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Recommendations for Improving Classification Methodology in Higher Education

This activity provides recommendations for enhancing the methodology used in developing national classifications of programs in higher education. It covers various aspects such as the aim of the classification, principles, units of classification, creation procedures, update conditions, and more.

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Recommendations for Improving Classification Methodology in Higher Education

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  1. Activity 1.6 Provide recommendations for improvement of methodology for developing national classifications of programmes in higher education Gintautas Jakštas 2019 04 25,Baku

  2. Outline Students admission statistics in LT by classification Classification methodology guidelines Recommendations

  3. Example in Excel

  4. Classification methodology guidelines

  5. Methodology structure • Aim of the classification • Principles • Units of classification • Specialities/specialization? • Terminology used in methodology • Scope and structure of the classification • Levels of classification • Purpose and application of each level • Creation procedures • Who is involved in creation of classification? • What are the roles? • What is composition of the working groups? • Principles and procedures in the working groups. • Update conditions • Procedure for updating classification • How often classification will be updated?

  6. Aim of the classification • Why do we need this classification? Where classification can be used?What are the principles of this classification?’ • Interdisciplinarity. • Relations with other classifications. • Previous versions of study classification; • International classifications, such as ISCED; • One step ahead after making study classification is to consider skills which are gained after graduating different studies. These skills should be part of skills classification; • R&D classification; • classification of occupations. • Possibility to include new specialities. • Broad qualification degrees.

  7. Units of classification • The basic units of classification usually are education programmes or fields of education. This section should also include definitions of all terms used in methodology. • Definitions of all terms used in methodology. For example, in ISCED a field of study is defined as the “broad domain, branch or area of content covered by an education programme or qualification. Fields of education and training and levels of education or educational attainment are cross-classification variables and are therefore independent of each other”

  8. Scope and structure of the classification • Each level of the structure needs to be described along with their usability. ISCED “has been designed as a three-level hierarchy between broad fields (the highest level), narrow fields (the second level) and detailed fields (the third level) and uses a four-digit coding scheme. There are 11 broad fields, 29 narrow fields and about 80 detailed fields of education and training. • This section should clearly indicate how specialities are assigned to the groups.

  9. Creation procedures • It is necessary to have written responsibilities for working groups, MOE and other involved parties. • In order to have decisions in the working group based both on argumentation from the experts and objective data, indicators from the labour market should be provided to the experts in the working groups. These indicators could include: • Average salary of the graduates by study speciality and institution graduated; • Percentage of employed graduates by study speciality and institution graduated; • Percentage of graduates working in positions which requires higher education, by study speciality and institution graduated; • Percentage of graduates working in relevant positions (only for selected specialities, which can be linked with occupations) by study speciality and institution graduated; • Tendencies of open positions by occupations; • Tendencies of skills demand in the labour market.

  10. Recommendations

  11. Recommendations On the 1st level of classification there was a perfect match between MA and BA classifications (2011), slight differences on the 2nd level and the 3rd level appears only in MA classification. However, despite these differences the recommendation is to have one classification for both BA and MA specialities. 2019 BA classification could be foundation of this classification. Recommendation to consider an option to have classification without specialisation level. Recommendation to consider creating methodology for classification of HE. Set goals from MOE side to Skills Observatory so that necessary information for evidence based decision making would be available in the nearest future.

  12. Useful links European Classification of Skills/Competences, Qualifications and Occupationshttps://ec.europa.eu/esco/portal/skill ISCED Classification http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-fields-of-education-and-training-2013-detailed-field-descriptions-2015-en.pdf ISCED Manual https://eqe.ge/res/docs/228085e.pdf

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