The Framework for higher education qualifications in Poland

1. The Framework for higher education qualifications in Poland Bohdan Macukow Warsaw University of Technology B.Macukow@mini.pw.edu.pl

2. Qualifications Framework A systematic description of an education system, expressing the expected learning outcomes for a given qualification, that is expressing what a learner is expected to know, to understand, and, be able to do after successful completion of a process of learning. 2

3. Qualifications Framework A Qualifications Framework should describe all the qualifications in a higher education system (or even in entire education system). A Qualifications Framework focuses on outcomes and on learning paths that may lead to a given qualification. 3

4. Qualification and Learning Outcomes Qualificationmeans a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards Learning Outcomesmeans statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge,skills and competence; 4

5. Qualifications Framework in developing degree systems and study programmes at higher education institutions in the recognition of qualifications, by all stakeholders, as a pre-requirement, in the implementation of Quality Assurance systems. Qualifications Framework based on Learning Outcomes represent a cornerstone of the reforms proposed within the Bologna Process – they play a major role in basically all main structural areas of the reform: 5

6. Qualifications Framework May be seen at three major levels of descriptors: high level descriptor of general nature describing global qualifications associated with degrees, sectoral descriptors with direct relations to professions, content descriptors, characterizing core curricula contents and methods. 6

7. European Qualification Framework for Life Long Learning(QF LLL) Framework for Qualification of the European Higher Education Area (FQ EHEA) vs 7

8. International obligations (FQEHEA) Bergen Communiqué, May 2005 We adopt the overarching framework for qualifications in the EHEA, comprising three cycles …, genericdescriptors for each cycle based on learning outcomes and competences, … London Communiqué, May 2007 Qualifications frameworks … should also help HEIs to develop modules and study programmes based on learning outcomes … We commit ourselves to fully implementing such national qualifications frameworks … by 2010. Leuven Communiqué, April 2009 The development of national qualifications frameworks is an important steptowards the implementation of lifelong learning. We aim at having themimplementedand prepared for self-certification against the overarching Qualifications Frameworkfor the European Higher Education Area by 2012. 8

9. The Qualifications Framework for the construction of the European Higher Education Area FQ EHEA , approved by the 47 signatory countries of the Bologna Process, focus on post-secondary education system and adopts the Dublin Descriptors that identify four cycles of higher education. 9

10. The Qualifications Framework for the construction of the European Higher Education Area(FQ EHEA) Each level is defined by the descriptors indicating the learning outcomes appropriate for the qualification for that level 10

11. International obligations (EQF LLL) RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCILof 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning • HEREBY RECOMMEND THAT MEMBER STATES: • Use the European Qualifications Framework as a reference tool to compare the qualification levels of the different qualifications systems .... • Relate their national qualifications systems to the European Qualifications Framework ... • .. • Use an approach based on learning outcomes when defining and describing qualifications and promoting the validation of non-formal and informal learning… • Promote and apply the principles of quality assurance in education and training…

12. The European Qualifications Framework for the Lifelong Learning (EQF LLL) QF-LLL aims at describing the entire education system, recommending eight levels of qualification, each identifies by descriptors grouped in three main clusters of outcomes 12

13. Descriptors defining levels in the European Qualifications Framework (EQF LLL) Each of the 8 level is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications 13

14. European Qualification Framework (EQF LLL) vs a Framework for Qualification of the European Higher Education Area (FQ EHEA) EQF FQ EHEA levels levels 8 3 EQF Third cycle Qualification of the third cycle 7 Second cycle 2 Qualification of the second cycle90 - 120 ECTS 6 First cycle 1 Qualification of the first cycle 180 - 240 ECTS 5 4 Qualifications of the short cycle, app.. 120 ECTS 3 2 1 14

15. European Qualification Framework (EQF LLL) The EQF-LLL is an overarching framework of qualifications against which national frameworks will be referenced. The EQF-LLLshifts the focus frominput (length of a learning experience, type ofinstitution) towhat a person holding a particularqualification actually knows and is able to do.Shifts the focus to learning outcomes. 15

16. European Qualification Framework (EQF-LLL) • The EQF-LLL uses 8 reference levels based on • LearningOutcomesdefined in terms of knowledge, • skillsancompetence: • in the context of EQF, knowledgeis described as theoretical and/or factual, • in the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments), • in the context of EQF, competence is described in terms of responsibility and autonomy. 16

17. Some basic definitions: Knowledgemeans the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual; 17

18. Some basic definitions Skillsmeans the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); Competencemeans the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. 18

19. National Qualifications System National Qualifications Systemmeans all aspects of a Member State's activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society. This includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualifications framework. 19

20. National Qualifications Framework (NQF) National Qualifications Frameworkmeans an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society. 20

21. NQF has to be referenced against the European Qualifications Framework National Qualifications Framework (NQF) • Steps: • developing of level structure, • built on the base of descriptors for the expected learning outcomes for each educational degree, • developing of progressive level qualifications descriptors (learning outcomes) , • design of profiles (?), • individual study programmes have to be reformulated to learning outcomes (knowledge, skills and competences) based approach in connection with the curricula (by higher education institutions). 21

22. qualifications (diploma) qualifications (diploma) Why Qualifications Framework? NQF country B EQF Levels Levels 8 EQF NQF country A 10 7 Levels 9 6 8 6 5 7 5 4 6 3 4 5 2 4 3 1 3 2 2 1 1 22

23. Akademiingeniør Bachelor of Arts Bachelor of Engineering Bachelor of Science Civilingeniør Civilingenjör Diplom-Ingenieur Diplom-Ingenieur ETH Diplom-Ingenieur (FH) Diplomi-Insinöör Diplomirani Inženir Doktor-Ingenieur Dottore in Ingegneria Engenheiro Europa-Ingenieur Ingenieur (grad.) Ingeniør Inginer Insinööri Ingeniero Químico Ingeniero Superior Ingeniero Técnico Ingénieur civil Ingénieur diplomé Ingénieur industriel Ingénieur technicien Inženyr Inžinier Inżynier Magister Inżynier Master of Arts Master of Engineering Master of Science Okleveles mérnök Okleveles üzemmérnök Sivilingeniør Teknikfræðingur Teknikumingeniør Verkfræðingur Variety of Academic Titles in Europe source: K. Hernault (Siemens) 23

24. NQF - Progress 2006: organizing the process, setting Working Group 2008: first draft of NQF 2009 (Feb): project of NQF, generic descriptors of learning outcomes (knowledge, skills and competence) for 3 levels of study 2009 (Sept): appointment of the chairpersons of WG for defining the „areas” learning outcomes for 7 area of learning 2009 (Oct) appointment of WGs 2009 (15 Dec) presentation of results 2010 (26 Feb) end of WG work slow speed sudden accele-ration 24

25. Assumptions • use of existing solutions • fit with international standards • wide discussion with the stakeholders 25

26. Defining the learning outcomes NQF Working Group General learning outcomes (independent from the area of study) Dublin Descriptors defined on the ministerial level „sectoral” learning outcomes in... „sectoral” learning outcomes In engineering and technology IEA EUR-ACE ... Learning outcomes for the group of programmes ... learning outcomes for the group of similar fields defined by ??? learning outcomes for a programme ... Learning outcomes for programme „multimedia” prognozy rozwoju rynku pracy defined by a faculty 26

27. Method of work International „standards” in the field of engineering (European Qualifications Framework) National Qualifications Framework modifications Learning outcomes for engineering inspiration verification consultations academic environment, external evaluators 27

28. International „standards” Bologna Process • ABET (Accreditation Board for Engineering and Technology, USA) • JABEE (Japan Accreditation Board for Engineering Education) • IEA (International Engineering Alliance) • EUR-ACE (EURopean ACcredited Engineer project) • CDIO (Conceive-Design-Implement-Operate initiative) 28

29. Learning outcomes definition- ABET Accreditation Board for Engineering and Technology CRITERIA FOR ACCREDITING ENGINEERINGPROGRAMS Effective for Evaluations During the2009-2010 Accreditation Cycle GENERAL CRITERIA FOR BACCALAUREATELEVELPROGRAMS • Students • Program EducationalObjectives • Program Outcomes • ContinuousImprovement • Curriculum • Faculty • Facilities • Support • Program Criteria 29

30. „basic” profile? Project decisions (1) profiles positively distinguished ? final decision concerning profiles still under discussion 30

31. level area of engineering learning outcomes [doktor] dr 300 ECTS [magister] mgr mgr (r) inż. inż.(v) [postgraduate qualifications] level of reference [graduation] general vocational research profile sectoral (distinguished profiles) Qualifications framework ≥ 210 ECTS [inżynier] ≥ 180 ECTS [licencjat] profile – character of qualifications 31

32. Project decisions(2) • Knowledge • „Classification” of skills • general skills (personal and interpersonal skills) • basic engineering skills • skills directly connected to engineering problem solving • Other competences • The learning outcomes are formulated in a general way to emphasize what should be common in engineering education. 32

33. Learning outcomes for engineering and technologyI cycle – general profile 33

34. Learning outcomes for engineering and technologyI cycle – general profile 34

35. Learning outcomes for engineering and technologyI cycle – general profile 35

36. Learning outcomes for engineering and technologyI cycle – general profile 36

37. Learning outcomes for engineering and technologyI cycle – general profile 37

38. Comparison of the selected learning outcomes – general profile 38

39. Comparison of the selected learning outcomes – general profile 39

40. Comparison of the selected learning outcomes – general profile 40

41. Comparison of the selected learning outcomes – general profile 41

42. End Thank you for your attention ... ... any questions ? I'll be happy to answer them !