Transcript Designing NQF

Designing and implementing of
the NQF in RM
Presentation by Elizabeta Bahtovska & Zamir Dika
2nd seminar, Linköping University,
7-9 October 2009
The Framework
• 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 
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
Activities (almost) done
Activities partially done
Activities undertaken – on
the way
SIXTH STEP
•
Approval According to national tradition by
Minister/Government/legislation
SEVENTH 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.);
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;
Step 4
Level Structures and Credits
• 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:
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
Qualificati
on Cycle
German
Model
Flemish
Model
Swedish
Model
Our Model
Description of Cycles. Ex. First Cycle: Bachelor Level;
Second Cycle: Master Level; Third Cycle: Doctorate Level
Outcomes DD by QF EHEA: K&U; Applying K&U; Making Judgments;
(DD)
Communication Skills; Learning skills;
German Model – German DD;
Swedish and Flemish Model – EQF descriptors;
Outcome: Scheme of complementarity.
Degrees
Description of the time-length of the cycles, credits
and ECTS 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