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Department of Education

Quality of Higher Education: Recent Policy Measures in Lithuania Project title ENHANCEMENT OF QUALITY ASSURANCE SYSTEM THOUGH PROFESSIONAL DEVELOPMENT OF ACADEMIC LEADERS TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR Vaiva Zuzevičiūtė, Vidmantas Tūtlys. Department of Education. Documents:.

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Department of Education

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  1. Quality of Higher Education: Recent Policy Measures in LithuaniaProject title ENHANCEMENT OF QUALITY ASSURANCE SYSTEM THOUGH PROFESSIONAL DEVELOPMENT OF ACADEMIC LEADERSTEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGRVaiva Zuzevičiūtė, Vidmantas Tūtlys Department of Education

  2. Documents: • 2010 m. May Descree of the Government of Lithuanina Government(http://www.kpmpc.lt/) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  3. Topics of presentation • Instruments related to referencing and comparability of qualifications and learning outcomes: qualifications frameworks • Implementation of the ECTS in Lithuania • Descriptors of study fields • Quality assurance dimensions TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  4. Qualification Frameworks • Extent of usage of learning outcomes as basis of qualifications in the NQF of Lithuania • Forms of quality assurance used in the NQF • Routes to the acquisition of qualifications defined in the NQF of Lithuania TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  5. Usage of the learning outcomes and competences in the defining and describing of qualifications in Lithuania • The divide in usage of the terms of learning outcomes and competences between the defining of qualifications in VET and higher education: qualifications in VET are defined in terms of competences, in higher education – more in terms of learning outcomes. • Competence based approach was better accepted by the VET since the introduction of competence based VET standards started in the middle of the previous decade; • System of higher education remained more reserved to this approach: higher vocational education institutions – colleges (introduced in 2000) accepted competence based approach, while universities in Lithuania are still very oriented to a time-based approach. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  6. Learning outcomes and competences in the VET (and higher vocational education) of Lithuania • Definition of the competences in the VET standards of Lithuania: • Competence is defined as combination of the knowledge, skills and abilities needed for the accomplishment of the tasks of activities. • The competences are derived from the tasks of activities according to the principles of the functional analysis. • In the training process they are split to the training objectives – provided knowledge, skills and abilities. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  7. Areas of activities Competences needed for the execution of tasks in the areas of activities Training objectives constituting the competences: knowledge, skills, abilities Specifications of the assessment of competences Logics of the definition of competences in the VET standards of Lithuania TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  8. Extent of the implementation of the competence based approach in the higher education of Lithuania • VET standards and higher education curricula (especially, vocational, but increasingly also: liberal) are defined in terms of competences; • The training process in the initial and higher VET is still quite subject/discipline oriented, dominated by the providers of training and lacks of flexibility which is expected from the complete implementation of the competence based approach. • The recognition of the informal/non-formal and experiential learning outcomes in VET and higher education (especially, vocational, but increasingly also: liberal) is also on the initial stage of development. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  9. Competences in the NQF of Lithuania • Competence in the NQF is defined as combination of knowledge, skills and abilities needed for the accomplishment of the work tasks and functions. • It implies clear division of functions between the system of activities and system of education: system of activities originates the competences and system of education provides them in the process of education and training. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  10. Composition of competences in the NQF TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  11. The role of competences in the NQF • Competences together with the characteristics of activities reflecting the requirements of activities to the performed functions are the main parameters for the referencing of qualifications to the levels in the National Qualifications Framework. • Competences are supposed to play the role of goal orientation and motivation of involvement in the NQF implementation of all stakeholders: employers use them in their human resource management and development processes, providers of qualifications use them as targets leading to employability of graduates, learners use them as targets in their personal professional development and career design, etc. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  12. Problems and challenges of the implementation of competence based NQF in Lithuania (1) • The level of readiness of the VET sector and HE in the implementation of the competence based NQF is not equal: VET schools and colleges (vocational HE institutions) have more experience and awareness with the competence based approach, while in the universities this approach is making only first steps - universities still are not “persuaded” about the value of competence. • Implementation of the competence based NQF requires well established social partnership and cooperation between state, providers of qualifications, employers and trade unions. Such partnership is not yet sufficiently developed. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  13. Problems and challenges of the implementation of competence based NQF in Lithuania (2) • To increase the effectiveness of the implementation of NQF it is necessary to improve the socioeconomic conditions and to increase mutual trust in society. • Lack of competent professional organisations and stakeholders to evaluate and award competences and qualifications acquired in different ways. • There are no mechanisms for establishing and forecasting labour market skill needs which are necessary to inform and maintain the NQF and the occupational standards. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  14. The forms of quality assurance to be used in the NQF(1) • Designing of occupational standards by the sector experts groups involving the experts from the sectors’ enterprises, employers organizations, trade unions and training providers. • Central Professional Committee, responsible for the policy formation of the design of occupational standards and approval of these standards will be established on the tripartite principle, while 20 sectoral professional committees, which will be responsible for the designing of standards will be established referring to the competences and experience of members. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  15. The forms of quality assurance to be used in the NQF(2) • Registration of the qualifications in the National Register of qualifications and educational programmes. It will imply quality assessment procedures in revising the existing provided qualifications and in registering of newly designed qualifications. • The implementation of the NQF will be coordinated by the two institutions – Centre for the Development of Qualifications and Vocational Training (which is also responsible for the quality assurance in VET) and the Centre for Quality Assurance in Higher Education (which is also responsible for the quality assurance in HE). TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  16. Specificities of the routes of qualifications defined in the NQF of Lithuania (1) • NQF of Lithuania initialy was understood as a framework of vocational qualifications, therefore in the first draft it included and considered only the qualifications used and needed in the world of work. For this reason general education outcomes were not considered as qualifications, but the level of general education as a basis of qualification plays important role for the progression from the one level to another. • For example: graduation of the secondary education institution without vocational training leads to the level 1 of NQF, but acquisition of secondary education permits to progress very quickly to the level 4 (from ½ to 1 year of VET training) or level 6 (bachelor studies at the university or vocational bachelor studies in the colleges). TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  17. Specificities of the routes of qualifications defined in the NQF of Lithuania (2) • However, in the process of referencing of the Lithuanian Qualifications Framework to the European Qualifications Framework for Lifelong Learning it was decided to consider general secondary education as qualification of level 4 in order to increase comparability between ‘vocationally’ and labour market oriented Lithuanian QF and ‘learning process’ oriented EQF. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  18. Specificities of the routes of qualifications defined in the NQF of Lithuania (3) • Being comprehensive and overarching framework of qualifications, the NQF of Lithuania takes very open approach to the various possibilities of the acquisition of qualifications (formal, informal and experiential) in all levels – even on the level 8 there are foreseen possibilities to acquire doctoral degree through the independent research work and professional experience. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  19. Implementation of the ECTS • The preparation and implementation of the national conception of the ECTS in Lithuania is based on the methodology of „Tuning Educational Structures in Europe“. • Former national credit system which was used until the 01-09-2011 executed only one function of the credit system – accounting of the student working time. • According to the Law on the Science and Studies approved on the 30th of April 2009 (Žin., 2009, Nr. 54-2140), this concept since 01-09-2011 is changed to the dual concept of academic credit based on the volume of student learning and learning outcomes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  20. Descriptors of study fields • Centre for Quality Assessment in Higher Education has implemented national project for the designing and implementation of the national descriptors of the study fields. • The aim of this project was to develop national study cycle and study field descriptors system, which regulates higher education studies and creates conditions for improvement of quality in higher education. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  21. Framework of the national study cycle and study field descriptors system (structure) • Framework of higher education degrees and qualifications; • Descriptors of study fields • Requirements and procedures for the implementation of the study fields decriptors TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  22. Framework of higher education degrees and qualifications • The draft version was developed on the basis of Qualifications Framework for European Higher Education Area (Dublin Descriptors) considering the institutional specificities of the national system of higher education in Lithuania, such as higher vocational education institutions (colleges) and absence of the short study cycle. • Not officially approved and considered to become only auxiliary instrument for higher education institutions, helping to design, manage and compare higher education degrees and qualifciations. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  23. Descriptors of study fields • Key reference document for the preparation and design of the study programmes and curricula. • Higher education institutions should use these descriptors in preparing and running their study programmes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  24. Structure and contents of descriptors of study fields General considerations – introductory remarks ; Scope and volume of study field ; List of generic and specific learning outcomes in the study field ; Description of the specifications and requirements of the the study process ; Requirements of the assessment of learning outcomes and awarding of degrees and qualifications in the study field ; References to occupational standards. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  25. methodology of development and ASSESSMENT of competences • The purpose of this methodology is to help lecturers at schools of higher education understand the key goals of the Bologna Process and of the setting up of the common European higher education area, master the methodology of development and assessment of generic and subject-specific competences intended for the reform of study programmes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  26. European Credit Transfer and Accumulation System (ECTS) • Is often understood as a system developed by European bureaucrats having the mandate of European ministers of higher education. The birth of this system has been prompted by student mobility advocated by the European Commission, and its philosophy and principles have been developed by the academic staff of higher education institutions of European universities. Later, this system became operational in European universities with the European Commission being a supervisor and a financing authority. • In 1995 the design of the ECTS as a credit transfer system was completed, and its successful application in European universities began. It facilitated the recognition of students’ studies undertaken in partner schools of higher education abroad. However, the ECTS system was an insufficient tool of the EU higher education and study reform for the setting up of the common European higher education area. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  27. European Credit Transfer and Accumulation system • Today is a student-centred system of credits based on the student’s workload (volume of learning) required to achieve the goals of the study programme. • The goals of the study programme is stated as expected learning outcomes and competences expected to be developed. • ECTS is used in the formal higher education system and lifelong learning in order to facilitate the planning of study programmes, the administration of studies, the assessment and recognition of learning outcomes by validating the mobility of learners. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  28. Higher education and labor market: • Today, the necessity to relate study programmes with the requirements of the labour market is apparent. • Guidelines for higher education emphasise the importance of the bachelor degree for the employment and the responsibility of schools of higher education to cooperate with employers in designing new and improving the existing study programmes, providing for fostering competences in line with the requirements of the labour market. • See: European Higher Education Institutions in the Bologna Decade.Trends 2010:A Decade of Change in European Higher Education, by A. Sursock, H. Smidt, European University Association. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  29. Higher education and labor market • The flexibility of programmes, the opportunity to get to know learning outcomes of students acquired during voluntary activities, at workplace or in another country or another university is emphasised. • It is also important to provide the opportunity for learners to suspend their studies and resume them in time irrespective of the degree programme they are enrolled at. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  30. Higher education and labor market • Having interrupted their studies, learners may intensively study or undergo training in other non-academic environments and then resume their studies at the school of higher education in the same or next degree programme. • When they resume their studies, these learners may already have competences that their colleagues are still trying to achieve. • In such case individualised instruction and adaptation of studied to the non-traditional student’s needs becomes extremely important. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  31. Study programmes based on competences and expected learning outcomes as well as respectively awarded ECTS credits are much more flexible and attractive, and better meet the needs of the modern student. Three aspects are important here: • First, learning outcomes of all students are documented, respective number of ECTS credits are awarded, which learners can transfer to another school of higher education irrespective of the country that such school is in. • Second, even when individual subjects or modules of the study programme are selected or even when learners improve their qualification, their credits are accumulated while their learning outcomes notify the level of their competence. • Third, very often people acquire competences in the environment other than academic. They work, engage in sports, perform voluntary work, get involved in various organisations, travel abroad, develop their hobbies or learn things that they like. Individual learning pathways must be designed for such non-traditional students at schools of higher education with due consideration to their acquired competences and credits awarded for non-formal and informal leaning outcomes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  32. Where did the concept of the competence originate? • The concept of the competence was used for the first time by linguist Noam Chomsky in the context of learning languages for the purpose of describing subjective grammatical preconditions of language usage. • Later, this concept was used in the similar meaning in the field of social science in order to describe social activities. • Habermas introduced the concept of the communicative competence and its synonym: me – identification. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  33. The development of the concept has brought various interpretations and definitions of the concept of the competence: • Germanic interpretation.The competence is perceived as the entirety of all abilities, knowledge and models of thinking that the person acquires in different situations and uses in working environment. • Anglo-Saxon interpretation.Qualification is acquired while the competence is gradually developed in the process of professional activity. • Roman interpretation. The competence is a stable entirety of knowledge and abilities, typical behaviour, standard procedures and understanding, which can be used without any new training. • Lithuanian interpretation.The competence is the ability to perform a certain share of activities (a transaction) using the entirety of acquired knowledge, abilities, convictions and values; a “bouquet” of certain competences form qualification. • Competence is the ability to perform a certain transaction or a task in an actual or simulated situation. The competence is determined by knowledge acquired during studies, abilities, attitudes and assessments • Zuzevičiūtė, Vaiva; Tandzegolskienė, Ilona (2008). Doktorantų veiklos interpretavimas edukologijos doktorantūros kontekste // Profesinis rengimas : tyrimai ir realijos. Vocational Education: Research and Reality. ISSN 1392-6241. 15. p. 130-143 TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  34. The concept of the competence can be perceived subjectively and objectively. • The objective approach emphasises the relative importance of employers in describing professional and workplace requirements. The subjective approach underlines competences of every and each person, such as knowledge, skills and value orientations, e.g. towards his/her profession. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  35. The development of the concept has brought various interpretations and definitions of the concept of the competence: • The Law of the Republic of Lithuania on Education (2004) defines competence as the ability to perform a certain activity on the basis of the entirety of acquired knowledge, skills, abilities and values. Zuzevičiūtė, Vaiva; Tandzegolskienė, Ilona (2008). Doktorantų veiklos interpretavimas edukologijos doktorantūros kontekste // Profesinis rengimas : tyrimai ir realijos. Vocational Education: Research and Reality. ISSN 1392-6241. 15. p. 130-143 TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  36. Competences in designing study programmes. • In the process of the higher education reform in Europe and with the growing market demands for vocational training, study programmes are ongoing reform, emphasis and logic of their design are changing, and so is the approach to the key category of the study programme, viz. the goal of learning/education. • The classical, subject-centred curriculum prevailing in the majority of university study programmes was considered to be a value and a goal for a very long time. • Therefore, lecturers planning such learning process frequently formulate educational objectives based on the subject curriculum and not vice versa. Society, market or individual needs-centred study programmes are competence rather than curriculum based study programmes. • They are designed using “reverse” logic. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  37. Competences in designing study programmes. • First of all, we need to find out what requirements the sophisticated and multidimensional professional activity, which is continuously improved and getting more sophisticated, has for the person planning his/her professional career. • Efforts are made to not only consider present-day requirements but to forecast their future changes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  38. Expected learning outcomes (subject-specific or modular) Competences for the study programme Purpose of the study programme Curriculum/topics (subject-specific or modular) Occupational field research, consultations with employers Didactic analysis: failure to see the methods of teaching Provision of guidelines for improvement of the subject/module and the programme Methods of assessment (evaluation) Monitoring and internal assessment of the implementation Criteria of assessment (evaluation) Logic of designing a study programme TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  39. Final remarks TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  40. This is reflected in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area prepared by ENQA together with EUA, EURASHE and ESIB and approved by the European Ministers of Education in Bergen in 2005. In the Bologna Process the study quality assurance and improvement are acknowledged prioritized activities developed on the basis of the higher education area. • This is reflected in the document Standards and Guidelines for Quality Assurance in the European Higher Education Area prepared by ENQA together with EUA, EURASHE and ESIB and approved by the European Ministers of Education in Bergen in 2005. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  41. Learning outcomes based study programmes are one of the main conceptual standards for quality assurance in the European higher education area (ESG, 2005): • Registration of programmes and awarded degrees shall include the following: thorough formulation and publication of intended learning outcomes; • Procedures of assessment of the students’ results should be developed so that it is possible to assess whether intended learning outcomes and other objectives of a programme have been achieved; • Higher education institutions have to regularly publish up-to-date and unbiased quantitative and qualitative information on implemented study programmes, intended learning outcomes, awarded qualifications, and etc. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  42. However, possible dangers: • The Bologna Process Stocktaking Report, summarizing the resultsofinternal quality assurance practice in the EU states, states that the main challenge that all European countries encounter is development of the learning outcomes based study programmes and procedures of assessment of achieved learning outcomes as well as application; it also warns of a potential danger, which means that higher education institutions may learn how to develop and publish technically proper official descriptors of learning outcomes which would not be actually applied in practice (The Bologna Process Stocktaking Report 2009/ • http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/Stocktaking_report_2009_FINAL.pdf) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  43. However, possible dangers: • The European University Association (EUA) upon provision of the recommendations regarding enhancing of the provisions of the European higher education quality assurance, notices that development of quality assurance procedures and mechanisms ensuring transparency does not have to be an objective in itself; it is necessary to assess the wider context, variety and mission of a particular institution. • (EUA Response to European Commission Progress Report on QA http://www.eadtu.nl/excellencelabel/files/EUA%20response%20to%20EC%20Progress%20Report%20on%20Quality%20Assurance.pdf) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  44. However, possible dangers: • EUA recommends designating internal quality assurance a strategic priority of the institution emphasizing the significance of quality assurance as the institution curricula reform “engine” in terms of the continuous improvement of the study quality. • (EUA Response to European Commission Progress Report on QA http://www.eadtu.nl/excellencelabel/files/EUA%20response%20to%20EC%20Progress%20Report%20on%20Quality%20Assurance.pdf) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  45. Quality assurance therefore should encompass: • On the one hand, the learning outcomes based study programmes and implementation of the ECTS methodology are the constituent parts of the internal study quality assurance system... • On the other hand, the efficiency of the internal study quality management system is one of the main tools for successful implementation of the curricula reform. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  46. Quality assurance therefore should encompass: • In this case the following issue should be considered: • What should the internal quality assurance system be so that it promotes and ensures successful implementation of the learning outcomes and ECTS based curricula reform? TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  47. The quality assurance system is the system: • consisting of mechanisms, procedures, methods of activity and measures designated to ensure the desired quality. • However, as the higher education theoriticians, generalizing the practice of internal quality assurance in higher education, warn, development and application of tools, procedures and rules, data collection and report development do not, unfortunately, guarantee active direct participation of lecturers and students in the processes of quality assurance and enhancement. (Newton, 2000;Vidal, 2003). TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  48. Therefore the question • “How should quality assurance systems which would promote creativity, personal responsibility and initiative as well as creation and implementation of innovations be developed?” has reasonably been the subject of discussions for theoreticians and experts of the European higher education for more than a decade . . . • (Bjorn Stensaker,The Fourth Quality Assurance Forum "Creativity and Variation Challenges for Quality Assurance after 2010”, Copenhagen, 2009 http://www.eua.be/events/eqaf-copenhagen/presentations) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  49. We should always remember also these measures: • The significance of active direct participation of lecturers and students in study quality processes. • HE instution should try to foster environment of a learning organization as a the main condition for quality. • The internal quality assurance system as a tool of a quality culture enhancement (that is, promoting self-critical activity reflection of the community members among other measures) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

  50. Thank you for attention Formoreinfomationyou are welcome to addressprof. vaivaZuzeviciute(v.zuzeviciute@smf.vdu.lt) TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR

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