Qualifications Frameworks and Recognition

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Qualifications Frameworks and Recognition
Dr. Carita Blomqvist ENIC/NARIC Finland
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QF and RecognitionOutline

• Link to recognition rationale and relevant
  concepts
• Bologna Process
• Lisbon Recognition Convention
• Elements of a qualification
• Substantial differences
• Building of trust certification procedures
• QF opportunity to improve recognition

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Recognition

• Assessment of the place and value of a
  qualification from one higher education system in
  the framework of another higher education system

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Link to recognition why the EHEA/national QF?

• Transparency
• Making sense of diversity
• Mobility of learners
• An articulation mechanism between national
  frameworks/national qualifications
• Compatibility of the national QF with the EHEA QF
• Link to the international recognition of
  qualifications

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Bologna Process

• Introduction of two cycles in most countries
• More mobility, especially from 1st cycle to 2nd
  cycle
• Similar titles similar learning outcomes?
• Comparable structures are not as such sufficient
  for genuine comparability

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Lisbon Recognition Convention

• Recognition decisions are to be made on the basis
  of appropriate information on the qualifications
  for which recognition is sought
• The body making the assessment is responsible for
  demonstrating that an application does not
  fulfill the relevant requirements
• A substantial difference must be demonstrated in
  the case of a refusal

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Lisbon Recognition Convention Information

• Recognition decisions shall be made on the basis
  of appropriate information on the qualifications
• The institutions having issued the qualification
  have a duty to provide relevant information to
  the applicant/institution/competent authority
• National information centre shall facilitate
  access to information on the higher education
  system and qualifications

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Information needed for recognition/practice
before QF

• Entry requirements
• Formal duration and study load (credits)
• Structure and contents (e.g. thesis included?)
• Formal rights (academic/professional)
• Function of the program
• Placing the program in the education system

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QF concepts relevant for recognition

• Elements of a qualification
• level
• workload
• quality
• profile
• learning outcomes
• Also important knowledge, skills, competences

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Consideration of substantial differences

• Should be studied in the light of the elements of
  a qualification
• Basic assumption the existence of a substantial
  difference is an exception rather than a rule
• Is the difference substantial in relation to
  function and purpose of the qualification?
• A difference in formal terms only not sufficient

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Fair recognition based on QF

• Less attention to formal structures
• More emphasis on learning outcomes what a person
  knows and is able to do
• QF may also include a description of
  traditional elements, or information about them
• QF provides a more accurate basis for and
  explanation of qualification

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Building trust to make recognition easier

• Important
• - National procedures in developing QF
• - Criteria applied when placing qualifications
  in the QF
• - Ensuring that the learning outcomes have been
  achieved
• - QF must be underpinned by quality assurance
  procedures

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Building trust national self-certification

• More than mere expression of qualifications by
  the competent national body, e.g.
• designation of competent bodies responsible for
  the maintenance of the QF
• link between the qualifications in the framework
  and the cycle descriptors
• link between national quality assurance and QF
• Diploma Supplements refer to QF

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Specific issues

• Recognition of qualifications earned through
  lifelong learning (different learning paths)
• Accreditation of prior learning
• Recognition of joint degrees
• Recognition of transnational education

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Direct effect of QF on recognition?

• QF and emphasis on learning outcomes have
  significant influence on curricula planning,
  teaching methods and assessment
• Does the framework help in placing
  qualifications?
• Will QF make recognition easier?
• Is it possible to base recognition on learning
  outcomes?

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QF opportunity to improve recognition

• Improves transparency
• Creates common language
• Descriptors give explicit and precise information
  on the learning outcomes
• Formal criteria and procedures still used
• Self-certification procedures
• International co-operation