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Introduction

Development of the Croatian Qualifications Framework prof. dr. sc. Mile Dželalija prof. dr. sc. Slobodan Uzelac. Introduction. Mar 2006: CROQF working group (WG) at the Ministry of SES started to develop CROQF joint group – the whole educational system (from the primary school to HE)

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Introduction

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  1. Development of the Croatian Qualifications Frameworkprof. dr. sc. Mile Dželalija prof. dr. sc. Slobodan Uzelac

  2. Introduction • Mar 2006: CROQF working group (WG) at the Ministry of SES • started to develop CROQF • joint group – the whole educational system (from the primary school to HE) • Dec 2006: first draft of the Foundations for the CROQF • Dec 2006 – Mar 2007: presented, discussed and developed within the main partners • Apr 2007: proposal to the Croatian Government • Jun 2007: small changes and the final proposal of the Foundation for the CROQF •  July 2007 – approved by the Government

  3. Visibility • 10 seminars/meetings/conferences: • Zagreb, Dec 12, 2006, MELE (~10 participants MELE) • Zagreb, Dec 18, 2006, MSES (~30 participants HE) • Zagreb, Dec 22, 2006, HOK/ETF (~100 participants) • Osijek, Mar 9, 2007, Uni (~130 participants) • Brussels, Mar 21, 2007, EC (~40 participants, EQF IPG) • Rijeka, May 18, 2007, Uni (~130 participants) • Dubrovnik, May 26, 2007, LLL (~10 participants) • Bjelolasica, Jul 3, 2007, CARDS 2003 (~40 participants) • Zadar, Jul 6, 2007, Uni (~70 participants) • Zagreb, Oct 23, 2007, CARDS 2003 (~50participants)

  4. Basic terminology (1) • Lifelong learning (cjeloživotno učenje) • Competences (kompetencije) • Knowledge (znanje) • theoretical and factual (teorijska i činjenična) • Skills (vještine) • cognitive and practical (kognitivne i psihomotoričke) • Competences (kompetencije u užem smislu) • autonomy and responsibility (samostalnost i odgovornost) • European Qualifications Framework (EKO) • National Qualifications Framework (NKO) • CROatian Qualifications Framework (HKO)

  5. Basic terminology (2) • Qualification (kvalifikacija, dokaz: javnim ispravama) • Award-type (vrsta kvalifikacija, npr. prvostupnik) • Named Award (naziv kvalifikacija, npr. magistar matematike) • Reference levels/sublevels (razine/podrazine kvalifikacija) • Level indicators/descriptors (mjerljivi pokazatelji razina) • Learning outcomes (ishodi učenja) • ECTS credit (ECTS-bod) • Study/Educational programme type (vrsta obrazovnih programa, npr. diplomski)

  6. understandingdifferent award-types and their interrelations life-long accessto the education system simplicityin the recognition andevaluationofforeign qualifications recognitionof Croatian qualificationsabroad high-quality employability construction of a system of prior learning evaluation and recognition, including non-formal and informal learning enhancing cooperation between various participants in education creating a unified system of quality management for existing and new qualifications creating a clear outline of education accomplishments for employers, education participants and parents promotingeducation in Croatia CROQF aims

  7. respecting Croatian legacy and the existing system of education accepting EU guidelines and other countries’ experiences in the construction of their QF preparing the Croatian society for EU integration transparency of existing and new qualifications clear belonging to reference levels and award-types vertical and horizontal progressionof competences equality in educational opportunities partnershipbetween state institutions, employers, trade unions and educators opennessto further development of the CROQF Principles for the CROQF development

  8. linksto the levels of the EQF indicators of LO for each level (and sub-level) volume of LO award-types belonging to a certain level regulated ways of earning specific award-types possibilities for vertical and horizontal progression named awards and other relevant elements (will be defined) Reference level elements

  9. Reference levels (and sub-levels) • CROQF has in total12 levels, organised as 8 levels and 4 additional sublevels • 8 levels as in EQF, and • additional 4 sublevels – reflecting the particularities of the national educational system • the levels (sublevels) are: • 1– 1 in EQF • 2– 2 • 3– 3 • 4.1; 4.2– 4 • 5.1; 5.2– 5 (Short cycle) • 6– 6 (First Bologna cycle – BSc) • 7.1; 7.2– 7 (Second Bologna cycle – MSc) • 8.1; 8.2– 8 (Third Bologna cycle – PhD) • (8.1 is “old Magistar znanosti” – Master of Philosophy – MPhil)

  10. CROQF EQF UNIVERSITY PROFESSIONAL 8 8.2 PhD DOCTORAL study Old “magistar znanosti, mr. sc.” Eng.: MPhil MPhil 8.1 An example of LLL (MSc, MA, ...) PG school 7.2 MSc GRADUATE MSc GRADUATE 7.1 7 “Old dipl. ing, ...” MSc, MA, ... 6 6 BSc UNDERGRADUATE UNDERGRADUATE “Old ing (not all)” BSc, BEng, BA, ... 5.2 (< 180 ECTS) 5 5.1 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

  11. CROQF EQF C O M P E T E N C E S UNIVERSITY PROFESSIONAL 8 8.2 PhD DOCTORAL study COMPETENCES KNOWLEDGE SKILLS MPhil 8.1 PG school 7.2 MSc GRADUATE MSc GRADUATE 7.1 7 6 6 BSc UNDERGRADUATE UNDERGRADUATE THEORETICAL and FACTUAL COGNITIVE and PRACTICAL AUTONOMY and RESPONSIBILITY 5.2 (< 180 ECTS) 5 5.1 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

  12. EQF CROQF AWARD-TYPE (MSc, ...) 8 7.2 7.1 7 Level indicators/ descriptors QUALIF. MSc in ........ QUALIF. MSc in Architect. QUALIF. MSc in Math. 6 6 COMPLEXITY AND RANGE OF COMPETENCES NAMED AWARD (MSc in Mathematics, MSc in Architecture, ...) 5.2 5 5.1  LO of the corresponding volume (ECTS) 4 EMPLOYMENT NEEDS 3 SOCIETY NEEDS 2 Quality Assurance PERSONAL NEEDS 1

  13. MSc Qualifications (for example: MSc in Physics) ? ... Some of competences at forefront of knowledge ... Specialised problem-solving skills in research ... New strategic approaches in unpredictable situations... ... Total: 120 ECTS Physics over BSc level: min. 60 ECTS (?) PhD, ... MSc, ... COMPLEXITY AND RANGE OF COMPETENCES BSc, ... ... Mathematics Physics Chemistry Biology ... Eng. lang. ...

  14. Further activities • New CROQF Expert WG (all relevant stakeholders) is forming • Expert WG will define all common standards and descriptions for all levels (sub-levels), which will serve as a basic for development of detailed descriptions for all qualifications, based on measurable LO and competences • Prior learning recognition, including non-formal and informal learning, will be in focus • Quality assurance – extremely important • New elements (class of qualifications, ...) • Sectoral Qualifications Framework • ...

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