A regional perspective: South East European Network on QF Prof. Mile Dželalija, PhD

1. A regional perspective: South East European Network on QFProf. Mile Dželalija, PhD Bologna Process: Development of Qualifications Framework Meeting of National Correspondents, Strasbourg, 9-10 November 2009

2. Contents: • Bologna process in Croatia • (Common) Croatian QF design and implementation • Internationalization during design and implementation • SEE Network (challenges and benefit) • Conclusions

3. Bologna process in Croatia: • In 2005/2006 formally introduced – all short, first and second cycles • In 2006/2007 – mid and third cycles • Binary system – academic and professional orientation • LO and ECTS • Bachelor (180-240 ECTS) / Master (60-120 ECTS) / PhD (3 y/180 ECTS) • Short cycle (professional), 120-180 ECTS • Mid-cycle (academic), 60-120 ECTS.

4. Croatian Qualifications Framework ACADEMIC PROFESSIONAL 8 8.2 PhD DOCTORAL Study mr. sc. (old) 8.1 PG School 7.2 Master-spec GRADUATE (60-120 ECTS) GRADUATE (60-120 ECTS) 7.1 Master / Spec. 7 6 6 Bachelor (U/P) UNDERGRADUATE (180-240 ECTS) UNDERGRADUATE (180-240 ECTS) 5.2 “Pristupnik” (120-180 ECTS) 5.1 5 UP TO 1 YEAR 4.2 GYMNASIUMS 4-YEAR SECONDARY SCHOOLS 4 4.1 3-YEAR SECONDARY SCHOOLS 3 3 1-2-YEAR 2 2 1-6-MONTH 1 1 8-YEAR PRIMARY SCHOOL

5. (Common) Croatian QF

6. REVIEW PROGRESS COORDIN. and DEVELOP. CROQF IMPLEMENTATION TESTING DESIGN CONCEPTUAL UNDERSTANDING ORIENTATION 2006 2007 2008 2009 2010 2011 2012 Curriculums and programs MSES Standard of qualifications Baseline of the CROQF (Govern.) 25+1 sectoral WGs Trainers of the sectoral WGs, and CROQF promotors Committee (Govern.) (all partners) CROQF – Introduction to qualifications Action Plan 2008-2012 The role of the WGs Operational Team CROQF Concepts

7. Why Croatian QF ?

8. NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: ACCESS to education (Available to all, ...) TRANSPARENCY of the system (Understanable to all The base for responsibility, ...) PROGRESSION within the system (Optimal use of resources Personal development, ...) QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) AWARD of qualifications (LO, Recognition of other forms of learning, ...) Interests and needs of INDIVIDUALS and SOCIETY

9. NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: NGOs ACCESS to education (Available to all, ...) TRANSPARENCY of the system (Understanable to all The base for responsibility, ...) Ministries Fonds Parents Agencies Students Centers Committees PROGRESSION within the system (Optimal use of resources Personal development, ...) Councils Chambers QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) Institutes Universities Schools AWARD of qualifications (LO, Recognition of other forms of learning, ...) Employers Unions and other partners ... Interests and needs of INDIVIDUALS and SOCIETY

10. Within NQS, do we have: • Acceptable integration and collaboration between partners? • Sustainable employability? • Optimal use of all resources in education? • Social inclusion? • Mobility and LLL for all? • Responsibility? • Reliability? • ...?

11. ... or in other words, do we have acceptable: • Conceptual understanding? • Access to education? • Progression within education system? • Award and recognition? • Quality (reliability) of qualifications?

12. If not, how to ensure acceptable, and neutralize other happenings? How to integrate and coordinate all elements in NQS?  CROQF in relation with the EQF and NQFs of other countries

13. NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: NGOs ACCESS to education (Available to all, ...) TRANSPARENCY of the system (Understanable to all The base for responsibility, ...) Ministries Fonds Parents Agencies NQF – an instrument to INTEGRATE and COORDINATE all parts of the NQS, improving: TRANSPARENCY, ACCESS, PROGRESSION, AWARD and QUALITY (reliability) of qualifications, in relation to the interests of individuals and the society. Students Centers Committees PROGRESSION within the system (Optimal use of resources Personal development, ...) Councils Chambers QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) Institutes Universities Schools AWARD of qualifications (LO, Recognition of other forms of learning, ...) Employers Unions and other partners ... Interests and needs of INDIVIDUALS and SOCIETY

14. Hrvatski kvalifikacijski okvir Other NQF 7 8.2 8 8.1 7.2 7 6 7.1 6 6 5 5.2 5.1 5 4.2 4.1 4 4 3 3 3 2 2 2 1 1 1

15. CroatianQualificationsFramework Conceptual understanding

16. CroatianQualificationsFramework CROQF – minimal number of: Basic ELEMENTS Their basic PROPERTIES DETERMINATION of the basic properties

17. CroatianQualificationsFramework Basic elements in the CROQF: Competences Learning Outcomes Their basic properties: LEVEL VOLUME PROFILE QUALITY (2 dimensions) Qualification

18. CroatianQualificationsFramework Competences Knowledge (factual and theoretical) Skills (cognitive, practical and social) Autonomy and responsibility VALIDATION Qualification Learning outcomes

19. CroatianQualificationsFramework Basic properties (of LO and Q) in CROQF: LEVEL VOLUME PROFILE QUALITY (2 dimensions)

20. LEVEL OF LEARNING OUTCOMES LEVEL OF QUALIFICATION [2 dim] QUALITY Qualification 8 7 6 5 4 3 2 1 8.2 8.1 7.2 7.1 6 5.2 5.1 4.2 4.1 3 2 1 Units of Learning outcomes 5 10 15 20 ... VOLUME [ECTS/...] [name – 2 dim] PROFILE (Q) [name – 2 dim] PROFILE (LO)

21. CroatianQualificationsFramework Documents and guidelines for CROQF Definitions Descriptions Illustrations Examples Q & A Trainings & Excersises 25+1 sectoral WGs

22. Internationalization during CROQF design and implementation

23. As members in the EQF AG, NCPs, ... • Individual international experts (ETF, Scotland, UK) • Collaboration with EU countries – very important: • Poland, Austria • Region collaboration – very important • SEE Network

24. SEE Network

25. SEE Network consists of: • EU countries • Non-EU countries Common challenges: • Inconsistency and confusion within systems and in the region (old and new degrees) • Common understanding of concepts • LO / ECTS • Comparability of degrees • Involvement of all relevant stakeholders • Raising awareness

26. The role of the SEE Network

27. SEE Network is a base for response to the above challenges The role of the Network: • Regular comparison of national systems • Establish mechanisms for regular exchange of experience, documents, tools (meetings, workshops, thematic conferences, internet portal) The CoE provides expertise and support Clear benefit for all countries in the region and EU.

28. Conclusions: • Internationalizationis very important • EQF/QFHE bodies • EU countries and experts • Countries and experts in the region • SEE Network • Within the SEE Network – clear benefit for all countries in the region and EU • The CoEprovides expertise and support • Next meeting (2010) in Croatia (common understandings, recognition, old-new degrees, ...) Thank you!