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Reforming higher education in Europe, The Role of Qualifications Frameworks

Explore the role of qualifications frameworks in reforming higher education in Europe, focusing on the implementation of an overarching framework with specific cycles, descriptors, and credit ranges. Learn about the importance of international transparency, recognition, and mobility in education. Understand the alignment of national qualifications frameworks (NQF) to the EHEA framework, self-certification processes, and the involvement of stakeholders in the development and certification of NQFs. Discover the steps involved in establishing NQFs and the impact on individual study programs and accreditation processes. Delve into the challenges and benefits of NQFs in higher education. Stay informed about the current status of NQF implementation and certification in Europe as of 2010.

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Reforming higher education in Europe, The Role of Qualifications Frameworks

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  1. Reforming higher education in Europe,The Role of Qualifications Frameworks Mogens Berg Former chair of the Bologna Working GroupBelgrade, 1 November 2007

  2. Qualifications Framework: Bergen 2005 • We adopt the overarching framework for qualifications in the EHEA, comprising of three cycles (…), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycle. • We commit ourselves to elaborate national frameworks for qualifications compatible … by 2010, and to having started work on this by 2007

  3. Qualifications Framework: London 2007 • We commit ourselves to fully implementing such national qualifications frameworks, certified against the overarching Framework for Qualifications of the EHEA, by 2010

  4. Why overarching framework ? • International transparency • International recognition of qualifications • International mobility of learners and graduates

  5. How overarching frameworks • Cycles • Descriptors of qualifications and learning outcomes • Credit ranges in ECTS

  6. Cycles • Three principle cycles: • First cycle (bachelor, licencié etc.) • Second cycle (master etc.) • Third cycle ( Ph.D. etc.)

  7. Descriptors of qualifications and learning outcomes • Dublin descriptors (generic) • Knowledge and understanding • applying knowledge and understanding • making judgements • communication skills • learning skills • Not subject specific

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

  9. Credit ranges in ECTS • First cycle: 180-240 ECTS • Second cycle: 90-120 ECTS • Third cycle : not specified

  10. Alignment of NQF to the EHEA-framework • No external control but trust building • Minimum criteria for the verification that a NQF is compatible with the EHEA framework • Procedures for self-certification of compatibility • Role of Quality Assurance

  11. NQF and Bologna Framework • Bologna-Framework • Self certification • National Qualifications Framework • Accreditation or similar • National qualifications

  12. Qualifications Framework: London 2007 • We commit ourselves to fully implementing such national qualifications frameworks, certified against the overarching Framework for Qualifications of the EHEA, by 2010

  13. National Qualifications Frameworks in operation • 6 NQF in place • 6 NQF have been discussed • 12 NQF-proposals have been prepared • 22 NQF development processes started • 1 NQF process not started

  14. 1 Decision to start Taken by the national body responsible for higher education (minister?) 2 Setting the agenda: The purpose of our NQF WG-Report nr. 1 (section 2.3) 3 Organising the process Identifying stakeholders; setting up a committee/WG 4 Design Profile Level structure; Level descriptors (learning outcomes) Credit ranges 5 Consultation National discussion and acceptance of design by stakeholders Steps in establishing NQF (1)

  15. 6 Approval According to national tradition by Minister/Government/legislation 7 Administrative set-up Division of tasks of implementation between HEI, QAA and other bodies 8 Implementation at institutional/programme level Reformulation of individual study programmes to learning outcome based approch 9 Inclusion of qualifications in the NQF Accreditation or similar (cfr. Berlin Communiqué) 10 Self-certification of compatibility with the EHEA framework (Alignment to Bologna cycles etc.) WG Report nr. 1 Pilot projects Steps in establishing NQF (2)

  16. Problem areas of NQF for HE • Deciding for an NQF • Designing the NQF • Administration of an NQF • Self-certification of compatibility

  17. National Qualifications Frameworks: Scope • Higher Education or All Education • all qualifications • systematic description • coherent relationship • internationally understood

  18. QF for EHEA NQF Cycles/levels 3 cycles Nationally defined number of levels Level descriptors Dublin descriptors: 5 dimensions More specific, additional dimensions Workload Broad credit ranges More specific definitions Differences between QF-EHEA and NQF

  19. Administrative set up • Which bodies are involved • Distribution of functions • Inclusion of qualifications into the framework • Implementation at institutional level

  20. Self-certification • Verifying the compatibility of national frameworks of qualifications with the framework of qualifications of the EHEA • Criteria • Procedures

  21. Result 2010 • 46 NQF • All certified • New DS

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