A regional perspective South East European Network on

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

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

Contents: Bologna process in Croatia (Common) Croatian QF design and implementation Internationalization during design

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

Bologna process in Croatia: In 2005/2006 formally introduced – all short, first and second

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) / Ph. D (3 y/180 ECTS) Short cycle (professional), 120 -180 ECTS Mid-cycle (academic), 60 -120 ECTS.

Croatian Qualifications Framework 8 8. 2 Ph. D ACADEMIC PROFESSIONAL DOCTORAL Study 8. 1

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

(Common) Croatian QF

(Common) Croatian QF

REVIEW PROGRESS COORDIN. and CROQF IMPLEMENTATION DEVELOP. TESTING DESIGN CONCEPTUAL UNDERSTANDING ORIENTATION 2006 2007

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

Why Croatian QF ?

Why Croatian QF ?

NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: ACCESS to education (Available to all,

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, . . . ) AWARD of qualifications (LO, Recognition of other forms of learning, . . . ) QUALITY (reliability) of qualifications – (Sustainable employability Citizens mobility Social inclusion) Interests and needs of INDIVIDUALS and SOCIETY

NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: NGOs ACCESS to education (Available to

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

Within NQS, do we have: Acceptable integration and collaboration between partners? Sustainable employability? Optimal

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? . . . ?

. . . or in other words, do we have acceptable: Conceptual understanding? Access

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

If not, how to ensure acceptable, and neutralize other happenings? How to integrate and

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

NATIONAL QUALIFICATIONS SYSTEM takes care and responsibility for: ACCESS to education (Available to all,

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

Hrvatski kvalifikacijski okvir Other NQF 8 7 7 6 6 5. 2 5. 1

Hrvatski kvalifikacijski okvir Other NQF 8 7 7 6 6 5. 2 5. 1 4. 2 4. 1 6 5 3 3 2 2 2 1 1 1 8. 2 8. 1 7. 2 7. 1 5 4 4 3

Croatian Qualifications Framework Conceptual understanding

Croatian Qualifications Framework Conceptual understanding

Croatian Qualifications Framework CROQF – minimal number of: Basic ELEMENTS Their basic PROPERTIES DETERMINATION

Croatian Qualifications Framework CROQF – minimal number of: Basic ELEMENTS Their basic PROPERTIES DETERMINATION of the basic properties

Croatian Qualifications Framework Basic elements in the CROQF: Qualification Learning Outcome s Competences Their

Croatian Qualifications Framework Basic elements in the CROQF: Qualification Learning Outcome s Competences Their basic properties: LEVEL VOLUME PROFILE QUALITY (2 dimensions)

Croatian Qualifications Framework Competences Knowledge Skills (factual and theoretical) (cognitive, practical and social) VALIDATION

Croatian Qualifications Framework Competences Knowledge Skills (factual and theoretical) (cognitive, practical and social) VALIDATION Qualification Learning outcomes Autonomy and responsibility

Croatian Qualifications Framework Basic properties (of LO and Q) in CROQF: LEVEL VOLUME PROFILE

Croatian Qualifications Framework Basic properties (of LO and Q) in CROQF: LEVEL VOLUME PROFILE QUALITY (2 dimensions)

LEVEL OF LEARNING OUTCOMES [2 dim] QUALITY LEVEL OF QUALIFICATION Qualification 8 Units of

LEVEL OF LEARNING OUTCOMES [2 dim] QUALITY LEVEL OF QUALIFICATION Qualification 8 Units of Learning outcomes 8. 2 8. 1 7 7. 2 6 7. 1 6 5 5. 2 5. 1 4 3 2 1 0 51 15 . 20 . . E M LU O V C [E . . ]. / S 4. 2 T 4. 1 3 [name – 2 dim] PROFILE (Q) 2 1 [name – 2 dim] PROFILE (LO)

Croatian Qualifications Framework Definitions Descriptions Illustrations Examples Q&A Trainings & Excersises 25+1 sectoral WGs

Croatian Qualifications Framework Definitions Descriptions Illustrations Examples Q&A Trainings & Excersises 25+1 sectoral WGs Documents and guidelines for CROQF

Internationalization during CROQF design and implementation

Internationalization during CROQF design and implementation

As members in the EQF AG, NCPs, . . . Individual international experts (ETF,

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

SEE Network

SEE Network

SEE Network consists of: EU countries Non-EU countries Common challenges: Inconsistency and confusion within

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

The role of the SEE Network

The role of the SEE Network

SEE Network is a base for response to the above challenges The role of

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 Co. E provides expertise and support Clear benefit for all countries in the region and EU.

Conclusions: Internationalization is very important EQF/QFHE bodies EU countries and experts Countries and experts

Conclusions: Internationalization is 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 Co. E provides expertise and support Next meeting (2010) in Croatia (common understandings, recognition, old-new degrees, . . . ) Thank you!