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Learning outcomes / competences
at programme level:
the Flemish experience
Prof. dr. Luc François,
Director Ghent University Association
Content of presentation


PART I: The Flemish Qualifications
Framework for Higher Education
(“Flemish Bologna Framework”)
PART II: The Flemish Qualification
Structure (as applied for higher education)
(“Flemish Copenhagen Framework”)
Qualifications Frameworks at the
European level
Different qualifications frameworks
at the European level:
 “Bologna” framework
A Framework of Qualifications for the
European Higher Education Area
 “Copenhagen” framework
European Qualifications Framework for
Lifelong Learning (EQF-LLL)
 need for (sectoral &) national frameworks
Qualifications Frameworks
in Flanders

In 2003  “Structural Decree” (for higher education)
= kind of de facto QF for HE in Flanders (based
on Dublin cycle descriptors)
 validated in Nov-Dec 2008 (coordinated by NVAO)
[“Bologna”]

In 2009  overarching (i.e. including HE) framework
“Flemish Qualification Structure”
[“Copenhagen”]
PART I:
The Flemish Qualifications Framework
for Higher Education
The “Bologna” Framework in Flanders
The Flemish Qualifications
Framework for Higher Education /1

Level Descriptors in the “Structural Decree”

For Bachelor



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
Profession-oriented
Academic
For Master
For PhD ?
Later added: for “sub-degree level”
 examples: Bachelor and Master
The Flemish Qualifications
Framework for Higher Education /2
Descriptors in the “Structural Decree”  profession-oriented Ba
a)
b)
c)
have a (thorough) command of general competences e.g. thinking and
reasoning skills, acquiring and processing information, the ability to critically
reflect and work project-based, creativity, conducting simple leadership tasks,
the ability to communicate information, ideas, problems and solutions to both
specialists and laymen and a lifelong learning attitude.
have a (thorough) command of general profession-oriented competences e.g.
teamwork, problem-solving (in the sence of being able to independently
define and analyse complex problem situations in the professional practice
and the ability to develop and apply meaningful solution strategies and
realising social responsibility in relation to the professional practice
have a (thorough) command of profession-specific competences at the level
of a starting professional
The Flemish Qualifications
Framework for Higher Education /3
Descriptors in the “Structural Decree”  academic-oriented Ba
a)
b)
c)
have a (thorough) command of general competences e.g. thinking and
reasoning skills, acquiring and processing information, the ability to critically
reflect, creativity, conducting simple management tasks, the ability to
communicate information, ideas, problems and solutions to both specialists and
laymen and a lifelong learning attitude.
have a (thorough) command of general scientific competences e.g. an inquiring
attitude, have knowledge of research methods and techniques and be able to
adequately apply these, the ability to collect relevant data to direct the
(formation of a) judgement on societal, scientific and ethical issues, an
appreciation of the uncertainty, ambiguity and the boundaries of knowledge
and the abiltiy to initiate in a problem-oriented way research.
understanding of scientific-discipline-related basic knowledge relevant to a
certain science or art domain, a systematic knowledge of the core elements of
a discipline including acquiring coherent and detailed knowledge partially
inspired by recent developments in the discipline and an understanding of the
structure of the field in relationship to other fields
The Flemish Qualifications
Framework for Higher Education /4
Descriptors in the “Structural Decree”  Master (1)
a)
b)
have a thorough command of general competences at an advanced level
e.g. the ability to think and act in a scientific way, to deal with complex
problems and to reflect on one’s own thinking and working and to translate
this reflection towards the development of more adequate solutions, the
ability to communicate one’s own research and solutions to problems with
specialists and laymen and the ability to make judgements in uncertain
circumstances.
have a (thorough) command of general scientific competences at an
advanced level using research methods and techniques, being able to
design research, being able to apply paradigms in the science or art
domain and to indicate the boundaries of paradigms. The ability for
creativity and originality with the aim of continuously enlarge knowledge
and insights and to cooperate in a multidisciplinary environment.
The Flemish Qualifications
Framework for Higher Education /5
Descriptors in the “Structural Decree”  Master (2)
a)
b)
An advanced understanding of and insight in the scientific-disciplinary
knowledge related to a specific science or arts domain, insight in the latest
knowledge in the field of study or parts thereof, the ability to follow and
interpret the ways in which the formulation of theories evolves, the ability
to deliver original contributions to the knowledge in one or more parts of
the field of study, possessing specific skills relevant in the field of study
e.g. designing, researching, analysing, diagnosing.
Either have a (thorough) command of competences necessary to
independently conduct scientific research or the independent practice of
the arts at the level of a starting researcher or artist
or have a (thorough) command of general and specific profession-oriented
competences necessary to independently apply scientific or artistic
knowledge the level of a starting professional.
The Flemish Qualifications
Framework for Higher Education /6
Impact on degree programmes
-
-
Programme goals were re-written in terms of
competences based on these level descriptors
This work was done at the institutional level and (in
some cases) at the level of the association


No consultation at Flemish level (few exceptions)
No guarantee for international benchmarking (except at
moment of external quality assurance visit)
Self-certification of the
Flemish Qualifications Framework
for Higher Education /1


Organised by NVAO: Dutch-Flemish Accreditation
Organisation
Timing:


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
Reports (NL and FL): October 2008
Site visits: 5-7 November 2008
Further clarification of issues pending
Final report  self-certification: February 2009
Self-certification of the
Flemish Qualifications Framework
for Higher Education /2
Conclusions
“After studying the compatibility documents and other
relevant material, and after discussions with the
stakeholders mentioned above, it is the opinion of the
Verification Committee that the National Framework of
Qualifications in Higher Education in Flanders is
compatible with the overarching Framework for
Qualifications of the European Higher Education Area.”
Self-certification:
Recommendations for Flanders /1
This report underlines several issues and recommendations
relevant to the further development of the Flemish NQF:


The new structure and degrees have yet to overcome old
habits and traditions. The relevance of the academic Bachelor’s
degree for the labour market may be one issue that needs
time to be incorporated in a new higher education tradition. It
is recommended that the communication activities targeted at
the main stakeholders and the public at large are intensified.
An important task of an NQF is to be transparent to the
international public. The Committee has the impression that
the binary orientation of the qualifications requires specific and
targeted communication activities, with an important role for
the ENIC/NARIC (NARIC Flanders). This concerns both
incoming students and Flemish graduates seeking employment
or further education abroad.
Self-certification:
Recommendations for Flanders /2

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
The issue of recognition will be on national and international
agendas for the next few years. This pertains to recognition of
periods of study and qualifications. Also, further
implementation of the Lisbon Recognition Convention should
receive more attention, especially at HE institutions.
The 60 ECTS value of Master's degrees will need to be
examined also in the context of international recognition.
The Diploma Supplement, obligatory as it is, will need further
development, especially regarding currently absent learning
outcomes
Self-certification:
Recommendations for Flanders /3


A major ambition behind the national qualifications framework
is to include all learning achievements. The position within the
framework of shorter courses or non-degree programmes, as
well as certificates based on Accreditation of Prior Learning,
should be promoted.
Possible future qualifications of which the learning outcomes
match those of the Dublin Descriptors for the short cycle
should be recognised as such within the national qualifications
framework.
PART II:
The Flemish Qualification Structure
(as applied for higher education)
The “Copenhagen” Framework in Flanders
Flemish Qualification Structure

Long negotiations with stakeholders

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Advice from the official boards, e.g.

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Employers
Trade unions
Education (including higher)
VLOR (Flemish Education Council)
SERV (Socio-economic Council Flanders)
Validation procedure throughout Europe

Flanders and the Netherlands  NVAO
FQS: based on competences


FQS = 8 levels (cf. EQF), with level descriptors
Level descriptors: described in terms of “competences” (for
HE = learning outcomes)
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The descriptors are:
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Knowledge / Skills
Context / Autonomy / Responsibility
Inclusive (all types of learning including non/informal learning)
Cumulative (2= also 1; 3= also 2 and 1 etc.)
distinctive (focused at the differences between levels)
Only essential characteristics have been included
(hence: never attitudes because these can not be levelled ; e.g.. “patient”
or “honest”)
FQS: based on competences
Example: level 6 (“Bachelor”)
FQS
level
Level descriptor elements
Knowledge
Skills
Level – critically evaluating and
6
combining knowledge and
insights from a specific area
– applying complex specialised
skills, linked to research results
– gathering and interpreting
relevant data and making
innovative use of selected
methods and resources to solve
non-familiar complex problems
Context
Autonomy
Responsibility
– acting in complex and
specialised contexts
– functioning with complete
autonomy and considerable
initiative
– taking shared responsibility
for the definition of collective
results
FQS: based on competences
Example: level 7 (“Master”)
FQS
level
Level descriptor elements
Knowledge
Skills
Level – integrating and reformulating
7
knowledge and insights from a
specific area or at the interface
between different areas
– applying complex new skills,
linked to autonomous,
standardised research
– critically evaluating and applying
complex, advanced and/or
innovative problem-solving
techniques and methods
Context
Autonomy
Responsibility
– acting in unpredictable,
complex and specialised
contexts
– functioning with complete
autonomy and a right of
decision
– taking final responsibility for
the definition of collective
outcomes
Procedure for HE in Flanders
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HEIs write domain specific (e.g. “communication
studies”) learning outcomes together
(5 = short cycle; 6 = Ba; 7 = Ma; [8 = PhD])
NVAO (Dutch-Flemish Accreditation Organisation)
validates the descriptions  automatic recognition
as qualification
NVAO sends qualifications to Agency for QA in
Education and Training
Procedure in Flanders
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To be coordinated by VLUHR (= VLIR (Rectors Conference)
& VLHORA (Flemish Board of University Colleges))
In line with the Dublin descriptors and with the Flemish,
Belgian and international regulations about access to a
profession
Does not lead to common programmes or course units!
A lot of work has already been done in the previous years
 each HEI has defined LO’s for each discipline and each
course unit/module [as the result of the Structural Decree /
in the framework of the external quality assurance
procedures]
(but outside a framework; based on ≠ methodologies)
Procedure in Flanders
Agreements between Vlir and Vlhora/1

Characteristics of domain specific Learning
outcomes:
1 Global: at the level of the discipline (and not at
level of course units, modules,…)
2 Generic: although specific aspects of same
disciplines remain possible (topic of discussion)
3 Related to Flemish Qualification Structure
4 Prototypical: focus on characteristics of a
discipline
Procedure in Flanders
Agreements between Vlir and Vlhora/2
5
6
7
8
Adequate basis for Quality Assurance
Distinctive: makes profiles more clear
Sustainable ánd open for evolution
Basis for international comparison
12 to 15 LO’s per discipline
 general terms of Dublin descriptors and
Structural decree not to be repeated
 disciplines (± 600) to be clustered (± 45)
(= horrific challenge)

Procedure in Flanders
step by step/1

Steering committee
 1 person per institution per discipline
 1 project guide
 Consultation of colleagues inside HEI
 Consultation of stakeholders (students,
employers, trade unions)
 Comparison with international examples
 Based on an agreed methodology (with elements
of Tuning, EUA Bologna Handbook, Core2,…)
Procedure in Flanders
step by step/2

Testing group
 Representatives of the steering committees
 Compares the ± 45 descriptions
 Negotiates with steering committees
Procedure in Flanders
step by step/3


Stakeholders
 Proposals negotiated with student unions,
employers, (former) members of evaluation
committees, professional bodies
 Suggestions incorporated in final proposal
Decision by VLUHR, validation by NVAO,
acceptance by Flemish Agency for QA
Procedure in Flanders
pilot project /1


Currently: the methodology is being tested
In a number of pilot disciplines
“Construction (engineering)”
 “Communication”
 “(Bachelor in) Nursing”

Procedure in Flanders
pilot project /2

Outcomes of the pilot phase
 The procedure


is time consuming (~ money!)
requires input from different stakeholders
 But:



generates quality
assures ownership
guarantees broad support
Procedure in Flanders
topics to be solved

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Timing: finished by 2017 (following the scheme of
external QA) – but masters at hogescholen by 2013
Costs: support for HEIs is several 100.000’s euro
 who pays?
Procedure for periodical revision?
Procedure for new programmes?
Same procedure or common task with the
Netherlands? (general agreement on recognition of
diplomas in the pipeline)
Same procedure or common task with the French
speaking Belgian colleagues?
Thank you for your attention!
Questions?
Contact:
URL:
[email protected]
www.augent.be