Transcript Qualifications Frameworks Current issues in the Bologna Process Dr. Carita Blomqvist National Board of Education, Finland 26 May 2008 Baku For learning and competence.

Qualifications Frameworks
Current issues in the Bologna Process
Dr. Carita Blomqvist
National Board of Education, Finland
26 May 2008
Baku
For learning and competence
Outline
 Background
 Higher
(Bologna Process)
Education Qualifications Framework
 Higher
Education Qualifications Framework in
Finland
 Overarching
framework for qualifications of the
European Higher Education Area
 Compatibility
between national framework and
overarching framework
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For learning and competence
Berlin Communiqué 2003
”Ministers encourage member states to
elaborate a framework of comparable and
compatible qualifications for their higher
education systems, which should seek to
describe qualifications in terms of
workload, level, learning outcomes,
competences and profile.”
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For learning and competence
Berlin Communiqué 2003
”Within such frameworks, degrees should have
different defined orientation and various
profiles in order to accommodate a diversity of
individual, academic and labor market needs.
First cycle degrees should give access, in the
sense of Lisbon Recognition Convention, to
second cycle programs. Second cycle degrees
should give access to doctoral studies.”
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National qualifications framework
Owned
by national system, in many cases
based on national legislation
Determines
will earn
what qualifications learners
Makes
explicit the purpose and aim of
qualifications
Link
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to quality assurance
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National qualifications framework
 Transparency:
describes in a systematic and
coherent way all qualifications, the interaction
between qualifications and the possibilities for
movement between qualifications in all
directions
 Makes
it easier to earn qualifications in a variety
of ways
 Focus
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on outcomes; from procedure to content
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National qualifications framework
Main elements
Cycles/Levels
Workload:
work?
Profile
time, credits – all relevant
-academic/professional
-institutional or program profile
Learning
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outcomes
For learning and competence
Learning outcomes: a definition
A
learning outcome is a written statement of
what the successful learner is expected to be
able to do at the end of the module/course
unit or qualification. The key aspect… is the
desire for more precision and consideration as
to what exactly a learner acquires in terms of
knowledge and/or skills when they successfully
complete a period of learning.
(Stephen Adam, after having reviewed a number
of different definitions)
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For learning and competence
Learning outcomes
 What
a learner
-knows
-understands
-is able to do
How to express and compare?
Subject-specific and generic
Relation learning outcomes – other elements of the
concept of qualifications
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Higher Education Qualifications
Framework in Finland
National
working group appointed by the
Ministry of Education in May 2004
Proposal
Chaired
Two
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ready in February 2005
by the Ministry of Education
secretaries
For learning and competence
Higher Education Qualifications
Framework in Finland
 Permanent
participants: Ministry of Education,
universities, polytechnics, (academics and
administration), student organizations, quality
assurance, ISCED, National Board of
Education (ENIC)
 Other:
social partners, higher education
institutions which are not supervised by the
Ministry of Education (Police Polytechnic,
National Defence College)
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Previous, parallel and future
processes
 Preparations
2003
for new degree structure had started fall
 2003-2007
funding from the Ministry of Education to
higher education institutions for planning and
implementing the reform
- field-specific coordination groups, chaired by
academics: analysis of the study programs and learning
outcomes provided by them
- planning and revising/renewal of core contents
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Previous, parallel and future
processes
- special group for language teaching
- defining requirements, aims and learning outcomes
- transfer to ECTS-equivalent credit system 2005-2007:
- guidance and counselling of students (personal study
plans)
- development projects
2009: evaluation of the degree reform
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Proposal for the Finnish Framework
 Ownership
 Public
understanding
 Writing
process/background material used:
- Legislation, what does it say? Aims of the degrees
- Studying the course descriptions, curricula etc.
- Discussions with experts
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Proposal for the Finnish Framework
Finnish context:
- legislation
- steering/governance and development of
higher education system
- quality assurance
- diagram, charts
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For learning and competence
Universities
Academically oriented degrees
Third cycle
Doctorate
c. 4 years
Master's
90 - 120 credits
Second
cycle
Polytechnics
Professionally oriented degrees
Master's
60 - 90 credits
Work experience
First cycle
Bachelor's
180 - 210 credits
Bachelor's
210 - 240 credits
Upper secondary education
at least 12 years of schooling
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Formal aspects of the degrees
For first cycle (polytechnic, university), second
cycle (polytechnic, university) and doctoral
- access requirement (s)
- workload (credits and years), final thesis/work
- access to further study
- professional status/competence
- profile
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For learning and competence
Learning outcomes
For first cycle (polytechnic, university), second
cycle (polytechnic, university) and doctoral
degrees
Main division:
-knowledge
-skills
-competences
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For learning and competence
Learning outcomes
Knowledge
- breadth and depth
Skills
- language and communication skills
Competences
- cognitive, professional and ethical
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Proposal for the Finnish Framework
Consultations
-
Written statements from stakeholders requested
-
60 statements received, summarized in one
document
-
Seminars on different cycles and aspects, e.g. on
doctoral degrees, labor-market relevance of
first (and second) cycle qualifications
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How to use the Framework?
- Further field-specific work
- Joint programs and joint degrees
- Diploma Supplement
- Lifelong Learning, Accreditation of Prior Learning
 Amendments
and decision of the Ministry of
Education in 2008?
 Maintenance
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and development
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Bergen Communiqué 2005
“We adopt the overarching framework for
qualifications in the EHEA, comprising three
cycles, generic descriptors for each cycle based
on learning outcomes and competences, and
credit ranges in the first and second cycles. We
commit ourselves to elaborating national
frameworks for qualifications compatible with
the overarching framework for qualifications in
the EHEA by 2010 and having started work on
this by 2007.”
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Overarching EHEA framework
 An
overarching framework makes transparent the
relationship between national higher education
frameworks of qualifications and the qualifications
they contain.
 An
articulation mechanism between national
frameworks
 Facilitates
movement between systems
 Provides
a common framework for the diversity and
helps to understand diversity
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For learning and competence
Overarching EHEA framework
 Three
cycles of qualifications (sometimes
additional cycle within the 1st cycle)
 Descriptors
of qualifications and learning
outcomes: generic, not subject-specific
 Credit
ranges in ECTS: 1st cycle: 180-240; 2nd
cycle: 90-120 (minimum 60 credits at 2nd cycle
level)
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EHEA FIRST CYCLE QUALIFICATION
Qualifications that signify completion of the first
cycle are awarded to students who:
 have
demonstrated knowledge and understanding in a
field of study that builds upon their general secondary
education, and is typically at a level that, whilst
supported by advanced textbooks, includes some
aspects that will be informed by knowledge of the
forefront of their field of study;
 can
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apply their knowledge and understanding in a
manner that indicates a professional approach to their
work or vocation, and have competences typically
demonstrated through devising and sustaining
arguments and solving problems within their field of
For learning and competence
study;
EHEA FIRST CYCLE QUALIFICATION
 have
the ability to gather and interpret relevant data
(usually within their field of study) to inform
judgments that include reflection on relevant social,
scientific or ethical issues;
 can
communicate information, ideas, problems and
solutions to both specialist and non-specialist
audiences;
 have
developed those learning skills that are necessary
for them to continue to undertake further study with a
high degree of autonomy
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For learning and competence
EHEA SECOND CYCLE QUALIFICATION
Qualifications that signify completion of the second cycle are
awarded to students who:
 have
demonstrated knowledge and understanding that
is founded upon and extends and/or enhances that
typically associated with the first cycle, and that
provides a basis or opportunity for originality in
developing and/or applying ideas, often within a
research context;
 can
apply their knowledge and understanding, and
problem solving abilities in new or unfamiliar
environments within broader (or multidisciplinary)
contexts related to their field of study;
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EHEA SECOND CYCLE QUALIFICATION

have the ability to integrate knowledge and handle complexity,
and formulate judgements with incomplete or limited
information, but that include reflecting on social and ethical
responsibilities linked to the application of their knowledge and
judgements;

can communicate their conclusions, and the knowledge and
rationale underpinning these, to specialist and non-specialist
audiences clearly and unambiguously;

have the learning skills to allow them to continue to study in a
manner that may be largely self-directed or autonomous.
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EHEA THIRD CYCLE QUALIFICATION
Qualifications that signify completion of the third cycle are
awarded to students who:
 have
demonstrated a systematic understanding of a
field of study and mastery of the skills and methods
of research associated with that field;
 have
demonstrated the ability to conceive, design,
implement and adapt a substantial process of research
with scholarly integrity;
 have
made a contribution through original research
that extends the frontier of knowledge by developing a
substantial body of work, some of which merits
national or international refereed publication;
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EHEA THIRD CYCLE QUALIFICATION
 are
capable of critical analysis, evaluation and synthesis
of new and complex ideas;
 can
communicate with their peers, the larger scholarly
community and with society in general about their
areas of expertise;
 can
be expected to be able to promote, within
academic and professional contexts, technological,
social or cultural advancement in a knowledge based
society.
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EHEA – national framework
Further issues
 Self-certification:
Process by which the
competent authorities of the country
concerned verify that the national qualifications
framework is compatible with the overarching
EHEA framework
 Criteria for “verification of compatibility” have
been established
 Recognition: what is a “substantial difference”?
(Lisbon Recognition Convention)
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More information
Bologna web page on qualifications frameworks:
 http://www.ond.vlaanderen.be/hogeronderwijs/bolog
na/qf/qf.asp
e.g. 10 steps in developing a national qualifications
framework
 www.oph.fi/recognition
 [email protected]
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For learning and competence