1. A regional perspective: South East European Network on QF Prof. Mile Dželalija, PhD Bologna Process: Development of Qualifications Framework Meeting of National Correspondents, Strasbourg, 9-10 November 2009

2. Contents:  Bologna process in Croatia  (Common) Croatian QF design and implementation  Internationalization during design and implementation  SEE Network (challenges and benefit)  Conclusions

3. Bologna process in Croatia:  In 2005/2006 formally introduced – all short, first and second cycles  In 2006/2007 – mid and third cycles  Binary system – academic and professional orientation  LO and ECTS  Bachelor (180-240 ECTS) / Master (60-120 ECTS) / PhD (3 y/180 ECTS)  Short cycle (professional), 120-180 ECTS  Mid-cycle (academic), 60-120 ECTS.

4. 6 7 8 4 3 5 7.2 7.1 UNDERGRADUATE (180-240 ECTS) GRADUATE (60-120 ECTS) PG School GRADUATE (60-120 ECTS) UNDERGRADUATE (180-240 ECTS) (120-180 ECTS) Bachelor (U/P) 8-YEAR PRIMARY SCHOOL PROFESSIONAL GYMNASIUMS 3-YEAR SECONDARY SCHOOLS UP TO 1 YEAR 5.1 4.2 4.1 1-6-MONTH 8.2 6 3 22 11 1-2-YEAR 4-YEAR SECONDARY SCHOOLS 5.2 ACADEMIC Master-spec DOCTORAL Study PhD mr. sc. (old) 8.1 Master / Spec. Croatian Qualifications Framework “Pristupnik”

5. (Common) Croatian QF

6. 2006200720082009201020112012 ORIENTATION CONCEPTUAL UNDERSTANDING IMPLEMENTATION REVIEW PROGRESS DESIGN TESTING MSES Committee (Govern.) (all partners) Trainers of the sectoral WGs, and CROQF promotors 25+1 sectoral WGs Baseline of the CROQF (Govern.) Action Plan 2008-2012 CROQF Concepts Standard of qualifications The role of the WGs CROQF – Introduction to qualifications Curriculums and programs COORDIN. and DEVELOP. Operational Team CROQF

7. Why Croatian QF ?

8. QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) ACCESS to education (Available to all,...) PROGRESSION within the system (Optimal use of resources Personal development,...) AWARD of qualifications (LO, Recognition of other forms of learning,...) TRANSPARENCY of the system (Understanable to all The base for responsibility,...) NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: Interests and needs of INDIVIDUALS and SOCIETY

9. QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) ACCESS to education (Available to all,...) PROGRESSION within the system (Optimal use of resources Personal development,...) AWARD of qualifications (LO, Recognition of other forms of learning,...) TRANSPARENCY of the system (Understanable to all The base for responsibility,...) NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: Interests and needs of INDIVIDUALS and SOCIETY Committees NGOs ParentsFonds Centers Agencies Students Universities Chambers and other partners... Employers Unions Schools Ministries Councils Institutes

10. Within NQS, do we have:  Acceptable integration and collaboration between partners?  Sustainable employability?  Optimal use of all resources in education?  Social inclusion?  Mobility and LLL for all?  Responsibility?  Reliability? ...?

11. ... or in other words, do we have acceptable:  Conceptual understanding?  Access to education?  Progression within education system?  Award and recognition?  Quality (reliability) of qualifications?

12. If not, how to ensure acceptable, and neutralize other happenings? How to integrate and coordinate all elements in NQS?  CROQF in relation with the EQF and NQFs of other countries

13. QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) ACCESS to education (Available to all,...) PROGRESSION within the system (Optimal use of resources Personal development,...) AWARD of qualifications (LO, Recognition of other forms of learning,...) TRANSPARENCY of the system (Understanable to all The base for responsibility,...) NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: Interests and needs of INDIVIDUALS and SOCIETY Committees NGOs ParentsFonds Centers Agencies Students Universities Chambers and other partners... Employers Unions Schools Ministries Councils Institutes NQF – an instrument to INTEGRATE and COORDINATE all parts of the NQS, improving: TRANSPARENCY, ACCESS, PROGRESSION, AWARD and QUALITY (reliability) of qualifications, in relation to the interests of individuals and the society.

14. Other NQF Hrvatski kvalifikacijski okvir 5 6 7 8 4 3 2 1 8.2 1 2 3 4.1 5.1 5.2 6 7.1 4.2 8.1 7.2 7 1 2 3 4 5 6

15. Conceptual understanding Croatian Qualifications Framework

16. CROQF – minimal number of: Basic ELEMENTS Their basic PROPERTIES DETERMINATION of the basic properties Croatian Qualifications Framework

17. Qualification Competences Learning Outcomes Basic elements in the CROQF: Croatian Qualifications Framework Their basic properties: LEVEL VOLUME PROFILE QUALITY (2 dimensions)

18. Knowledge (factual and theoretical) Skills (cognitive, practical and social) Autonomy and responsibility Qualification VALIDATION Learning outcomes Competences Croatian Qualifications Framework

19. Basic properties (of LO and Q) in CROQF: LEVEL VOLUME PROFILE QUALITY (2 dimensions) Croatian Qualifications Framework

20. Qualification 5 10 15 20... VOLUME [ECTS/...] [name – 2 dim] PROFILE (LO) LEVEL OF LEARNING OUTCOMES 8765432187654321 Units of Learning outcomes 8.2 8.1 7.2 7.1 6 5.2 5.1 4.2 4.1 3 2 1 LEVEL OF QUALIFICATION [name – 2 dim] PROFILE (Q) [2 dim] QUALITY

21. Documents and guidelines for CROQF Definitions Descriptions Illustrations Examples Q & A Trainings & Excersises 25+1 sectoral WGs Croatian Qualifications Framework

22. Internationalization during CROQF design and implementation

23.  As members in the EQF AG, NCPs,...  Individual international experts (ETF, Scotland, UK)  Collaboration with EU countries – very important:  Poland, Austria  Region collaboration – very important  SEE Network

24. SEE Network

25. SEE Network consists of:  EU countries  Non-EU countries Common challenges:  Inconsistency and confusion within systems and in the region (old and new degrees)  Common understanding of concepts  LO / ECTS  Comparability of degrees  Involvement of all relevant stakeholders  Raising awareness

26. The role of the SEE Network

27. SEE Network is a base for response to the above challenges The role of the Network:  Regular comparison of national systems  Establish mechanisms for regular exchange of experience, documents, tools (meetings, workshops, thematic conferences, internet portal) The CoE provides expertise and support Clear benefit for all countries in the region and EU.

28. Conclusions:  Internationalization is very important  EQF/QFHE bodies  EU countries and experts  Countries and experts in the region  SEE Network  Within the SEE Network – clear benefit for all countries in the region and EU  The CoE provides expertise and support  Next meeting (2010) in Croatia (common understandings, recognition, old-new degrees,...) Thank you!