National Qualifications Framework, Employability and Quality Assurance Quality assurance and evaluation in Higher Education National Qualifications Framework, Employability and Quality Assurance - How the three notions connect - "A European approach" Bruno Curvale Project leader Centre international d'études pédagogiques Beirut, 23rd of June 2014

Outline of the presentation Two compatible qualifications frameworks European Qualifications Framework for Lifelong Learning (EQF) Overarching framework of qualifications of the EHEA (QF-EHEA) Learning outcomes (knowledge, skills and competences) The diploma supplement a goal and a tool Learning outcomes Internal and external QA Beirut, 23rd of June 2014

Qualifications frameworks EHEA - Qualifications framework European Qualifications Framework for Lifelong Learning (EQF) National qualification framework Beirut, 23rd of June 2014

Les 47 pays qui participent au Processus de Bologne et forment l’Espace européen de l’enseignement supérieur EEES-EHEA 1999 Allemagne, Autriche, Belgique, Bulgarie, Danemark, Espagne, Estonie, Finlande, France, Grèce, Hongrie, Islande, Irlande, Italie, Lettonie, Lituanie, Luxembourg, Malte, Norvège, Pays-Bas, Pologne, Portugal, République Slovaque, République tchèque, Roumanie, Royaume-Uni, Slovénie, Suède, Suisse 2001 Chypre, Croatie, Liechtenstein, Turquie 2003 Albanie, Principauté d’Andorre, Bosnie-Herzégovine, « ex-République yougoslave de Macédoine », Fédération de Russie, Vatican, Serbie-Monténégro 2005 Arménie, Azerbaïdjan, Géorgie, Moldavie, Ukraine 2007 Monténégro 2010 Kazakhstan Beirut, 23rd of June 2014 28

EHEA - Qualifications framework The overarching framework of qualifications of the European Higher Education Area (EHEA Framework or QF- EHEA) was adopted by the Ministers of Education of the Bologna Process at their meeting in Bergen in May 2005, through the Bergen Communiqué "We adopt the overarching framework for qualifications in the EHEA, comprising three cycles (including, within national contexts, the possibility of intermediate qualifications), 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 to having started work on this by 2007." Beirut, 23rd of June 2014

EHEA - Qualifications framework It covers higher education qualifications and is valid for all 47 members of the European Higher Education Area, whether these are members of the European Union or not. It provides the framework within which the national qualifications frameworks in these 47 countries will be developed as far as their higher education qualifications are concerned. Beirut, 23rd of June 2014

The framework of qualifications for the European Higher Education Area 050520_Framework_qualifications Beirut, 23rd of June 2014 16

European Qualifications Framework for Lifelong Learning (EQF) The European Qualifications Framework for Lifelong Learning (EQF) has been developed by the European Commission. It was formally adopted by the European Union in April 2008. It covers all levels of education and is valid for EU countries, EU accession countries and countries of the European Economic Area. Beirut, 23rd of June 2014

Descriptors defining levels in the European Qualifications Framework (EQF) THE EUROPEAN QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING (EQF) ANNEX II page 12 Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Beirut, 23rd of June 2014 16

What is the relationship between the EHEA framework and the EQF? The wording of the EQF is not identical to that of the EHEA Framework but there are no major differences between the two. It is perfectly possible to develop national qualifications framework that are compatible with the EQF as well as with the EHEA Framework. This was recognized by Ministers in the London Communiqué (2007): "we are satisfied that national qualifications frameworks compatible the overarching Framework for Qualifications of the EHEA will also be compatible with the proposal from the European Commission on a European Qualifications Framework for Lifelong Learning. We see the overarching Framework for Qualifications of the EHEA, which we agreed in Bergen, as a central element of the promotion of European higher education in a global context" Beirut, 23rd of June 2014

In brief The European Qualifications Framework (EQF) provides four levels from the end of secondary education (levels 5, 6, 7, 8), corresponding with the levels in the EAQF. The European frameworks provide a common understanding of levels in higher education and (in the case of the EQF) vocational education, with level descriptors that provide a quality benchmark for institutions to aim for. They function as a translation device making qualifications more readable. This will help learners and workers wishing to move between countries or change jobs or move between educational institutions at home. Beirut, 23rd of June 2014

EHEA-QF and NQF EHEA Framework National framework - provides the broad structure within which “new style” national qualifications frameworks will be; - ensures compatibility between national frameworks; - facilitates movement between systems - face of “Bologna qualifications” to the rest of the world National framework - closest to the operational reality - owned by national system - facilitates movement within system (learning paths) - ultimately determines what qualifications learners will earn - describes the qualifications within a given education system and how they interlink Beirut, 23rd of June 2014

Qualifications Frameworks and QA Qualifications frameworks are important elements in the quality process because they provide transparent statements for students, employers and the public of the levels which can be expected from qualifications throughout the signatory countries. Both the EAQF and the EQF use level descriptors which give “generic statements of typical expectation of achievements and abilities”. They are thus integral to the establishment of explicit academic standards for qualification. Beirut, 23rd of June 2014

Learning outcomes (knowledge, skills and competences) European credits transfers system (ECTS) diploma supplement a goal and a tool Learning outcomes Internal and external QA Beirut, 23rd of June 2014

European Credit Transfer and Accumulation System – ECTS The development of the European Credit Transfer and Accumulation System (ECTS) embodies key aspects of the quality agenda. It stresses the importance of detailed and timely institutional and curriculum information, incorporating assessment processes and criteria. In the allocation of credits it provides a basis for transparent and equitable curriculum planning based on learning outcomes and the associated workload for an average student. Beirut, 23rd of June 2014

The Diploma Supplement the Diploma Supplement provides, in a coherent and consistent form, easily accessible information about the content and level of a qualification together with a range of other information to assist stakeholders in its evaluation. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). ds_en Beirut, 23rd of June 2014

The Diploma Supplement 3.2 Explain the official duration or workload of the programme in weeks or years and the actual workload including information on any major sub-components i.e. practical training. Preferably, the workload should be expressed in terms of total student effort required. This consists of the normal designated time on the programme including taught classes and private study, examinations etc. Where possible, the effort should be described in terms of credit, and the credit system should be described. European countries should translate the workload required for the qualification into the European Credit Transfer and Accumulation System (ECTS). 4.2 Where available, provide details of the learning outcomes, knowledge, skills, competencies and stated aims and objectives associated with the qualification. This information, which relates to outcomes rather than procedures of learning, will increasingly be the key basis on which qualifications are assessed. ... Beirut, 23rd of June 2014

The Diploma Supplement and QA A document aiming at promoting employability and better understanding of the qualification A "global" document developed by the European Commission, Council of Europe and UNESCO/CEPES It should require clarification of institution, faculty and programmes learning outcomes It is a due to the graduates It is a communication tool between HEIs and society at large it should be quality assured internally and externally It should be a core matter for the internal quality assurance unit and for the external quality assurance agency It is a powerful tool to facilitate the design of relevant and well structured educational programmes Beirut, 23rd of June 2014

Sources Overarching framework of qualifications of the EHEA. Site web du Processus de Bologne BRINGING OUT THE BEST IN EDUCATION Enhancing quality in higher education A Tempus survey April 2008 John Reilly, Canterbury Ard Jongsma, Odense Beirut, 23rd of June 2014 12

Merci pour votre attention Thank you for your attention curvale@ciep.fr Beirut, 23rd of June 2014