1. Aligning National against European Qualification Frameworks Conclusions and Recommendations Bologna Conference Tbilisi State University November 27-28, 2008 Věra Šťastná, Charles University Prague

2. 2 Expectations for Expectations for –Overarching Framework for Qualifications in the EHEA –National qualification frameworks Self-certification Self-certification –Lessons learned Challenges Challenges Recommendations Recommendations –National authorities –HEIs –European level – Bologna Process

3. 3 Overarching Framework for Qualifications in the EHEA (QF- EHEA)- expectations more transparency into EHEA more transparency into EHEA –accommodation of the existing transparency tools (ECTS) learning outcomes based methodology - mutual understanding and use contribute to easier recognition (academic and possibly professional) learning outcomes based methodology - mutual understanding and use contribute to easier recognition (academic and possibly professional) facilitating recognition and smoother mobility facilitating recognition and smoother mobility joint degrees joint degrees

4. 4 Any advantages of the QF-EHEA can become reality only if there are national frameworks for qualifications established and the relation between the national levels and European levels have been clearly defined, described and validated in a trustful, internationally recognised way. Any advantages of the QF-EHEA can become reality only if there are national frameworks for qualifications established and the relation between the national levels and European levels have been clearly defined, described and validated in a trustful, internationally recognised way.

5. 5 National Framework for Qualifications - expectations (1) for national impact for national impact –know better own system –more transparency –evaluation of restructuralisation of degree programmes based on learning outcomes methodology - innovation –improvement/enhancement of quality –chance to involve all stakeholders and improve/develop in systemic way the dialogue with employers –improved employability –more educational paths will be opened including those for non traditional learners

6. 6 National Framework for Qualifications – expectations (2) for international impact for international impact –facilitating recognition –smoother mobility of students and academics –more transparency in EHEA –quality enhancement

7. 7 National Framework for Qualifications – important All existing higher education qualifications within a given system be included (dialogue between higher and vocational education) All existing higher education qualifications within a given system be included (dialogue between higher and vocational education) Admission and progression requirements/possibilities included Admission and progression requirements/possibilities included Accommodation of the existing transparency tools (ECTS, DS) Accommodation of the existing transparency tools (ECTS, DS) Links to quality assurance system – (better if national quality assurance system verified internationally) Links to quality assurance system – (better if national quality assurance system verified internationally) Dynamic tool – space for development together with the higher education system Dynamic tool – space for development together with the higher education system

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9. 9 Why do we need self- certification? Verifying compatibility of NQF and QF-EHEA Verifying compatibility of NQF and QF-EHEA Showing the others that my own NQF is compatible with QF-EHEA, consequently with others NQFs Showing the others that my own NQF is compatible with QF-EHEA, consequently with others NQFs Transparency – mutual understanding Transparency – mutual understanding International participation - credibility – promotion of trust International participation - credibility – promotion of trust Improvement of quality Improvement of quality Consequently facilitation of recognition, promotion of mobility of students and academics Consequently facilitation of recognition, promotion of mobility of students and academics Improved European employability Improved European employability

10. 10 Experiences so far Self-certified against existing set of criteria and procedures (WG on QF report, 2005) Self-certified against existing set of criteria and procedures (WG on QF report, 2005) –? Are there still valid or do they need reconciled? Criteria and procedures for self-certification be taken into account since the beginning when developing NQF Criteria and procedures for self-certification be taken into account since the beginning when developing NQF Useful to co-operate – similar legal traditions, regional cooperation, … but with due regard to overall European understanding of issues Useful to co-operate – similar legal traditions, regional cooperation, … but with due regard to overall European understanding of issues Learn from the others - avoid the same mistakes. Learn from the others - avoid the same mistakes. But transfer only what is transferable!!! (always check what works in what circumstances) But transfer only what is transferable!!! (always check what works in what circumstances) Open and fair description of what does not fit fully the European references Open and fair description of what does not fit fully the European references

11. 11 Content of the self-certification reports used so far Contextual information Contextual information Description of the higher education systems Description of the higher education systems –Admission requirements to all levels –Progression in the system – which paths are open and which are blind –All qualifications and degree awards, academic degrees (titles) –How the quality assurance is maintained- bodies responsible, how they operate, is quality assurance in line with the European Standards and Guidelines? –If there are systems of credits others than ECTS- how do they operate? –Etc. Verification of the self-certification criteria Verification of the self-certification criteria Verification of the self-certification procedures Verification of the self-certification procedures Comparison of the Dublin descriptors with the award-type descriptors in the NQF Comparison of the Dublin descriptors with the award-type descriptors in the NQF Conclusion Conclusion Annex - Glossary Annex - Glossary

12. 12 Challenges – NQFs (1) Do we not expect too much from QFs? Do we not overestimate their possibilities? Do we not expect too much from QFs? Do we not overestimate their possibilities? How many layers of descriptors should the NQF involve? How many layers of descriptors should the NQF involve? –National – relatively very general descriptors –Learning outcomes of degree programmes (modules) Or sectoral level in between? If yes, how to accommodate all European initiatives? Tuning, professional organisations (music, chemistry, veterinary sciences, ….? What is their place in EQF? What is their place in EQF? –non-degree certificates and consequent qualifications? –Pre-Bologna degrees? Distinction between academic and professional necessary? Distinction between academic and professional necessary?

13. 13 Challenges – NQFs (2) If we highlight our differences shall the NQFs still serve transparency? If we highlight our differences shall the NQFs still serve transparency? And could they really facilitate recognition? And could they really facilitate recognition? –Learning outcomes related to 2nd cycle (Master's) level unless the total of 300 ECTS was earned by the graduate? Do we know how to work with learning outcomes? And do we know how to relate ECTS credits to learning outcomes? Do we know how to work with learning outcomes? And do we know how to relate ECTS credits to learning outcomes?

14. 14 Challenges – self-certification Openness - How can the most difficult issues be brought out? Openness - How can the most difficult issues be brought out? –Transparency X protecting ones own system How do we deal with disagreements How do we deal with disagreements –between national self-certification and international experts opinion? –between international experts? Who is the God to decide? How to deal with self-certification reports which are not credible? How to deal with self-certification reports which are not credible? Differences in national settings – in legal basis, understanding of LOs, stress on formal procedures X content, structures for implementation,…? Differences in national settings – in legal basis, understanding of LOs, stress on formal procedures X content, structures for implementation,…? Diversity in national approaches? Diversity in national approaches?

15. 15 Challenges – international credibility We will have at least 48 NQFs – ultimately national responsibility: no European harmonisation! What is needed for creation one European system of them? We will have at least 48 NQFs – ultimately national responsibility: no European harmonisation! What is needed for creation one European system of them? How to ensure enough international experts? How to ensure enough international experts? How to ensure common approach and common methodology used by international experts? How to ensure common approach and common methodology used by international experts? How we deal with the fact that countries of EU can chose between two compatible but slightly different frameworks? How we deal with the fact that countries of EU can chose between two compatible but slightly different frameworks? –Compatible but slightly different criteria and procedures for self-certification/ referencing –Two sets of structures – emerging under EU and under Bologna –Double bureaucracy, work and costs or mutual recognition and use?

16. 16 European QF learning paths – or learning curve? Need of coordination at EHEA level Need of coordination at EHEA level –Coordination group –Network of national QF coordinators? –Web page Need coordination QF-EHEA and EQF- LLL Need coordination QF-EHEA and EQF- LLL Diploma Supplement Diploma Supplement

17. 17 Recommendations to national authorities (1) National authorities should focus on communication with and involvement of all relevant stakeholders (HEIs, students, employers- do not forget SMEs, QA experts, ENICs/ NARICs,…) focus on communication with and involvement of all relevant stakeholders (HEIs, students, employers- do not forget SMEs, QA experts, ENICs/ NARICs,…) pay attention that all stakeholders involved understand why the NQF is needed and what are their benefits; pay attention that all stakeholders involved understand why the NQF is needed and what are their benefits; not to rush - implementation takes TIME; necessary to complete NQFs soon, more important to do it well; not to rush - implementation takes TIME; necessary to complete NQFs soon, more important to do it well; Take into account international developments (Bologna, EU) Take into account international developments (Bologna, EU)

18. 18 Recommendations to national authorities (2) National authorities should (continuation) take into account the self-certification with international participation since the very beginning of establishment of NQF as conditio sine qua non take into account the self-certification with international participation since the very beginning of establishment of NQF as conditio sine qua non prepare all documents in both mother tongue as well as foreign widely understood language (English) prepare all documents in both mother tongue as well as foreign widely understood language (English) ensure that quality assurance mechanisms in line with ESG are part of NQFs ensure that quality assurance mechanisms in line with ESG are part of NQFs look for synergies between EQF and QF-EHEA and establish one NQF for higher education compatible with both look for synergies between EQF and QF-EHEA and establish one NQF for higher education compatible with both follow the agreed set of criteria and standards for self- certification follow the agreed set of criteria and standards for self- certification have in mind that development of NQFs costs money and provide funds for it have in mind that development of NQFs costs money and provide funds for it create direct as well as indirect incentives for HEIs to be able to implement the learning outcomes methodology create direct as well as indirect incentives for HEIs to be able to implement the learning outcomes methodology

19. 19 Recommendations to HEIs HEIs should be actively looking for involvement, otherwise somebody else will prepare standards for them; be actively looking for involvement, otherwise somebody else will prepare standards for them; create networks in which they could cooperate on discipline specific descriptors with employers, national authorities, quality assurance experts, students, alumni,…. create networks in which they could cooperate on discipline specific descriptors with employers, national authorities, quality assurance experts, students, alumni,….

20. 20 Recommendations to European level (1) As OFs are one of the main issues in the EHEA the BFUG should maintain them on the agenda maintain them on the agenda continue the coordination of their development at the Bologna level and use the existing and newly emerging structures under the leadership of the Council of Europe continue the coordination of their development at the Bologna level and use the existing and newly emerging structures under the leadership of the Council of Europe –prolong the mandate of the Coordination group established by the BFUG –network of national QF correspondents which can build on the informal contacts, personal contacts and mutual trust –web page with information both in mother tongues and English accessible through the Bologna web page organise platforms for exchange experiences in full Bologna context – mainly to avoid discrepancies among countries in information flow organise platforms for exchange experiences in full Bologna context – mainly to avoid discrepancies among countries in information flow make all efforts for all to understand in the same way make all efforts for all to understand in the same way –emphases on terminology –the glossary possibly developed

21. 21 Recommendations to European level (2) To have credible NQFs in the EHEA the BFUG should create a network of international experts the countries could use for self-certification create a network of international experts the countries could use for self-certification –The experts should be familiar with the HE system and developments in the country they assess –The experts should as much as possible be trained in in the methodology in more foreign languages elaborate reference points and guidelines the experts could use for verification of NQF elaborate reference points and guidelines the experts could use for verification of NQF building on existing experience with self- certification and existing set of criteria and procedures elaborate a check list for self- certification process built on existing experiences building on existing experience with self- certification and existing set of criteria and procedures elaborate a check list for self- certification process built on existing experiences

22. 22 Recommendations to European level (3) The European Commission and Bologna Process should continue co-operation to facilitate dialogue between different parts of education, in particular to remove obstacles in dialogue between VET and higher education facilitate dialogue between different parts of education, in particular to remove obstacles in dialogue between VET and higher education build on synergies between QF-EHEA and EQF to create conditions for national authorities to establish one NQF for higher education compatible with both existing QFs (make life of all - national governments, HEIs, QA bodies and in particular students and employers easier) build on synergies between QF-EHEA and EQF to create conditions for national authorities to establish one NQF for higher education compatible with both existing QFs (make life of all - national governments, HEIs, QA bodies and in particular students and employers easier) avoid to concentrate exclusively at its own QF avoid to concentrate exclusively at its own QF follow good co-operation used e.g. for referencing/self- certification process to be able mutually recognise results of self -certification and referencing processes follow good co-operation used e.g. for referencing/self- certification process to be able mutually recognise results of self -certification and referencing processes

23. 23 Recommendations to European level (4) The European Commission should continue the Bologna Experts projects and make maximum use of the projects existing under both LLLP and Tempus programmes; continue the Bologna Experts projects and make maximum use of the projects existing under both LLLP and Tempus programmes; enable training seminars for both Erasmus and Tempus Bologna experts to facilitate integrated approach and maximum exchange of experience enable training seminars for both Erasmus and Tempus Bologna experts to facilitate integrated approach and maximum exchange of experience To BFUG Repeat this conference in 2-3 years to see the development Repeat this conference in 2-3 years to see the development

24. 24 Concluding remarks In spite of all pessimism and difficult issues the QFs are important instrument In spite of all pessimism and difficult issues the QFs are important instrument They have to be developed for the use of stakeholders, in particular the students and employers. i.e. with full responsibility and honestly They have to be developed for the use of stakeholders, in particular the students and employers. i.e. with full responsibility and honestly Balance between political decision and expert advise should be sought carefully Balance between political decision and expert advise should be sought carefully We need transparency on difficult issues, nobody has all the answers We need transparency on difficult issues, nobody has all the answers