osnabrueck.de 1 Development of a NQF for HE from a European perspective TEMPUS-Project 2nd Bitola Workshop Feb

Qualifications frameworks are good for helping make academic processes and judgements transparent, explicit and fair.

Learning Outcomes = Qualification Qualification is the formal standard, which is defined as being the „end“ of a learning path (credential). It depicts those Learning Outcomes which have been achieved on this pathway (formal learning) Learning Outcomes are what the student should know and is able to do

4 In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable. They also provide a framework for curriculum evaluation. (Harden et al., 1999a) Challenge at Programme level

Mode of Study Resources Timing Type of Pro- gramme Type Of Student Workload Structure Syllabus/ Learning Outcomes Document- ation Core Curriculum Learner centred Mobility Timing Objectives Add-on Substitute Complement Synergy ECTS Key Features User´s Guide QFRProfileQARecognition Employabilit y Learning Chain Social Dimension Grade Rating Assessment

How can this be developed? Policy level –Challenge: HE institutions ensure that academic principles and values are respected and the processes correctly implemented Institutional level –Promote shared values and attitudes – rather than simply managerial processes –Balance: national / international external accountability requirements

There is no single way I did it my wayCassius Clay Melody

Shift of Paradigm New way of thinking Self-assessment Learning outcomes Workload Bologna- and Copenhagen Processes

Change of Paradigm Learning Chain Programme Profile Learning Outcomes Learner´s Profile Learning Space Module Definition Module Structure Learning Outcomes Assessment Learning and Teaching Material Total Quality Management -Labour Market -Qualificationsframeworks -Strategy General / Vocational Education and Training Communication

To be decided: Profile

Profile Structure Learning Outcomes Processes

Profile: Levels of Description University -Philosophy, Mission Statement Faculty -Bundle of Qualifications Study-Profile of Qualification Programme. (Bundle of Learning Outcomes) Module-Learning Outcomes

Learning Unit / Module Learning Programme Organisational Level Sectoral Level National Level EQF LLL Qualitatively Related Learning Outcomes Quantitatively Related Credits Quality assured EHEA Macedonia References

We need evidence of outcomes! We promise! Internal / External QA

YES, WE CAN find evidence

But before… We have to Work hard – Play hard

HE institutions Integrated Faculties LO defined Governance More autonomy Stakeholders Students, Employers Society Flexibility Concise document Substitute? EHEA Social inclusion Transparency, Mobility, Permeability, Curriculum design, Role and Purpose Specific descriptions, levels, cycle descriptors, awards, credits and LO Overarching Independent QA – ECTS based Recognition – Link EQFs

Germany – External QA Accreditation Board (Foundation): –To contribute to the development in the quality of teaching and learning in Germany –To cooperate in the realisation of the European Higher Education Area –takes care that the agencies act in line with the highest degree of quality, comparability and transparency.

Who can perfrom accreditation? Agencies which have been accredited by the German Accreditation Board Will be re-accredited regularly (after 8 years at the latest) Seven agencies exist –3 general –4 sector specific

What do universities have to do? They submit Application to an Accreditation Agency They get Advice Site Visit Decision made Accreditation Committee Reaccreditation…..a circle

Accreditation Agencies European Standards and Guidelines European Register Site visits by Peers –Professors (according to discipline, at least 1 from traditional universities, 1 from „new“ ones) –Expert from industry –Student –Agency representative

Structure Processes Outcomes Quality Internal QA at German Institutions

Internal Quality Assurance Evaluation sheets –Based on questionnaires given to students / staff Continuous Feedback Evaluate all information Consequences?

Learning Chain Tools at work Learning Outcomes Subject-related -Knowledge Deepening / Widening Generic -Skills / Competences Knowledge opening / developing QFR-NQR-HQR-SQR Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement Learning Space Teaching and Learning, Research Learning Environment Information Package / Course Catalogue Change of Paradigm Quality Assurance/ -enhancement Standards & Guidelines / Register Labour Market

Learning Chain Design Learning Outcomes First Cycle Subject-related Generic 180 credits Bachelor MQF Internal Quality Assurance+Enhancement Quality (LO)/Quantity (Credits)/Assessment External Quality A+E Profile: Regional-National-International / General-Special / Research-Applied Study-Programme BA-level 6 BA-level 6-1BA-level 6-2 Knowledge Capability Knowledge Capability Knowledge Capability

BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions LO in detail

Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions Forms of Assessment -Quizzes („best two“) -Oral Presentation (Case Study- Group) -Oral exam (20 min. Individual) -Case Study („Open Book Exam“-Notes)

Quality Assurance -Measures -Qualitative measuring is pursued through the achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What? -Qualitative measuring is pursued by grading how the student performed (ranking) (ex-post) – How? -Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much? -Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement

But changing education and training is a slow process! It may take more than a life-time More than we can stomach??

Enjoy your meal – quality assured