NATIONAL QUALIFICATIONS FRAMEWORK DEVELOPMENT IN UKRAINE

31 May 2011 Kyiv

Political and legal basis for the NQF

Since 2010 development of the NQF became one of the key areas of reform in HE and VET in Ukraine: • Decision of the Government to design an overarching NQF for LLL • Ministry of Education and Science, Youth and Sport is coordinating the work • Establishment of joint WG on NQF development for LLL (experts from both HE and VET) • Interdepartmental working group on NQF development at the Cabinet of Ministers of Ukraine (broader stakeholder involvement: Ministries, Employers organizations, Trade Unions, National Academy of Sciences, etc.)

Stakeholder Involvement

The following stakeholders were involved: - Higher Education Institutions - VET institutions - National Academy of Pedagogical Sciences of Ukraine ( experts from both HE and VET) - Confederation of Employers of Ukraine (since March 2011) - Ministry of Social Policy (expert opinion) - Student organizations, Trade Unions, etc. (?)

Consultation process

- Discussions and efforts to reach a consensus (across the education sectors, business sectors, employers organizations, government agencies) - Involvement of international experts (expert support of CoE and ETF) - Dissemination to all stakeholders (website exists on which the National Qualification Framework can be consulted http://www.iitzo.gov.ua/vicsha_osvita.html

) Difficulties in understanding the concept (aims, objectives; implications on educational system, legislative changes, basic concepts – number of levels, level descriptors, learning outcomes, etc.)

Aims of NQF

Main aims: - promoting quality assurance - ease access to qualifications - make qualifications transparent - strengthening the links between qualifications - support recognition of Ukrainian qualifications abroad (internationally)

Other aims of NQF

- develop a coherent framework to aid identification and better link educational qualifications with occupational/professional qualifications - create a good basis for stronger cooperation with the stakeholders - facilitate validation of non-formal and informal learning - to aid educational and professional/occupational standard-setting, and the process of curriculum development - promoting learning outcomes orientation of qualifications - create a basis for the development sectoral qualification frameworks

Levels of NQF

Number of levels:

• It was proposed that NQF should follow the level structure of the national system of education and should have 10 levels (from pre-school education to post doctoral research qualifications) • Rationale of 9th level: - development of own research school - solution of major social, scientific, cultural or ethical problems - new direction of fundamental or applied research - leadership in research

Levels descriptors

5 categories of descriptors: - Knowledge - Skills - Communication (social competence) - Autonomy and responsibility - Professional competence • outcome focused (competence based) • based on EQF for LLL and Dublin descriptors • reflect the hierarchy of the levels • define what can be expected of the holders of qualifications • serve as external references

Levels descriptors

Knowledge Skills Communication (social competence) Autonomy and responsibility

Complexity of knowledge, Extent of understanding/ comprehension Operational context, Complexity of tasks and application of knowledge and understanding (Performance& practice) Team and organizational working, Communication skills Autonomy and responsibility for actions

Levels descriptors

Professional (integral) competence

Characterizes general competencies, including skills, learning skills, critical assessment and decision-making, needed to act effectively in professional contexts

Knowledge Skills

Example – level 4

Communicatio n (social competence) Autonomy and responsibility

Ability to apply specialized knowledge, skills and competences for self-directed solving problems and management of other people. Ability for professional training in a structured context with a high level of autonomy.

Specialized factual, theoretical and procedural knowledge in a field of work or study Understanding principles, methods and processes within a field of work or study Completion of specialized tasks that call for information analysis and decision making in changing situations, including non-standard situations Planning own work and, in a limited contexts, organization, supervision, assessment and correction of other people’s work activities Exercising mentorship and imparting experience Production of complicated detailed verbal and written communications, including in the context of professional activity Self-management within the context of work or study activities Taking responsibility for one’s own achievements/results within the context of work or study activities Taking some responsibility for study activity or results of the work of others