Outcomes of a recent study National Qualifications Framework

Outcomes of a recent study: National Qualifications Framework – a possibility for having level 5 in Higher Education (Polish Rectors Foundation and Pearson Company) Katarzyna Trawinska-Konador, expert for the Polish Qualifications Framework, Educational Research Institute (IBE), Poland

Polish Qualifications Framework and Polish Qualifications System – where we are? • Since 2010, work on the PQF and integration of the national qualifications system is being carried out by the Educational Research Institute (IBE) in Warsaw • Modernising the national qualifications system in Poland will be based on its integration by implementing two instruments: - the Polish Qualifications Framework (reforming framework) - the integrated qualifications register.

Polish Qualifications Framework and Polish Qualifications System – where we are? • PQF development created an impulse to modernise all areas of education and life-long learning system in Poland • 2008 -2011 - wave of reforms in formal education (general, VET, HE) • Changes in non-formal sector are in the pipe-line: § learning-outcomes approach § standards in validation § standars in quality of qualifications

Polish Qualifications Framework and Polish Qualifications System – where we are? 29. 05. 2013 – The polish referencing report has been presented at the meeting of the EQF Advisory Group of the European Commission in Brussels

„Level 5 of the NQF. Higher education” Aims, methods • Interviews in 12 higher education institutions • Aim: obtain the opinions of the academic community about level 5. • Interview script – set of 14 questions: n Topic I: legitimacy of introducing PQF level 5 study programmes to higher education. n Topic II: possibilities of introducing level 5 study programmes to the respondent’s institution. n Preparing respondents for the interview.

Studies at level 5 – influx of students to HEIs and ensuring the quality of level 6? (Introductory question) • Level 5 can favourably supplement levels 4 and 6 – agreement regardless of type of HEI • population decline • remedy for „the stampede to higher education” • response to labour market needs

Who will benefit the most from the introduction of level 5 study programmes: higher education institutions/students/employers? All groups will benefit from this innovation, but students and employers are in first place. • • the right to a good education at various levels maturity of the decision to study at levels 6 and 7 the need for mid-level specialists fulfils the gap between the competencies of an upper secondary school graduate and the requirements of a first year student

Level 5 students: young upper secondary school graduates or adults looking to supplement their qualifications? • Studies targeted to both groups • Various motives for undertaking such studies • Improving qualifications • Re-qualifying • Attaining a specialist’s diploma • Flexible career and educational planning

Level 5 qualifications: state diploma or HEI certificate? • Diploma for level 5 studies with the same characteristics as the diploma for levels 6 and 7 • „Associate degree”?

What are the factors differentiating levels 5 and 6? • Level 5 is more „practical” than level 4 and less „theoretical” than level 4 • Noted progress of requirements between levels 4 -5 -6 • Level 5 is more „replicative” than level 6

RPL in the context of level 5 studies? • Agreement for the need to validate learning outcomes attained outside of the formal education system in the context of level 5 • Especially important in the case of level 5 – students with professional experience • Appropriate, reliable validation methods and ensuring the quality of these methods • Increasing the attractiveness of level 5 studies as a result of RPL

Will the idea of level 5 studies be accepted by the academic community? • Academic higher education institutions expressed greater apprehension than vocational higher education institutions • Representatives of vocational HEIs distance themselves from their collegues at academic HEIs

What could be the potential reasons for resisting the idea in the HEI community? • Academic fatigue in the face of constant change (among others, implementation of the NQF) • Fear of losing prestige – the profile of the new study programmes may be too „vocational” • Concern that this innovation will not be cost-effective • Lack of an "adjustment process" – a pilot programme • Lack of an information campaign

Which arguments should be used to convince others about the merits of introducing level 5 study programmes? • Hard data from other countries where education is effectively implemented at level 5 • Forecasts of the demand for qualifications at level 5 • The risk of reducing employment due to population decline • Ensuring the appropriate level of study at levels 6 and 7 • Broad information and promotional campaign • Solutions for financing these studies

SUMMARY • Respondents support study programmes at level 5 • Influx of students to higher education institutions • Ensure the quality of studies at levels 6 and 7 • Meet the needs of students, the labour market and higher education institutions • This direction is in accordance with the idea of LLL – students of various backgrounds, acceptance of RPL

Thank you for your attention. k. trawinska@ibe. edu. pl Project co-financed by the European Union under the European Social Fund The Educational Research Institute research institute 8 Górczewska St, 01 -180 Warsaw phone. : +48 22 241 71 70 | krkbiuro@ibe. edu. pl | www. ibe. edu. pl