Qualifications Frameworks Current issues in the Bologna Process Dr' Carita Blomqvist National Board

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Qualifications FrameworksCurrent issues in the
Bologna ProcessDr. Carita BlomqvistNational
Board of Education, Finland
26 May 2008 Baku
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Outline

• Background (Bologna Process)
• Higher Education Qualifications Framework
• Higher Education Qualifications Framework in
  Finland
• Overarching framework for qualifications of the
  European Higher Education Area
• Compatibility between national framework and
  overarching framework

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Berlin Communiqué 2003

• Ministers encourage member states to elaborate a
  framework of comparable and compatible
  qualifications for their higher education
  systems, which should seek to describe
  qualifications in terms of workload, level,
  learning outcomes, competences and profile.

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Berlin Communiqué 2003

• Within such frameworks, degrees should have
  different defined orientation and various
  profiles in order to accommodate a diversity of
  individual, academic and labor market needs.
  First cycle degrees should give access, in the
  sense of Lisbon Recognition Convention, to second
  cycle programs. Second cycle degrees should give
  access to doctoral studies.

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National qualifications framework

• Owned by national system, in many cases based on
  national legislation
• Determines what qualifications learners will earn
• Makes explicit the purpose and aim of
  qualifications
• Link to quality assurance

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National qualifications framework

• Transparency describes in a systematic and
  coherent way all qualifications, the interaction
  between qualifications and the possibilities for
  movement between qualifications in all directions
• Makes it easier to earn qualifications in a
  variety of ways
• Focus on outcomes from procedure to content

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National qualifications frameworkMain elements

• Cycles/Levels
• Workload time, credits all relevant work?
• Profile -academic/professional
• -institutional or program profile
• Learning outcomes

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Learning outcomes a definition

• A learning outcome is a written statement of what
  the successful learner is expected to be able to
  do at the end of the module/course unit or
  qualification. The key aspect is the desire for
  more precision and consideration as to what
  exactly a learner acquires in terms of knowledge
  and/or skills when they successfully complete a
  period of learning.
• (Stephen Adam, after having reviewed a number of
  different definitions)

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Learning outcomes

• What a learner
• -knows
• -understands
• -is able to do
• How to express and compare?
• Subject-specific and generic
• Relation learning outcomes other elements of
  the concept of qualifications

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Higher Education Qualifications Framework in
Finland

• National working group appointed by the Ministry
  of Education in May 2004
• Proposal ready in February 2005
• Chaired by the Ministry of Education
• Two secretaries

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Higher Education Qualifications Framework in
Finland

• Permanent participants Ministry of Education,
  universities, polytechnics, (academics and
  administration), student organizations, quality
  assurance, ISCED, National Board of Education
  (ENIC)
• Other social partners, higher education
  institutions which are not supervised by the
  Ministry of Education (Police Polytechnic,
  National Defence College)

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Previous, parallel and future processes

• Preparations for new degree structure had started
  fall 2003
• 2003-2007 funding from the Ministry of Education
  to higher education institutions for planning and
  implementing the reform
• - field-specific coordination groups, chaired by
  academics analysis of the study programs and
  learning outcomes provided by them
• - planning and revising/renewal of core contents

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Previous, parallel and future processes

• - special group for language teaching
• - defining requirements, aims and learning
  outcomes
• - transfer to ECTS-equivalent credit system
  2005-2007
• - guidance and counselling of students (personal
  study plans)
• - development projects
• 2009 evaluation of the degree reform

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Proposal for the Finnish Framework

• Ownership
• Public understanding
• Writing process/background material used
• - Legislation, what does it say? Aims of the
  degrees
• - Studying the course descriptions, curricula
  etc.
• - Discussions with experts

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Proposal for the Finnish Framework

• Finnish context
• - legislation
• - steering/governance and development of higher
  education system
• - quality assurance
• - diagram, charts

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Universities Academically - oriented degrees
Polytechnics Professionally - oriented degrees
Doctorate c. 4 years
Third cycle
Master's 90 - 120 credits
Master's 60 - 90 credits
Second cycle
Work experience
Bachelor's 210 - 240 credits
Bachelor's 180 - 210 credits
First cycle
Upper secondary education at least 12 years of
schooling
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Formal aspects of the degrees

• For first cycle (polytechnic, university), second
  cycle (polytechnic, university) and doctoral
• - access requirement (s)
• - workload (credits and years), final thesis/work
  
• - access to further study
• - professional status/competence
• - profile

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Learning outcomes

• For first cycle (polytechnic, university), second
  cycle (polytechnic, university) and doctoral
  degrees
• Main division
• -knowledge
• -skills
• -competences

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Learning outcomes

• Knowledge
• - breadth and depth
• Skills
• - language and communication skills
• Competences
• - cognitive, professional and ethical

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Proposal for the Finnish Framework

• Consultations
• Written statements from stakeholders requested
• 60 statements received, summarized in one
  document
• Seminars on different cycles and aspects, e.g. on
  doctoral degrees, labor-market relevance of first
  (and second) cycle qualifications

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How to use the Framework?

• - Further field-specific work
• - Joint programs and joint degrees
• - Diploma Supplement
• - Lifelong Learning, Accreditation of Prior
  Learning
• Amendments and decision of the Ministry of
  Education in 2008?
• Maintenance and development

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Bergen Communiqué 2005

• We adopt the overarching framework for
  qualifications in the EHEA, comprising three
  cycles, generic descriptors for each cycle based
  on learning outcomes and competences, and credit
  ranges in the first and second cycles. We commit
  ourselves to elaborating national frameworks for
  qualifications compatible with the overarching
  framework for qualifications in the EHEA by 2010
  and having started work on this by 2007.

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Overarching EHEA framework

• An overarching framework makes transparent the
  relationship between national higher education
  frameworks of qualifications and the
  qualifications they contain.
• An articulation mechanism between national
  frameworks
• Facilitates movement between systems
• Provides a common framework for the diversity and
  helps to understand diversity

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Overarching EHEA framework

• Three cycles of qualifications (sometimes
  additional cycle within the 1st cycle)
• Descriptors of qualifications and learning
  outcomes generic, not subject-specific
• Credit ranges in ECTS 1st cycle 180-240 2nd
  cycle 90-120 (minimum 60 credits at 2nd cycle
  level)

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EHEA FIRST CYCLE QUALIFICATIONQualifications
that signify completion of the first cycle are
awarded to students who

• have demonstrated knowledge and understanding in
  a field of study that builds upon their general
  secondary education, and is typically at a level
  that, whilst supported by advanced textbooks,
  includes some aspects that will be informed by
  knowledge of the forefront of their field of
  study
• can apply their knowledge and understanding in a
  manner that indicates a professional approach to
  their work or vocation, and have competences
  typically demonstrated through devising and
  sustaining arguments and solving problems within
  their field of study

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EHEA FIRST CYCLE QUALIFICATION

• have the ability to gather and interpret relevant
  data (usually within their field of study) to
  inform judgments that include reflection on
  relevant social, scientific or ethical issues
• can communicate information, ideas, problems and
  solutions to both specialist and non-specialist
  audiences
• have developed those learning skills that are
  necessary for them to continue to undertake
  further study with a high degree of autonomy

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EHEA SECOND CYCLE QUALIFICATIONQualifications
that signify completion of the second cycle are
awarded to students who

• have demonstrated knowledge and understanding
  that is founded upon and extends and/or enhances
  that typically associated with the first cycle,
  and that provides a basis or opportunity for
  originality in developing and/or applying ideas,
  often within a research context
• can apply their knowledge and understanding, and
  problem solving abilities in new or unfamiliar
  environments within broader (or
  multidisciplinary) contexts related to their
  field of study

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EHEA SECOND CYCLE QUALIFICATION

• have the ability to integrate knowledge and
  handle complexity, and formulate judgements with
  incomplete or limited information, but that
  include reflecting on social and ethical
  responsibilities linked to the application of
  their knowledge and judgements
• can communicate their conclusions, and the
  knowledge and rationale underpinning these, to
  specialist and non-specialist audiences clearly
  and unambiguously
• have the learning skills to allow them to
  continue to study in a manner that may be largely
  self-directed or autonomous.

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EHEA THIRD CYCLE QUALIFICATIONQualifications
that signify completion of the third cycle are
awarded to students who

• have demonstrated a systematic understanding of a
  field of study and mastery of the skills and
  methods of research associated with that field
• have demonstrated the ability to conceive,
  design, implement and adapt a substantial process
  of research with scholarly integrity
• have made a contribution through original
  research that extends the frontier of knowledge
  by developing a substantial body of work, some of
  which merits national or international refereed
  publication

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EHEA THIRD CYCLE QUALIFICATION

• are capable of critical analysis, evaluation and
  synthesis of new and complex ideas
• can communicate with their peers, the larger
  scholarly community and with society in general
  about their areas of expertise
• can be expected to be able to promote, within
  academic and professional contexts,
  technological, social or cultural advancement in
  a knowledge based society.

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EHEA national frameworkFurther issues

• Self-certification Process by which the
  competent authorities of the country concerned
  verify that the national qualifications framework
  is compatible with the overarching EHEA framework
  
• Criteria for verification of compatibility have
  been established
• Recognition what is a substantial difference?
  (Lisbon Recognition Convention)

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More information

• Bologna web page on qualifications frameworks
• http//www.ond.vlaanderen.be/hogeronderwijs/bologn
  a/qf/qf.asp
• e.g. 10 steps in developing a national
  qualifications framework
• www.oph.fi/recognition
• recognition_at_oph.fi