1. gehmlich@wi.fh- osnabrueck.de 1 European and German Qualification Frameworks Design of a Macedonian Qualification Framework Workshop Linköping, October 6-9 2009

2. gehmlich@wi.fh-osnabrueck.de2 Enjoy your meal We like it…. juicy and spicy and are in need of…

3. gehmlich@wi.fh-osnabrueck.de3 We want (to)

4. gehmlich@wi.fh-osnabrueck.de4 Learning Unit / Module Learning Programme Organisational Level Sectoral Level National Level EQF LLL Qualitatively Related Learning Outcomes Quantitatively Related Credits Quality assured EHEA ?

5. 5 Learning Outcomes as Profile of Competences = 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) Qualification in the „British sense“ means to be able to do….To this extent Learning Outcomes are what the student should know and is able to do

6. gehmlich@wi.fh-osnabrueck.de6 The Promise What? A learner can achieve the learning outcomes (LO) designed for a learning activity… LO= „Statements of what a learner is expected to know, understand, and / or be able to do at the end of a period of learning“ How? by investing time and effort – his workload WL) WL= „A quantitative measure of all learning activities that may be feasibly required for the achievement of the learning outcomes“

7. gehmlich@wi.fh-osnabrueck.de7 The Promise The workload is expressed as a quantitative figure = credit The achievement is expressed as a qualitative result = learning outcomes This is documented = Learning Agreement

8. gehmlich@wi.fh-osnabrueck.de8 Guidelines The guiding principles for ECTS are the Key Features The guiding principles for learning outcomes are the Qualifications Frameworks, specified within a changing environment (PESTEL), the capabilities of the learner and the expectations of the society (stakeholders).

9. gehmlich@wi.fh-osnabrueck.de9 Do we know what learners should be able to know and to do? How? Kick-off question of the Business Group:

10. gehmlich@wi.fh-osnabrueck.de10 Qualifications Frameworks -Reference frameworks- Levels of Qualifications- -Bachelor -Master -Doctorat Min. of Education Higher Education QFW for EHEA Bologna-Process EU-Commission QFW for LLL Brugges- Copenhagen- Maastricht- Process Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits Knowledge and understanding Applying k&u Making judgements CommunicationLearn to learn Levels of Qualifications 1 – 2 – 3 – 4 – 5 6 – 7 - 8 Described by bundling learning outcomes according to descriptors Knowledge & Under- standing SkillsCompetences

11. gehmlich@wi.fh-osnabrueck.de11 Higher Education QF Criteria: „Dublin Descriptors“ Knowledge and understanding –1 (Bachelor) [is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study... –2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context... –3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field

12. gehmlich@wi.fh-osnabrueck.de12 EQF LLL: Readable: horizontal / vertical/ (lateral) - Qualifications: Bundles of LO KnowledgeSkillsCompetences N6N6 advanced knowledge of a field of work or study involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work and study Contexts - lead groups in work and study N7N7 highly specialised knowledge, some of which is at the forefront of knowledge in a field of work Or study, as the basis for original thinking critical awareness of knowledge issues in a field and at the interface Between different fields specialist research and problem-solving skills, including analysis and synthesis, to develop new knowledge and procedures and to integrate knowledge from different fields demonstrate leadership and innovation in work and study contexts that are complex, unpredictable and require new strategic approaches take responsibility for continuing personal professional development, for contributing to professional knowledge and practice and for reviewing the strategic performance of teams

13. gehmlich@wi.fh-osnabrueck.de13 National Qualifications Frameworks Example: Germany

14. gehmlich@wi.fh-osnabrueck.de14 The German Qualifications Framework Higher Education Level Competence Bachelor / Master / Doctorate KnowledgeKnowledge- broadening Knowledge- deepening SkillsKnowledge- developing and accessing instrumental communicative - interpersonal systemic

15. gehmlich@wi.fh-osnabrueck.de15 DQR LLL Level indicator Structure of requirements Professional competencePersonal competence KnowledgeSkillsSocial competence Self competence Depth and breadth Instrumental and systemic skills, judgement Team / leadership skills, involvement, communicate Autonomy / responsibility / reflectiveness and learning competence

16. gehmlich@wi.fh-osnabrueck.de16 DQR Description of 8 levels (also in English): www.deutscherqualifikationsrahmen.de You find the proposal and will see at the bottom of the page the change to read it in English.

17. gehmlich@wi.fh-osnabrueck.de17 DQR What are we doing now? 4 pilots: –Electrical / mechanical engineering –Health –IT –Trade

18. gehmlich@wi.fh-osnabrueck.de18 The Seven Steps to Heaven Approach Example: –Business and Management Group Tuning methodology –developed –in action

19. gehmlich@wi.fh-osnabrueck.de19 Step 1 Analysis of existing business study- programmes: Results Results were later on tested with several other disciplines

20. gehmlich@wi.fh-osnabrueck.de20 Step 1 Key questions: 1. Which syllabi are the essential characteristics of this degree programme? Without which module would no one consider this as the identified degree programme? Conclusion: Core modules

21. gehmlich@wi.fh-osnabrueck.de21 Step 1 (cont.) 2. Which areas could be identified – vertically, horizontally or laterally – for further useful studies (profiling)? (vertical: specialisation in a narrow sense = deepening; backward/forward integration; horizontal: interdisciplinary = enlargement; lateral: unrelated diversification) Conclusion: Specialisation modules / major / minor / electives / options

22. gehmlich@wi.fh-osnabrueck.de22 Step 1 (cont.) 3. What else is needed to understand issues, identify and to express them in various ways? To which extent can a quantitative approach help to explain these issues? Conclusion: Support modules 4. How can I learn and organise myself? How can I present / express best what I want to say Conclusion: Organisation and Communication modules

23. gehmlich@wi.fh-osnabrueck.de23 Step 1 (cont.) 5. How does theory relate to practice? How can I relate theory to practice? What are the methods? Conclusion: Transfer modules

24. gehmlich@wi.fh-osnabrueck.de24 Result of Step 1 Structuring of degree programmes into Core modules Objective of Learning Outcomes: –Knowledge Acquisition and Widening Specialisation modules (level dependent) Objective of Learning Outcomes: –Knowledge Acquisition and Deepening

25. gehmlich@wi.fh-osnabrueck.de25 Result of Step 1 (cont.) Support modules Organisation and communication modules Transfer modules Objective of Learning Outcomes: Methodology: Skills / Competences to learn and transfer Knowledge acquisition (independent learning), developing and creating

26. gehmlich@wi.fh-osnabrueck.de26 After Step 7 Heaven –Which looks like:

27. gehmlich@wi.fh-osnabrueck.de27 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 QFR Profile QARecognitionEmployability Learning Chain Social Dimension Grade Rating Assessment

28. 28 Definir Define Consult Measure Develop Analyse Design Identify Build consensus Formulate Incorporate OUTCOME OF PROCESS: A coherent system based on learning outcomes and competences has been developed

29. gehmlich@wi.fh-osnabrueck.de29 TUNING METHODOLOGY: learning outcomes and competences Steps in designing degrees: 1. Identification of what is required 2. Definition of academic and professional profiles: translation into learning outcomes and generic and subject specific competences 3. Translation into curricula 4. Translation into modules/course units and approaches towards teaching, learning and assessment 5. Programme quality assurance: built in monitoring, evaluation and updating procedures But: WARNING

30. gehmlich@wi.fh-osnabrueck.de30 You can put lipstick on a pig but it is still a pig! NQF is more than make-up

31. gehmlich@wi.fh-osnabrueck.de31 Master the challenge Jointly Macedonian Qualifications Frameworks