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The Framework for Qualifications of the European Higher Education Area

The Framework for Qualifications of the European Higher Education Area. Mogens Berg Chairman of the Bologna Working Group Strasbourg, 13 December 2006. Qualifications Framework: Bergen.

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The Framework for Qualifications of the European Higher Education Area

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  1. The Framework for Qualifications of the European Higher Education Area Mogens Berg Chairman of the Bologna Working GroupStrasbourg, 13 December 2006

  2. Qualifications Framework: Bergen • 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. NQF and Bologna Framework • Bologna-Framework • Self certification • National Qualifications Framework • Accreditation or similar • National qualifications

  4. Basic • Qualifications are national according to national legislation • Qualifications are articulated/located in national qualifications frameworks • The 45 national frameworks are linked together through an alignment to an overarching framework of the EHEA

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

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

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

  8. 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

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

  10. National Qualifications Frameworks • all qualifications • systematic description • coherent relationship • internationally understood

  11. Why National Qualifications Frameworks • Make explicit the purpose and aim of qualifications • Delineate point of integration and overlap • Provide a context for review and development of existing qualifications • Provide a context for the design of new qualifications

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

  13. Steps in establishing NQF

  14. A. Organising the process • Initial decision • Purposes • Identifying stakeholders • Setting up a committee/working group

  15. B. Design of Framework • Cycles and levels • Profiles • Award types • Learning outcome/Output descriptors • Dublin descriptors • Credits and Workload

  16. C. Consultation and approval • Broad consultation to reach all that are later involved • Formal approval

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

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

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

  20. Lifelong learning perspective • Focus on the individual learner • Challenge the traditional boundaries between different education sectors • Similar developments in Bologna and Copenhagen Processes • Lisbon strategy • European Commission proposal for a EQF for LLL

  21. NQF and transparency instruments • Purposes: • Improve the national and international recognition of qualifications • Advance transparency • Improve the mobility of qualified citizens

  22. Diploma Supplement • DS will be able to locate qualifications against precise national and European frameworks • The national framework shall be referenced in all DS • The completion of the self-certification process shall be noted on DS issued subsequently

  23. Advices • The development and review process for producing good NQFs are most effective when they involve all relevant stakeholders • A NQF should identify a clear nationally agreed set of purposes • NQF should explicitly link to academic standards and to quality assurance systems (institutional/national)

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