
Knowledge
and
understanding
Applying
k&u
Communication
Making
judgements
Levels of
Qualifications
1–2–3–4–5
6–7- 8
EU-Commission
QFW for LLL
BruggesCopenhagenMaastrichtProcess
Describes learning progress
Qualifications are builtby bundling
learning outcomes
according to descriptors
Knowledge
&
Skills
Competences
Understanding
Learn to learn
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Why should we
consider the two?
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Onionmodel
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EQF
Q
NQF
FQF BQF
HQF
SQF
Q
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Issues to be considered
There is no national qualifications framework
in Serbia yet:
– Will there be an overarching or one covering all
educational and vocational areas?
– Will there be one for higher education only?
– Could a sectoral qualifications framework be useful?
– Is there an interest in establishing an institutional
qualifications framework?
– Any benefit for a qualifications framework at faculty
level?
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Key Issue 1
• Both EQF (Bologna / LLL) present a matrix
of learning outcomes
– Learning outcomes are presented as a
progression of learning according to criteria
(descriptors) and level
– Learning outcomes state what the learner is
expected to know and able to do at an
identified stage of the learning process.
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Joint Quality Initiative –
Dublin Descriptors
Knowledge and understanding
– 1 (Bachelor) [is] supported by advanced text books
[with] some aspects informed by knowledge at the
forefront of their field of study ...
2 (Master)
provides a basis or opportunity for
originality in developing or applying ideas often in a
research context ...
3 (Doctorate) [includes] a systematic understanding
of their field of study and mastery of the methods of
research associated with that field
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Readability – horizontal / vertical
Knowledge & Underst.
Skills
Competences
L
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advanced knowledge of a
field of work or study
involving a critical
understanding of theories
and principles
advanced skills,
demonstrating
mastery and
innovation, in a
complex and
specialised field
of work or study
manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work and study
Contexts - lead groups in
work and study
L
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highly specialised knowledge,
some of which is at the forefront
of knowledge in a field of work
Or study, as the basis for
original thinking critical
awareness of knowledge issues
in a field and at the interface
Between different fields
specialist research
and problemsolving skills,
including analysis
and synthesis, to
develop new
knowledge and
procedures and to
integrate
knowledge from
different fields
demonstrate leadership and
innovation in work and study
contexts that are complex,
unpredictable and require new
strategic approaches take
responsibility for continuing
personal professional
development, for contributing to
professional knowledge and
practice and for reviewing the
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Competences vs Learning
Outcomes and credits
• The learner acquires competences through learning,
both subject and non-subject related (generic)
competences.
• Competences are more than the sum of learning
outcomes. They may be revealed in a final thesis, or in
professional life or in any situation of day-to-day life.
• Learning outcomes are those parts of competences
which have been assessed.
• All formal education and training programmes stipulate
learning outcomes
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Competences vs Learning
Outcomes and credits
• As credits can only be awarded on the basis of
assessment, a learner acquires credits for
having achieved respective learning outcomes.
• In other words: In formal teaching and learning
programmes only those competences may be
stipulated and documented by credits which can
be assessed.
• These competences are specified as learning
outcomes
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Qualifications vs learning
outcomes and credits
• Qualifications are defined bundles of planned
learning outcomes („profile“)
• Their „quality value“ is characterised by
descriptors from a „qualifications framework“
• Their „quantity value“ is characterised by
allocated credits according to ECTS or ECVET
• All qualifications contain a qualitative and a
quantitative element
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EQF LLL vs EQF Bologna
• The EQF LLL does not describe qualifications,
the EQF Bologna does.
• The EQF LLL is a matrix of learning outcomes,
descriptors and levels defining progression in
learning in each descriptor – from level to level.
• No credits are allocated
• A qualification is made up by a bundle of
learning outcomes, formed by vertical /
horizontal / lateral combinations LO
• Credits are allocated to qualifications
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EQF LLL vs EQF Bologna
• The EQF Bologna describes qualifications
• The EQF Bologna is a matrix of learning
outcomes, descriptors and levels defining
progression in learning in each descriptor – from
qualification to qualifiation.
• A qualification is made up by a bundle of
learning outcomes which is formed by horizontal
combinations of learning outcomes
• Credits are allocated.
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Lessons learned
• Compatibility is achieved through the
learning matrix, not through the
qualifications or credits
• This procedure allows for coherence and
consistency
• This is documented by the „onion model“
including sectoral and institutional
frameworks
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National Qualifications
Frameworks
Example: Germany
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The German Qualifications Framework
Level
Competence
Knowledge
Bachelor / Master / Doctorate
Knowledgebroadening
Knowledgedeepening
Skills
Knowledgedeveloping and
accessing
instrumental
communicative interpersonal
systemic
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Sectoral Qualifications
Framework
Bachelor level –
Betriebswirtschaftslehre = Business
Studies
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Infrastructure of the institution – Learning Space
Support
activities
Margin
Added Value
Human resource management - Staff
Learning Technology development
Procurement
Operations
Inbound
Logistics Teaching Outbound
logistics
Marketin
g
and sales
Recruitin and
g
Students Learning
Employment
support
Exams
Servic
e
Continuing
Edu
Margin
Added
Value
Primary activities
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Value Chain Network
School
value chain
Vocational
school v.ch.
Job value
chain
Value Chain of the
Instituion of Higher
Education
Employer´s
value chain
Learner´s
value chain
Other
institution´s
value chain
Learner´s
value chain
Selfemployment
´s value ch.
Learner´s
value chain
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Principles in Practice
Information process
Learning
Agreement
Learning
Space
Employability
et al
Information Pack.
Individual Advice/
Selection
Performance
•Credits
•Grade
Transcript
of Records
Modularisation
Learning Outcomes
Workload
Credit
Transfer /
Accumulation
Descriptors
Profile
Level
Award /
Diploma
Supplement
Information process
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Learning Chain
Change of paradigm
Learners
Learning space
Learnig outcomes
Total Quality Management
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Desired „Can Do“ Profile Communication
/ Ability to work
in teams
99%
Problem solving
97%
(Tuning Empl 5)
(2)
Learn to learn
97%
(1)
Independent
working
Adaptability
Can analyse
96%
96%
(4)
88%
(3)
Broad subject
related
knowledge
87%
Knowledge
about the EN
78%
70%
Managerial
competence
Specialisation
(Academics 1)
(bottom 5)
68%
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Learning Chain
A PROMISE
Change of paradigm
New Governance in many MS
Learners
Learning space
Necessitates
Advice/ Selection;
accumulates credits,
may make use
of transfer
Teaching and learning, materials,
methods, forms of assessment,
suitable to demonstrate in the time
specified, workload and level
indicated,credits and grades
allocated = LO achieved
LO
Subject related
-Broad knowledge
Generic
-communicate, solve
problems, learn, adapt,
analyse, (manage)
Total Quality Management
Accreditation, Evaluation
Standards and Guidelines
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Tuning Bologna in Action
Indicators
Trainability/
Learning
Agreement
Individual
Advice/Selection
•Interview
•Portfolio u.a.
Performance
•Credits
•5
Information
Package
Employability
Structure of a Module
Learning Outcomes:
Subj. rel. /non subj. rel.
•Knowledge widening
•Knowledge deepening
•Knowledge accessing
•Instrumental
•Interpersonal
•systemic
Dublin
Descriptors
Qualificationsframework LLL
•Grade
•Local
•Ranking
Transcript
of Records
Workload
-Effectiveness - Efficiency
Transfer /
Accumulation
Indicators
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Award /
Diploma
Supplement
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Wissen und Verstehen von Absolventen bauen auf der Ebene
der Hochschulzugangsberechtigung auf und gehen über diese
wesentlich hinaus. Absolventen haben ein breites und integriertes
Wissen und Verstehen der wissenschaftlichen Grundlagen
ihres Lerngebietes nachgewiesen:
Knowledge broadening
The student is able to ….
Level 6
Define and differentiate
organisations and their
elements and unterstand
their relationship.
This may embrace:
Purposes, objectives, structures,
functions and processes respecting the
particular organisational culture,
both the individual and institutional
Behaviour and the internal and external
effects.
Recognise and
differentiate
the environment of
organisations and their
elements, and
understand
their relationship.
Economy, environment, values and
norms, law, politics, society, technology,
including their respective effects on
Management at local, national and
International level.
Explain and assess
concepts and
tools
of management
Processes and methods of effective and
and efficient leadership of organisations.
This includes knowledge about theories,
models and and decision making
Within a strategic and operative context.
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Sectoral Qualifications
Framework
Master level –
Betriebswirtschaftslehre = Business
Studies
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Orientation framework Master – Profile-in-demand
Learner´s Perspective
Master programmes in business studies may distinguish three types in the light of employability due to the target group and the time-schedule. For each type the
profile – either more research or application oriented – has to be specified additionally.
The graduate is…
Type 1
Specialist
-Objective: Professional start in a defined
area or professional development
-sequential to the first degree or after work
experience
-first degree in the discipline
Study-programmes for this target group
normally specialise on a selection of the
following learning outcomes, in particular in
the area of knowledge deepening.
The graduate wants…
Type 1
To update and consolidate his knowlege
and acquire detailed knowledge about
selected business subject areas (e.g.
functions, type of enterprises, business
sectors, regional characteristics, buying and
sales markets, topical issues, such es
business ethics).
Type 2
Generalist
-Objective: Professional start in a broad area
-more often sequential to the first degree
-first degree not in the same discipline
Study-programmes for this target group normally
achieve the following learning outcomes, which
helpt to improve employability by enlarging the
scope of activities in comparison to that of the
first degree.
Because of a lack of or little work experience the
subject related emphasis is on concepts and
theories.
Type 2
To transfer generic competences of the first
degree on to the new stuy-area. Broad basic
knowledge with possible deepening of business
related areas (e.g. functions, type of enterprises,
business sectors, regional characteristics, buying
and sales markets, topical issues, such es
business ethics).
.
Type 3
Generalist
-Objective: Professional development
-minimum of 2-years professional experience
-first degree normally not in the same discipline
Study-programmes for this target group nromally
take into account the business experience and
the learning outcomes achieved in the first cycle
programme by extending them to managerial
competences.
Type 3
To transfer generic competences of the first
study-programme and the experiences gained in
practice on to the new study-area. Broad basic
knowledge in business related areas (e.g.
functions, type of enterprises, business sectors,
regional characteristics, buying and sales
markets, topical issues, such es business ethics)
and managerial competences.
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Institutional Qualifications
Framework
Design of a learning matrix for the
university / faculty
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Profile of Institution
•
•
•
•
•
Centre of Learning Excellence
Based on applied research
For a particular region
Networking internationally
Providing programmes effectively and
efficiently according to the needs of the
learner and of all stakeholders
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Learning Outcomes and Levels
Bachelor Degree 3 years
Level 1
Descriptor
Level 2
Descriptor
Level 3
Descriptor
The ability to demonstrate and / or work with
Knowledge
and
Understan
ding
Knowledge
widening
General
a broad knowledge of the
subject/ discipline in general
a broad knowledge of the scope,
defining featues, and main areas of a
subject/ discipline
a broad and integrated
knowledge and understanding
of the scope, main areas and
boundaries of a subject/
discipline
knowledge that is embedded in
the main theories, concepts and
principles
understanding of a limited range of
core theories, principles and
concepts
a critical understanding of a
selection of the principal
theories, principles, concepts
and terminology
an awareness of the evolving/
changing nature of knowledge
and understanding
limited knowledge and understanding
of some major current issues and
specialisms
an outline knowledge and
understanding of research and
equivalent scholarly/ academic
processes
Module
related
Knowledge
deepening
General
Module
related
an understanding of the
difference between explanations
based in evidence and/ or
research and other forms of
explanation, and of the
importance of the difference
detailed knowledge in some areas
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knowledge that is detailed in
some areas and/ or knowledge
of one or more specialisations
that are informed by forefront
developments
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The ability to / is able to work with ….
Level 1
Knowledge and Understanding
Knowledge Widening
A broad basis of the
subject area / of the
disciplines in general
Knowledge which
is embedded in
the essential
theories, concepts
and principles
An awareness about
The developing and
Dynamic type of
knowledge
and understanding
Accounting:
-describe and explain
the role of accounting as part of
the information management system
in an organisation …
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Consequences at faculty level:
Example cooperation
– Forms of cooperation
• Strategic Alliances
• „Dual“ Study-Programmes
– Models for Curricula design
• Platform
• Hub-and-spoke
• One-stop-shop
• Screwdriver institution
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Common Platform – plus customised modules =
individual study-programmes
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Bereich
Quakenbrück
Bereich
Nordhorn
Uni
OS
One-stop-shop
FH OS
Regional E&T
Center
Bereich
Bramsche
Bereich
Melle
BA
Lingen
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Dallas
Hub-and-Spoke
Code Sharing
LA
Spokes
HUB
UA
Spokes
Berlin
New York
Spokes
Hannover
FMO
HUB
LH
Spokes
Düsseldorf
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Further curricula elements
Structures
• Modularisation
– Organisation and Communication
– Electives
•
•
•
•
•
Block week
Projects
Placement
Dissertation
Mobility window
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Curricular Form of Mobility Window
Type I
Full Semester = 30 Credits
Learning Outcomes of the
Semester abroad have to be
defined as a whole and not
according to individual
modules
Learning
Outcomes
30 Credits
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Curricular Form of Mobility Window
Type II
Full Semester = 30 Credits
Learning Outcomes defined for
1 MOCCA Module (MM)
MM
plus 5 „traditional“ Modules
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Curricular Form of Mobility Window
Type III
Full Semester = 30 Credits
Learning Outcomes defined for
6 modules including
Mobile Learning Outcomes (M)
inherent in all modules taught at
the host institution
M
M
M
M
M
M
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Learning Chain
Tools at work
Change of Paradigm
Learning Outcomes
Learner
Credit Transfer +
Accumulation
Application /CV /
Learning Agreement/
TOR / Mobility Pass
Language Pass
Diploma/Certificate
Supplement
Learning Space
Teaching and Learning,
Research
Learning Environment
Information Package /
Course Catalogue
Subject-related
-Knowledge
Deepening / Widening
Generic
-Skills / Competences
Knowledge opening / developing
QFR-NQR-HQR-SQR
Quality Assurance/ -enhancement
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Standards
& Guidelines / Register
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Thank You
• for having
• invited me
• been patient with me
• I hope you will be successful in
your work
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