1. Beyond structures: implementation of national qualifications frameworks (general principles) Stephen Adam

2. Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education systems. They should also help HEIs to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning. London Communiqué 2007 NQF cannot achieve this without effective, rigorous and successful implementation and self- certification processes.

3. ‘We welcome the progress in developing qualifications frameworks; they improve transparency and will enable higher education systems to be more open and flexible. We acknowledge that realising the full benefits of qualifications frameworks can in practice be more challenging than developing the structures. The development of qualifications frameworks must continue so that they become an everyday reality for students, staff and employers. Meanwhile, some countries face challenges in finalising national frameworks and in self-certifying compatibility with the framework of qualifications of the EHEA (QF- EHEA) by the end of 2012. These countries need to redouble their efforts and to take advantage of the support and experience of others in order to achieve this goal.’ Bucharest Communiqué 2012 2

4. 1.The existence of a new Bologna-compliant National Qualifications Framework (NQF) alone does not produce educational reform. 2.There is no perfect sequence or way forward for implementation – no single plan or approach fits all countries. 3.Much depends on local conditions, history, level of resistance, academic culture, demographics, economy, transformative nature of the NQF (its design and purposes), etc. 4.Another important variable is whether the NQF is designed as a lifelong learning system or not, and how this is conceived. Different educational sectors may well require their own tailored implementation strategies and staged sub-framework reform. 5.The relationship of the NQF to other contingent and associated HE reforms will impact on implementation plans and determine the eventual success or failure of the framework. 6.It is important to guard against cosmetic reforms and a natural tendency to re-package old qualifications, processes, approaches and structures. However, existing good practice and high quality qualifications must not be destroyed.

5. Perfect the NQF and test it against its functions Conceive an implementation plan/strategy and timescale to make NQF operational Dedicate resources + accord high status to the process Identify a sequence and priorities for reforms Involve all stakeholders – especially students Link top-down and bottom-up HE institutional reform dimensions Major challenges exist in the areas of curriculum development, learning outcomes, and QA/QE Periodically review progress/results against measurable outcomes (evidence)

6. 1.Who is going to be responsible for the implementation of the NQF 2.What resources will be required? 3.What is role of different stakeholders in the implementation phases? 4.How is it best to build consensus and support? 5.What do the different audiences require (students, academics, officials, administrators, parents, citizens, social partners, etc.)? 6.What sort of information campaign and material should be developed? 7.How long should any implementation phase last? 8.What is the best way to measure the success of implementation? 9.What should be the review period and process for any NQF? 10.What is the best way to promote HEI capacity building?

7. 1.Revision of any pre-existing strategic educational plan. 2.Review of HEI – strategic needs, numbers, funding, etc. 3.Ensure policy cohesion between different ministries. 4.Establishment of an independent Quality Assurance agency. 5.Process to extend academic and institutional autonomy. 6.Development of new Ministry-HEI set of relationships. 7.Action new relationships between ENIC and QA body. 8.Undertake staff development + training. 9.Monitor progress and make appropriate legal changes.

8. HUGE MANAGEMENT CHALLENGES: 1.Rethink the role and mission statement of the institution 2.Governance reform 3.Instigate changes in institutional culture 4.Build academic autonomy with responsibility 5.Increase institutional democratisation 6.Reform institutional structures and processes 7.Policy development: QA/standards, teaching/learning strategy, transparency, RPL, student-centered learning, etc. 8.Revise appointments and promotions policy 9.Instigate appropriate staff development policy + support 10.Adopt learning outcomes – massive paradigm change 11.Re-think qualifications – curriculum development

9. 1.Implementation is more challenging and as important as developing the original NQF. It should be viewed as an ongoing process. 2.Do not lose sight of the main goals of reform: more efficiency and transparency; increased mobility, recognition and quality; improved qualifications fit for 21 st -century students. 1.Exploit the opportunity presented by these regional meetings to increase co-operation and explore good practice, develop good solutions and exchange experiences to solve common challenges. 1. Develop multi-dimensional, multi-layered national strategies that link the implementation of NQF with reforms in quality assurance and enhancement, mobility, recognition, institutional reforms and autonomy, curriculum development, student-centered learning, lifelong learning, etc.