1. Qualifications Framework – General Concepts and Practice Tbilisi 8-9 November 2005 IMPLEMENTATION OF THE BOLOGNA PROCESS IN THE GEORGIAN HIGHER EDUCATION SYSTEM

2. 2 The European Context n European Dimensions – priorities in the Bergen Communiquéue „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.” Taking stock on progress for 2007: implementation of the national frameworks for qualifications;

3. 3 Basic n Qualifications are national according to national legislation n Qualifications are articulated/located in national qualifications frameworks n The 40 national frameworks are linked together through an alignment to an overarching framework of the EHEA

4. 4 DEFINITION NATIONAL FRAMEWORK The single description, at national level or level of an education system, which is internationally understood and through which all qualifications and other learning achievements in higher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications

5. 5 WHY QUALIFICATIONS FRAMEWORKS? n analysis, presentation and understanding of what constitutes a qualification n shift focus from procedures to content n logical consequence of:  mass HE  rapid development and outdating of knowledge  internationalization  EHEA itself n make it easier for people to earn qualifications in a variety of ways n expression and systematization of purposes of higher education

6. 6 National Qualifications Frameworks n All qualifications n Systematic description n Coherent relationship n Internationally understood n Provide a context for the review and development of existing qualifications n Provide a context for the design of new qualifications

7. 7 WHY QUALIFICATIONS FRAMEWORKS? n analysis, presentation and understanding of what constitutes a qualification n shift focus from procedures to content n logical consequence of:  mass HE  rapid development and outdating of knowledge  internationalization  EHEA itself n make it easier for people to earn qualifications in a variety of ways n expression and systematization of purposes of higher education

8. 8 NATIONAL FRAMEWORKS n describe individual qualifications as well as the interaction and articulation between them n describe possibilities for movement among qualifications in all directions n focus on outcomes n recognize that qualifications are complex : subject specific as well as generic skills and competences n have implications for the relationship between institutions and public authorities

9. 9 Principle Elements n Learning outcomes n Competencies n Levels n Credits and workload n Profile

10. 10 Learning Outcomes n Statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning n Learning outcomes are assessed and documented

11. 11 QF AND QUALITY n EHEA requires mutual trust n Trust in the quality of HE in partner countries and institutions essential n Work by ENQA and partners n NQF should explicitly link to academic standards and to quality assurance systems (institutional and national)

12. 12 Advice n the development and review process of national frameworks are most effective when they involve all relevant stakeholders n An NQF should identify a clear nationally agreed set of purposes

13. 13 Why overarching framework ? n International transparency n International recognition of qualifications n International mobility of learners and graduates

14. 14 OVERARCHING FRAMEWORK I n components cycles, descriptors of qualifications and learning outcomes, credit ranges in ECTS n description of each component less detailed n responsibility for quality assurance and qualifications will remain at national level

15. 15 OVERARCHING FRAMEWORK II Three cycles of higher education qualifications: n First cycle (180 – 240 ECTS credits ) n Second cycle (90 – 120 ECTS credits, minimum 60 credits at second cycle level) n Third cycle (no ECTS credits assigned?)

16. 16 Descriptors of Qualifications and Learning Outcomes Dublin Descriptors (generic) n Knowledge and understanding n Applying knowledge and understanding n Making judgements n Communication skills n Learning skills Not Subject specific

17. 17 RESPONSIBILITY FOR FRAMEWORKS n Ultimately competent public authorities, but:  role of stakeholders  adoption and implementation of national frameworks  adoption and implementation of EHEA framework  validating national frameworks as “EHEA compatible ”

18. 18 VALIDATION OF NATIONAL FRAMEWORKS Self-certification must be: n transparent and in conformity with EHEA criteria n public (also supporting evidence) n completed by 2010 n include adequate links to:  QA  international legal standards (Lisbon Recognition Convention)  transparency instruments (DS, ECTS, Europass )

19. 19 EHEA AND OTHER FRAMEWORKS n all parts of the education system need transparent qualifications frameworks; n these must be coherent; n Ministers: HE contribute to making LLL a reality n European Qualifications Framework for Lifelong Learning (EQF), building on “Bologna” and “København” n Issue of access qualifications n need for  transparency  involvement of all Bologna countries

20. Elaboration of national frameworks of qualifications- case study Hungary

21. 21 The National Context Challenges: Issues of quantity and quality levels of participation in higher education the content and the quality of learning The main aim: „Hungary must shortly have 21a system of higher education that by making the best use of its resources will be able to contribute to the country’s effective integration into the community of developed countries, and will also serve the construction of a knowledge-based society.” A major objective: to create a framework for a modern course structure that will also be able to better react to demands of the labour market;

22. 22 Recommendations from Expert Studies Qualification systems are important for determining selection, the setting of standards and empowering students. One of the causes of the weaknesses in the system is the divided system itself, that is, having totally separate academic and vocational tracks leading to separate qualifications.

23. 23 Recommendation: Review the education system as a whole (public and vocational, lifelong learning) Re-examine vocational and academic needs and create an integrated system of qualifications that will gradually bring closer education and training. The implication of an integrated system of qualifications should be considered at the level of curriculum practice.

24. 24 Important Aspects Whether the curriculum that was established when at most 10% continued in education, is appropriate when at least 35-40% are expected to continue at least for three years after 18. Whether existing participation on the basis of existing curricula, even when it is possible, would provide students with the kind of skills and knowledge that are necessary in the likely circumstances of the twenty first century. Learner independence – the empowerment of students New methods of student assessment are required

25. 25 National Qualifications Framework Criteria: Within such frameworks, degrees should have different defined outcomes. First and second cycle degrees should have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs. First cycle degrees should give access, in the sense of the Lisbon Recognition Convention, to second cycle programmes. Second cycle degrees should give access to doctoral studies.” (Berlin Communiqué)

26. 26 Aims of the qualifications framework Provide information for end users (employers, parents, institutions, potential students) on the conditions for obtaining an award and the actual content of a qualification; Support international comparability of standards with special regard to EU accession and the EHEA; Assist student choice by informing students about possible routes of progression also within the context of LLL; Give guidance to the higher education institutions in defining their own academic standards and the external evaluation bodies (e.g. Accreditation Board) in defining points of reference for conducting external evaluation.

27. 27 Main features The cycles to be defined are: Bachelor, Master and Doctoral Studies, though short cycles degrees are also taken into account. The framework defines learning outcomes to be attached to each cycle, type of qualification and programme, clearly indicating the differences between each level. A three stage process: Stage 1: Different types of higher education qualifications recognized by the state are defined. Generic descriptors are applied (on the basis of the Dublin descriptors) for each type. The descriptors are of three types: – The first section contains the learning outcomes of the educational process that students who wish to hold the degree will have to achieve Those are mainly for institutions and bodies planning, conducting and evaluating degree programmes – The second section describes more general competencies that can be expected of a typical student at the given level. This information is most important for employers.

28. 28 Main Features 2 Stage 2: description of the different types of awards in each cycle according to academic fields (mostly based on the ISCED classification). Guidelines for the preparation of the different types have been provided by the National Bologna Board, the descriptors are developed by the professional groups in each academic field. Stage 3: institutions will adjust their own curricula to the framework and issue the Diploma Supplement that will give sufficient information on all the academic and professional competencies gained by obtaining a certain award. The descriptors that define qualification levels describe output requirements. It is the responsibility of the institution how the students will achieve those results. Credit values are attached to each level. For the generic description of the different cycles the law defines the minimum credits required for gaining an award.

29. 29 Guidelines for Stage 2 level descriptors for Bachelor programmes by academic fields Entry points with conditions of entry description and minimum credits for joint foundation courses (three types of indicators) the level of the qualification that can be gained in the given subject/field of study with minimum credits to be gained minimum credits to be gained for a specialization of the student’s choice. (national minimum 5% of total credits) theoretical and practical studies (the minimum percentage of practical subjects ) practical training (traineeship) outside the institution aims and objectives of the programme

30. 30 Guidelines 2 n A description of professional competencies to be acquired with regard to the description of the Bachelor cycle (outcomes that describe those who wish to succeed in gaining a qualification in the given subject./study field - again three main classes of descriptors) n A list and short annotation of the core material/subject areas most relevant for the qualification - no national minimum, institutional responsibility n foreign language requirements as a condition for stepping up at each milestone and for gaining a degree

31. 31 Teacher Education Proposed Level Descriptors to be included in the HQF n Professional knowledge and understanding n 1.1 in depth knowledge of the learner, learning and human development in general n 1. knowledge of the research results concerning human development n 2. knowledge concerning life long human development n 3. knowledge related to child development n 4. knowledge and understanding of methods and techniques necessary for knowing the different learners n 5. knowledge of the various forms and routes of learning in general as well as in the specific subject areas and curriculum n 6. Applicable knowledge of the social, psychological and cultural factors affecting learner performance.

32. 32 Professional Competencies 2.1. Organizing classroom work, application of teaching, learning and educational methods The graduate will be 1.able to plan teaching programmes, units and classes, to select the appropriate teaching materials, aids and methods for the learners 2 able to apply a wide range of teaching methods for the organization of learning to ensure an efficient and secure learning environment and to efficiently apply the achievements of information technology to support learning 3. able to plan and apply teaching strategies appropriate for the aims of the different teaching units, the age, abilities, experience of the learners and their school performance 4. in addition to guide the learning process through teaching is table to apply the processes of learning through acting and learning from each other as an important factor of school teaching 5. able to realize and actively respond to the differences between the capabilities and individual needs of the different students, can demonstrate an inclusive attitude 6. able to create a pleasant, safe and incouraging learning environment that will promote the development of performance, self-esteem and positive self-image in each student 7. able to attract and hold the learners attention and interest and use them in he learning process 8. able to encourage and support active participation in the teaching and learning process

33. 33 2.2. Application of assessment and evaluation methods 1. able to to provide regular and reliable feedback on the learner’s development in a constructive way that will assist self-evaluation and self-esteem of learners 2. able to apply different evaluation methods in the systematic tracing and analysis of learners performance and progress. 3. able to promote the participation of learners in the evaluation of their own performance. 2.3 Adoption and practice of specific and wider teacher’s roles 1. aware of the professional and human responsibilities and is ready to take the roles that are given as a member of a professional community 2. prepared for critical self-reflection and self-evaluation 3. able to use resources provided for professional assistance 4. ready to participate in solving the teaching-development tasks of the school and in organizing the extracurricular activities of learners 5. able and ready to cooperate with colleagues and school staff in general, parents and relevant other professionals 6. ready and able to take part in the organizational development, innovative and quality development activities of the school including the operation of the quality assurance system.

34. 34 Advantages of having a QF Generic descriptors - the QF is not meant to prescribe details in terms of the content of the curriculum (unlike the qualification requirements that are in use). The framework will allow the institution adequate flexibility in designing their programmes in the given study fields It will promote innovation in the education programmes within a frame agreed by all academic and awarding bodies. Needs of further professional education and training will also be considered. The descriptors for the different levels my provide points of reference for placing the qualifications of short cycle programmes at a certain level of the framework Quality assurance - learning outcomes increase transparency and the comparability of standards between and within qualifications It promotes all types of mobility It may assist the employability of new graduates n Progression from one cycle to the next

35. 35 Challenges The use of credits to quantify learning outcomes - no direct links with learning outcomes, Implications for curriculum design, teaching, learning and assessment - a very long and time-consuming process, The process assumes close co-operation and consensus between all stakeholders, How learning outcomes link into accreditation.