Transcript The Framework for Qualifications of the European Higher Education Area Mogens Berg Chairman of the Bologna Working Group Strasbourg, 13 December 2006

The Framework for Qualifications of
the European Higher Education Area
Mogens Berg
Chairman of the Bologna Working Group
Strasbourg, 13 December 2006
Qualifications Framework:
Bergen
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We adopt the overarching framework for
qualifications in the EHEA, comprising of
three cycles (…), generic descriptors for
each cycle based on learning outcomes and
competences, and credit ranges in the first
and second cycle.
We commit ourselves to elaborate national
frameworks for qualifications compatible …
by 2010, and to having started work on
this by 2007
NQF and Bologna Framework
Bologna-Framework
Self certification
National Qualifications Framework
Accreditation or similar
National qualifications
Basic
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Qualifications are national according to
national legislation
Qualifications are articulated/located in
national qualifications frameworks
The 45 national frameworks are linked
together through an alignment to an
overarching framework of the EHEA
Why overarching framework ?
International transparency
International recognition of qualifications
International mobility of learners and
graduates
How overarching frameworks
Cycles
Descriptors of qualifications and learning
outcomes
Credit ranges in ECTS
Cycles
Three principle cycles:
First cycle (bachelor, licencié etc.)
Second cycle (master etc.)
Third cycle ( Ph.D. etc.)
Descriptors of qualifications and
learning outcomes
Dublin descriptors (generic)
Knowledge and understanding
applying knowledge and understanding
making judgements
communication skills
learning skills
Not subject specific
Credit ranges in ECTS
First cycle: 180-240 ECTS
Second cycle: 90-120 ECTS
Third cycle : not specified
National Qualifications Frameworks
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all qualifications
systematic description
coherent relationship
internationally understood
Why National Qualifications
Frameworks
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Make explicit the purpose and aim of
qualifications
Delineate point of integration and overlap
Provide a context for review and
development of existing qualifications
Provide a context for the design of new
qualifications
Problem areas of NQF for HE
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Deciding for an NQF
Designing the NQF
Administration of an NQF
Self-certification of compatibility
Steps in establishing NQF
1
Decision to start
2
Setting the agenda: The purpose of our
NQF
3
Organising the process
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Design
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Consultation
6
Approval
7
Administrative set-up
8
Implementation at
institutional/programme level
9
Inclusion of qualifications in the NQF
10
Self-certification of compatibility with
the EHEA framework (Alignment to
Bologna cycles etc.)
Taken by the national body responsible for
higher education (minister?)
WG-Report nr. 1 (section 2.3)
Identifying stakeholders; setting up a
committee/WG
Profile
Level structure
Level descriptors (learning outcomes)
Credit ranges
National discussion and acceptance of
design by stakeholders
According to national tradition by
Minister/Government/legislation
Division of tasks of implementation
between HEI, QAA and other bodies
Reformulation of individual study
programmes to learning outcome based
approch
Accreditation or similar (cfr. Berlin
Communiqué)
WG Report nr. 1
Pilot projects
A. Organising the process
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Initial decision
Purposes
Identifying stakeholders
Setting up a committee/working group
B. Design of Framework
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Cycles and levels
Profiles
Award types
Learning outcome/Output descriptors
Dublin descriptors
Credits and Workload
C. Consultation and approval
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Broad consultation to reach all that are
later involved
Formal approval
D. Administrative set up
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Which bodies are involved
Distribution of functions
Inclusion of qualifications into the
framework
Implementation at institutional level
E. Self-certification
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Verifying the compatibility of national
frameworks of qualifications with the
framework of qualifications of the EHEA
Criteria
Procedures
Alignment of NQF to the EHEAframework
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No external control but trust building
Minimum criteria for the verification that a
NQF are compatible with the EHEA
framework
Procedures for self-certification of
compatibility
Role of Quality Assurance
Lifelong learning perspective
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Focus on the individual learner
Challenge the traditional boundaries
between different education sectors
Similar developments in Bologna and
Copenhagen Processes
Lisbon strategy
European Commission proposal for a EQF
for LLL
NQF and transparency instruments
Purposes:
 Improve the national and international
recognition of qualifications
 Advance transparency
 Improve the mobility of qualified citizens
Diploma Supplement
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DS will be able to locate qualifications
against precise national and European
frameworks
The national framework shall be referenced
in all DS
The completion of the self-certification
process shall be noted on DS issued
subsequently
Advices
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The development and review process for
producing good NQFs are most effective
when they involve all relevant stakeholders
A NQF should identify a clear nationally
agreed set of purposes
NQF should explicitly link to academic
standards and to quality assurance systems
(institutional/national)