Closing the Gap between Azerbaijan Higher Education and the Qualifications Framework of the EHEA Maiki Udam

Outline QF-EHEA – What and why? Closing the gap – How?

Bologna process 1998 - … 1998 – The Sorbonne Declaration (France , Germany, Italy, UK) mobility for students, graduates, teaching staff promotion of qualifications, with regard to the job market 1998 – The Bologna Declaration (30 countries), Creation of EHEA introduction of a system based on undergraduate and postgraduate studies with easily readable programmes and degrees Quality assurance

Implementation timeframe for NQF Overarching framework (QF-EHEA) – 2005 Development of national frameworks (NQF) – 2010

Secondary specialised EQF levels EHEA cycles General Eduation Initial VET Secondary specialised education Higher education Additional education AzQF levels 8 THIRD CYCLE (DOCTOR) 7 SECOND CYCLE (MАSTER) 6 FIRST CYCLE (BACHELOR) 5 SHORT CYCLE 4 3 2 1

Qualifications that signify completion of the 1st 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 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 study; • 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. Typically include 180- 240 ECTS

Qualifications that signify completion of the 2nd 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; • have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; • can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist 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. Typically include 90-120 ECTS credits, with a minimum of 60 credits at the level of the 2nd cycle

Qualifications that signify completion of the 3rd 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; • 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. Not specified

QF-EHEA QF (EHEA) encompasses all the qualifications in a (higher education) system It shows what a learner knows, understands and is able to do on the basis of a given qualification – that is, it shows the expected learning outcomes for a given qualification. QF focus on outcomes more than on procedures, and several learning paths – including those of lifelong learning – may lead to a given qualification.

QF-EHEA QF play an important role in developing degree systems as well as in developing study programmes at higher education institutions. QF facilitate the recognition of qualifications, and they are important for those who make use of qualifications, in particular learners and employers.

Learning outcomes Learning outcomes express the level of competence attained by the student and verified by assessment. They are ‘statements of what a learner knows, understands and is able to do on completion of a learning process’. They are formulated by academic staff, involving students and other stakeholders. In order to facilitate assessment, these statements need to be verifiable. ECTS Users’ Guide

Bologna process 2020 2010 – 47 countries + 8 consultative countries Priorities for 2020: Social dimension Lifelong learning Employability Student-centred learning Education, research and innovation Mobility Data collection Multidimensional transparency tools Funding

QF-EHEA vs NQF QF-EHEA NQF describes the “outer limits” within which national frameworks should be situated closest to the operational reality ensures compatibility between national frameworks  owned by national system facilitates movement between systems facilitates movement within system (learning paths) presents a “common face” for higher education in Europe, which is important in a global context ultimately determines what qualifications learners will earn describes the qualifications within a given education system and how they interlink

Closing the gap QF-EHEA NQF Learning outcomes (LO) for a study programme Choosing modules/subjects LOs for modules/subjects Assessment methods and criteria (incl RPL) Content and teaching methods Quality Assurance

Necessary actions and resources to close the gap Good will Involvement of stakeholders Approval of Az-NQF Trainings!!! Dedicated people Money Development of study programmes Dedicated and competent people (Money) Quality Assurance

Useful sources Bologna process – Eurpean HigherEducation Area http://www.ehea.info/article-details.aspx?ArticleId=65 ECTS Users’ Guide http://ec.europa.eu/education/library/publications/2015/ects-users-guide_en.pdf Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) http://www.enqa.eu/index.php/home/esg/