Transcript Slide 1

Department of Education
Quality of Higher Education: Recent Policy
Measures in Lithuania
Project title ENHANCEMENT OF QUALITY ASSURANCE SYSTEM
THOUGH PROFESSIONAL DEVELOPMENT OF ACADEMIC LEADERS
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Vaiva Zuzevičiūtė, Vidmantas Tūtlys
Vytauto Didžiojo universitetas
Documents:
• 2010 m. May Descree of the Government of
Lithuanina Government(http://www.kpmpc.lt/)
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Topics of presentation
• Instruments related to referencing and
comparability of qualifications and learning
outcomes: qualifications frameworks
• Implementation of the ECTS in Lithuania
• Descriptors of study fields
• Quality assurance dimensions
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Qualification Frameworks
• Extent of usage of learning outcomes as basis of
qualifications in the NQF of Lithuania
• Forms of quality assurance used in the NQF
• Routes to the acquisition of qualifications defined in
the NQF of Lithuania
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Usage of the learning outcomes and competences in
the defining and describing of qualifications in
Lithuania
• The divide in usage of the terms of learning outcomes and
competences between the defining of qualifications in VET and
higher education: qualifications in VET are defined in terms of
competences, in higher education – more in terms of learning
outcomes.
• Competence based approach was better accepted by the VET
since the introduction of competence based VET standards
started in the middle of the previous decade;
• System of higher education remained more reserved to this
approach: higher vocational education institutions – colleges
(introduced in 2000) accepted competence based approach,
while universities in Lithuania are still very oriented to a timebased approach.
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Learning outcomes and competences in the VET (and
higher vocational education) of Lithuania
• Definition of the competences in the VET standards
of Lithuania:
• Competence is defined as combination of the
knowledge, skills and abilities needed for the
accomplishment of the tasks of activities.
• The competences are derived from the tasks of
activities according to the principles of the
functional analysis.
• In the training process they are split to the
training objectives – provided knowledge, skills and
abilities.
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Logics of the definition of competences in the
VET standards of Lithuania
Areas of activities
Competences needed for the execution
of tasks in the areas of activities
Training objectives constituting the
competences: knowledge, skills,
abilities
Specifications of the assessment of
competences
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Extent of the implementation of the competence
based approach in the higher education of Lithuania
• VET standards and higher education curricula
(especially, vocational, but increasingly also: liberal)
are defined in terms of competences;
• The training process in the initial and higher VET is
still quite subject/discipline oriented, dominated by
the providers of training and lacks of flexibility
which is expected from the complete
implementation of the competence based approach.
• The recognition of the informal/non-formal and
experiential learning outcomes in VET and higher
education (especially, vocational, but increasingly
also: liberal) is also on the initial stage of
development.
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Competences in the NQF of Lithuania
• Competence in the NQF is defined as combination of
knowledge, skills and abilities needed for the
accomplishment of the work tasks and functions.
• It implies clear division of functions between the
system of activities and system of education:
system of activities originates the competences and
system of education provides them in the process of
education and training.
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Composition of competences in the NQF
Functional competences
Knowledge Key skills
and abilities
Skills
Cognitive competences
Knowledge
Skills
Key skills
and abilities
General competences
Key skills and abilities
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Knowledge Skills
The role of competences in the NQF
• Competences together with the characteristics of
activities reflecting the requirements of activities to
the performed functions are the main parameters
for the referencing of qualifications to the levels in
the National Qualifications Framework.
• Competences are supposed to play the role of goal
orientation and motivation of involvement in the
NQF implementation of all stakeholders: employers
use them in their human resource management and
development processes, providers of qualifications
use them as targets leading to employability of
graduates, learners use them as targets in their
personal professional development and career
design, etc.
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Problems and challenges of the implementation of
competence based NQF in Lithuania (1)
• The level of readiness of the VET sector and HE in
the implementation of the competence based NQF is
not equal: VET schools and colleges (vocational HE
institutions) have more experience and awareness
with the competence based approach, while in the
universities this approach is making only first steps
- universities still are not “persuaded” about the
value of competence.
• Implementation of the competence based NQF
requires well established social partnership and
cooperation between state, providers of
qualifications, employers and trade unions. Such
partnership is not yet sufficiently developed.
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Problems and challenges of the implementation of
competence based NQF in Lithuania (2)
• To increase the effectiveness of the implementation
of NQF it is necessary to improve the socioeconomic
conditions and to increase mutual trust in society.
• Lack of competent professional organisations and
stakeholders to evaluate and award competences
and qualifications acquired in different ways.
• There are no mechanisms for establishing and
forecasting labour market skill needs which are
necessary to inform and maintain the NQF and the
occupational standards.
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The forms of quality assurance to be used in the
NQF(1)
• Designing of occupational standards by the sector
experts groups involving the experts from the
sectors’ enterprises, employers organizations, trade
unions and training providers.
• Central Professional Committee, responsible for the
policy formation of the design of occupational
standards and approval of these standards will be
established on the tripartite principle, while 20
sectoral professional committees, which will be
responsible for the designing of standards will be
established referring to the competences and
experience of members.
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The forms of quality assurance to be used in the
NQF(2)
• Registration of the qualifications in the National
Register of qualifications and educational
programmes. It will imply quality assessment
procedures in revising the existing provided
qualifications and in registering of newly designed
qualifications.
• The implementation of the NQF will be coordinated
by the two institutions – Centre for the
Development of Qualifications and Vocational
Training (which is also responsible for the quality
assurance in VET) and the Centre for Quality
Assurance in Higher Education (which is also
responsible for the quality assurance in HE).
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Specificities of the routes of qualifications defined in
the NQF of Lithuania (1)
• NQF of Lithuania initialy was understood as a framework of
vocational qualifications, therefore in the first draft it
included and considered only the qualifications used and
needed in the world of work. For this reason general education
outcomes were not considered as qualifications, but the level
of general education as a basis of qualification plays important
role for the progression from the one level to another.
• For example: graduation of the secondary education
institution without vocational training leads to the level 1 of
NQF, but acquisition of secondary education permits to
progress very quickly to the level 4 (from ½ to 1 year of VET
training) or level 6 (bachelor studies at the university or
vocational bachelor studies in the colleges).
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Specificities of the routes of qualifications
defined in the NQF of Lithuania (2)
• However, in the process of referencing of the
Lithuanian Qualifications Framework to the
European Qualifications Framework for Lifelong
Learning it was decided to consider general
secondary education as qualification of level 4 in
order to increase comparability between
‘vocationally’ and labour market oriented Lithuanian
QF and ‘learning process’ oriented EQF.
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Specificities of the routes of qualifications defined in
the NQF of Lithuania (3)
• Being comprehensive and overarching framework of
qualifications, the NQF of Lithuania takes very open
approach to the various possibilities of the
acquisition of qualifications (formal, informal and
experiential) in all levels – even on the level 8 there
are foreseen possibilities to acquire doctoral degree
through the independent research work and
professional experience.
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Implementation of the ECTS
• The preparation and implementation of the national
conception of the ECTS in Lithuania is based on the
methodology of „Tuning Educational Structures in
Europe“.
• Former national credit system which was used until
the 01-09-2011 executed only one function of the
credit system – accounting of the student working
time.
• According to the Law on the Science and Studies
approved on the 30th of April 2009 (Žin., 2009, Nr.
54-2140), this concept since 01-09-2011 is
changed to the dual concept of academic credit
based on the volume of student learning and
learning outcomes.
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Descriptors of study fields
• Centre for Quality Assessment in Higher Education
has implemented national project for the designing
and implementation of the national descriptors of
the study fields.
• The aim of this project was to develop national
study cycle and study field descriptors system,
which regulates higher education studies and
creates conditions for improvement of quality in
higher education.
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Framework of the national study cycle and
study field descriptors system (structure)
• Framework of higher education
degrees and qualifications;
• Descriptors of study fields
• Requirements and procedures for the
implementation of the study fields
decriptors
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Framework of higher education degrees
and qualifications
• The draft version was developed on the basis of
Qualifications Framework for European Higher
Education Area (Dublin Descriptors) considering the
institutional specificities of the national system of
higher education in Lithuania, such as higher
vocational education institutions (colleges) and
absence of the short study cycle.
• Not officially approved and considered to become
only auxiliary instrument for higher education
institutions, helping to design, manage and compare
higher education degrees and qualifciations.
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Descriptors of study fields
• Key reference document for the preparation and
design of the study programmes and curricula.
• Higher education institutions should use these
descriptors in preparing and running their study
programmes.
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Structure and contents of descriptors of study
fields
General considerations – introductory remarks ;
Scope and volume of study field ;
List of generic and specific learning outcomes in the
study field ;
Description of the specifications and requirements of
the the study process ;
Requirements of the assessment of learning outcomes
and awarding of degrees and qualifications in the
study field ;
References to occupational standards.
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METHODOLOGY OF
DEVELOPMENT AND
ASSESSMENT OF COMPETENCES
• The purpose of this methodology is to help lecturers
at schools of higher education understand the key
goals of the Bologna Process and of the setting up
of the common European higher education area,
master the methodology of development and
assessment of generic and subject-specific
competences intended for the reform of study
programmes.
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European Credit Transfer and
Accumulation System (ECTS)
• Is often understood as a system developed by European
bureaucrats having the mandate of European ministers of
higher education. The birth of this system has been prompted
by student mobility advocated by the European Commission,
and its philosophy and principles have been developed by the
academic staff of higher education institutions of European
universities. Later, this system became operational in
European universities with the European Commission being a
supervisor and a financing authority.
• In 1995 the design of the ECTS as a credit transfer system was
completed, and its successful application in European
universities began. It facilitated the recognition of students’
studies undertaken in partner schools of higher education
abroad. However, the ECTS system was an insufficient tool of
the EU higher education and study reform for the setting up of
the common European higher education area.
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European Credit Transfer and
Accumulation system
• Today is a student-centred system of credits based
on the student’s workload (volume of learning)
required to achieve the goals of the study
programme.
• The goals of the study programme is stated as
expected learning outcomes and competences
expected to be developed.
• ECTS is used in the formal higher education system
and lifelong learning in order to facilitate the
planning of study programmes, the administration
of studies, the assessment and recognition of
learning outcomes by validating the mobility of
learners.
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Higher education and labor
market:
• Today, the necessity to relate study programmes
with the requirements of the labour market is
apparent.
• Guidelines for higher education emphasise the
importance of the bachelor degree for the
employment and the responsibility of schools of
higher education to cooperate with employers in
designing new and improving the existing study
programmes, providing for fostering competences
in line with the requirements of the labour market.
•
See: European Higher Education Institutions in the Bologna Decade. Trends 2010: A
Decade of Change in European Higher Education, by A. Sursock, H. Smidt, European
University Association.
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Higher education and labor market
• The flexibility of programmes, the opportunity to
get to know learning outcomes of students acquired
during voluntary activities, at workplace or in
another country or another university is
emphasised.
• It is also important to provide the opportunity for
learners to suspend their studies and resume them
in time irrespective of the degree programme they
are enrolled at.
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Higher education and labor market
• Having interrupted their studies, learners may
intensively study or undergo training in other nonacademic environments and then resume their
studies at the school of higher education in the
same or next degree programme.
• When they resume their studies, these learners may
already have competences that their colleagues are
still trying to achieve.
• In such case individualised instruction and
adaptation of studied to the non-traditional
student’s needs becomes extremely important.
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Study programmes based on competences and expected
learning outcomes as well as respectively awarded ECTS
credits are much more flexible and attractive, and better
meet the needs of the modern student.
Three aspects are important here:
• First, learning outcomes of all students are documented, respective
number of ECTS credits are awarded, which learners can transfer to
another school of higher education irrespective of the country that such
school is in.
• Second, even when individual subjects or modules of the study
programme are selected or even when learners improve their
qualification, their credits are accumulated while their learning
outcomes notify the level of their competence.
• Third, very often people acquire competences in the environment other
than academic. They work, engage in sports, perform voluntary work,
get involved in various organisations, travel abroad, develop their
hobbies or learn things that they like. Individual learning pathways
must be designed for such non-traditional students at schools of higher
education with due consideration to their acquired competences and
credits awarded for non-formal and informal leaning outcomes.
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Where did the concept of the
competence originate?
• The concept of the competence was used for the
first time by linguist Noam Chomsky in the context
of learning languages for the purpose of describing
subjective grammatical preconditions of language
usage.
• Later, this concept was used in the similar meaning
in the field of social science in order to describe
social activities.
• Habermas introduced the concept of the
communicative competence and its synonym: me –
identification.
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The development of the concept has brought various
interpretations and definitions of the concept of the
competence:
• Germanic interpretation. The competence is perceived as the entirety
of all abilities, knowledge and models of thinking that the person
acquires in different situations and uses in working environment.
• Anglo-Saxon interpretation. Qualification is acquired while the
competence is gradually developed in the process of professional
activity.
• Roman interpretation. The competence is a stable entirety of
knowledge and abilities, typical behaviour, standard procedures and
understanding, which can be used without any new training.
• Lithuanian interpretation. The competence is the ability to perform a
certain share of activities (a transaction) using the entirety of
acquired knowledge, abilities, convictions and values; a “bouquet” of
certain competences form qualification.
• Competence is the ability to perform a certain transaction or a task in
an actual or simulated situation. The competence is determined by
knowledge acquired during studies, abilities, attitudes and
assessments
•
Zuzevičiūtė, Vaiva; Tandzegolskienė, Ilona (2008). Doktorantų veiklos interpretavimas edukologijos doktorantūros kontekste
// Profesinis rengimas : tyrimai ir realijos. Vocational Education: Research and Reality. ISSN 1392-6241. 15. p. 130-143
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The concept of the competence can be
perceived subjectively and objectively.
• The objective approach emphasises the relative
importance of employers in describing professional
and workplace requirements. The subjective
approach underlines competences of every and each
person, such as knowledge, skills and value
orientations, e.g. towards his/her profession.
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The development of the concept has brought various
interpretations and definitions of the concept of the
competence:
• The Law of the Republic of Lithuania on
Education (2004) defines competence as the
ability to perform a certain activity on the
basis of the entirety of acquired knowledge,
skills, abilities and values.
Zuzevičiūtė, Vaiva; Tandzegolskienė, Ilona (2008). Doktorantų veiklos interpretavimas edukologijos doktorantūros kontekste //
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Profesinis rengimas : tyrimai ir realijos. Vocational Education: Research and Reality. ISSN 1392-6241. 15. p. 130-143
Competences in designing study
programmes.
• In the process of the higher education reform in Europe and
with the growing market demands for vocational training, study
programmes are ongoing reform, emphasis and logic of their
design are changing, and so is the approach to the key
category of the study programme, viz. the goal of
learning/education.
• The classical, subject-centred curriculum prevailing in the
majority of university study programmes was considered to be
a value and a goal for a very long time.
• Therefore, lecturers planning such learning process frequently
formulate educational objectives based on the subject
curriculum and not vice versa. Society, market or individual
needs-centred study programmes are competence rather than
curriculum based study programmes.
• They are designed using “reverse” logic.
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Competences in designing study
programmes.
• First of all, we need to find out what
requirements
the
sophisticated
and
multidimensional professional activity, which is
continuously
improved
and
getting
more
sophisticated, has for the person planning his/her
professional career.
• Efforts are made to not only consider present-day
requirements but to forecast their future
changes.
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Logic of designing a study
programme
Purpose of the study programme
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Final remarks
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This is reflected in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area prepared by E
In the Bologna Process the study quality
assurance and improvement are
acknowledged prioritized activities developed
on the basis of the higher education area.
• This is reflected in the document Standards and
Guidelines for Quality Assurance in the European
Higher Education Area prepared by ENQA
together with EUA, EURASHE and ESIB and
approved by the European Ministers of
Education in Bergen in 2005.
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Learning outcomes based study programmes are one of the
main conceptual standards for quality assurance in the
European higher education area (ESG, 2005):
• Registration of programmes and awarded degrees
shall include the following: thorough formulation
and publication of intended learning outcomes;
• Procedures of assessment of the students’ results
should be developed so that it is possible to assess
whether intended learning outcomes and other
objectives of a programme have been achieved;
• Higher education institutions have to regularly
publish up-to-date and unbiased quantitative and
qualitative information on implemented study
programmes, intended learning outcomes, awarded
qualifications, and etc.
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However, possible dangers:
• The Bologna Process Stocktaking Report,
summarizing the results of internal quality
assurance practice in the EU states, states that
the main challenge that all European countries
encounter is development of the learning outcomes
based study programmes and procedures of
assessment of achieved learning outcomes as well
as application; it also warns of a potential
danger, which means that higher education
institutions may learn how to develop and publish
technically proper official descriptors of learning
outcomes which would not be actually applied in
practice (The Bologna Process Stocktaking Report
2009/
•
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Stocktaking_report_200
9_FINAL.pdf)
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However, possible dangers:
• The European University Association (EUA)
upon provision of the recommendations
regarding enhancing of the provisions of the
European higher education quality
assurance, notices that development of
quality assurance procedures and
mechanisms ensuring transparency does not
have to be an objective in itself; it is
necessary to assess the wider context,
variety and mission of a particular institution.
•
(EUA Response to European Commission Progress Report on QA
http://www.eadtu.nl/excellencelabel/files/EUA%20response%20to%20EC%20Progress%2
0Report%20on%20Quality%20Assurance.pdf)
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However, possible dangers:
• EUA recommends designating internal quality
assurance a strategic priority of the
institution emphasizing the significance of
quality assurance as the institution curricula
reform “engine” in terms of the continuous
improvement of the study quality.
•
(EUA Response to European Commission Progress Report on QA
http://www.eadtu.nl/excellencelabel/files/EUA%20response%20to%20EC%20Progress%2
0Report%20on%20Quality%20Assurance.pdf)
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Quality assurance therefore should
encompass:
• On the one hand, the learning outcomes based
study programmes and implementation of the ECTS
methodology are the constituent parts of the
internal study quality assurance system...
• On the other hand, the efficiency of the internal
study quality management system is one of the
main tools for successful implementation of the
curricula reform.
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Quality assurance therefore should
encompass:
• In this case the following issue should be
considered:
• What should the internal quality assurance
system be so that it promotes and ensures
successful implementation of the learning
outcomes and ECTS based curricula reform?
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The quality assurance system is the system:
• consisting of mechanisms, procedures, methods of
activity and measures designated to ensure the
desired quality.
• However, as the higher education theoriticians,
generalizing the practice of internal quality
assurance in higher education, warn, development
and application of tools, procedures and rules, data
collection and report development do not,
unfortunately, guarantee active direct participation
of lecturers and students in the processes of quality
assurance and enhancement.
(Newton,
2000;Vidal, 2003).
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Therefore the question
• “How should quality assurance systems which would
promote creativity, personal responsibility and
initiative as well as creation and implementation of
innovations be developed?” has reasonably been
the subject of discussions for theoreticians and
experts of the European higher education for more
than a decade . . .
•
(Bjorn Stensaker, The Fourth Quality Assurance Forum "Creativity and Variation
Challenges for Quality Assurance after 2010”, Copenhagen, 2009
http://www.eua.be/events/eqaf-copenhagen/presentations)
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We should always remember also these
measures:
• The significance of active direct participation of
lecturers and students in study quality processes.
• HE instution should try to foster environment of a
learning organization as a the main condition for
quality.
• The internal quality assurance system as a tool of a
quality culture enhancement (that is, promoting
self-critical activity reflection of the community
members among other measures)
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Thank you for attention
FOR MORE INFOMATION YOU ARE WELCOME TO
ADDRESS PROF. VAIVA ZUZEVICIUTE
([email protected])
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References used (and may be
useful)
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•
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•
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Higher Education, by A. Sursock, H. Smidt, European University Association
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