Conference on Student Mobility and Recognition
of Study Periods Abroad Western Balkans - EU
11-12 October 2010, Ljubljana, Slovenia
NQF in Macedonia
Elizabeta Bahtovska
[email protected]
Baseline for NQF
Designing the NQF in RM is based on the
‘Overarching framework for qualifications in the
EHEA’ (NQF), compatible with the EQF for LLL
(EQF). The spirit of the Lisbon Recognition
Convention (LRC), rati ed by Macedonia in 2003,
was re ected in the:
New Law on HE (official gazette 35/08)
Low on adult education (official gazette 7/08)
Low on VET (official gazette 71/06)
1
Methodology
The process for the design of the National
Qualification Framework for Higher Education
Qualifications in Republic of Macedonia is
following the TEN STEPS recommendation as an
outcome of the BFUG Working Group on QF
Report, submitted to the conference of the
Bologna Process in London, 2007 by the NQF
Development and Certification Report from
Bologna Working Group on QF.
Ten Step Process
FIRST STEP
Decision to start: Taken by the national
body responsible for higher education –
minister.
SECOND STEP
Setting the agenda: The purpose of our
NQF.
THIRD STEP
Organizing the process: Identifying
stakeholders;
FOURTH STEP
Design Profile: Level structure, Level
descriptors (learning outcomes), Credit
ranges.
FIFTH STEP
Consultation National discussion and
acceptance of design by stakeholders
Activities (almost) done
Activities undertaken – on the way
SIXTH STEP
Approval According to national tradition by
Minister/Government/legislation
SEVENTH STEP
Administrative set-up Division of tasks of
implementation between HEI, QAA and other
bodies
STEP EIGHT
Implementation at institutional/programme
level; Reformulation of individual study
programmes to learning outcome based
approach.
STEP NINE
Inclusion of qualifications in the
NQF; Accreditation or similar (cfr. Berlin
Communiqué)
LAST STEP
Self-certification of compatibility with the EHEA
framework (Alignment to Bologna cycles etc.);
Activities to be done
2
First step - Decision to start
Taken by the national body responsible for higher
education – minister:
Law on Higher Education, article 99:
Government of R. Macedonia should adopt
NQF on the proposal by the Minister;
Declaration by the Minister of Education in
2008 for harmonization with the EU legislation,
part for NQF;
TEMPUS Structural measure on NQF
EU CARDS Project ;
Second step - Setting the agenda: The
purpose of our NQF
TEMPUS Project “Designing of NQF for RM”:
Based on the EHEA NQF compatible with EQF
for LLL for the HE cycles of studies – beginning
of 2012;
EU CARDS Project “Technical Assistance to
the Ministry of Education and Science on lifelong
learning ” – end of February 2010. EQF as a
Framework.
3
Third step-Organizing the process
Identifying stakeholders
The stakeholders identified - detailed survey
realized by the project partners from 5
universities in RM, MoES, MoLSP, on the basis
of the recommendations of the EU partners in
the Project
- University of Linkoping
- University of Gent
- University of Applied Sciences in Osnabruck
Fourth step - Design Profile
Level structure, Level descriptors (learning
outcomes), Credit ranges.
The process:
Choosing Approach:
Data Collection and Analysis;
Designing the Level Structure and Credit
Ranges;
Level/Dublin Descriptors – Comparative
Analysis;
4
Data Collection and Analysis
Data gathered from all accredited HE Institutions, identified by the
Accreditation Board. Relevant data to design the profile of QF was
analyzed, as follows:
Field of qualifications issued
Name of the faculty/department
Type of studies
The study program (name, cycle, duration in years, ECTS)
Profile of the Diploma-qualifications;
Data Collection and Analysis
From the Data Analysis it was concluded:
All HE Institutions have organized studies
according the “Bologna” Levels/Cycles of studies;
The range of ECTS varies as:
First Cycle
Level
Bachelor
Structure
Credit Range 180 ECTS
and 240
ECTS
Second
Cycle
Master
Third Cycle
60 ECTS,
90 ECTS,
120 ECTS
Not yet
accredited
programs
Doctor
5
Comparative Analysis – In depth
QF EHEA Swedish
Model
Flemish
Model
German
Model
Our Model
Qualification
Cycle
Description of Cycles. Ex. First Cycle: Bachelor Level;
Second Cycle: Master Level; Third Cycle: Doctorate Level
Outcomes
(DD)
DD by QF EHEA: K&U; Applying K&U; Making Judgments;
Communication Skills; Learning skills;
Swedish, Flemish and German Model
Outcome: Scheme of comparison
Degrees
and ECTS
Description of the time-length of the cycles, credits
accumulation and entrance requirements
NQF for HE
Designing Outcomes and assigning to the Levels;
Framing the Framework;
Consultation National discussion and acceptance of the
designed QF by the stakeholders
Comparison – An Example
6
Comparative Analyze of QF in Higher Education System in
R. Macedonia before and after Bologna
Before Bologna
After Bologna
VIII
Doctoral Degree
Level 8
Min 3 years
VII2
Master of
Sciences
Level 7
60-120 ECTS
VII1
Bachelor of
Sciences
Level 6
180 – 240 ECTS
HE diploma 2
years
Level 5 ???
Short cycle???
VI
EQF/NQF
QF for HE in R. Macedonia
Levelof NQF
III cycle
Doctoral studies
VIII
VIIА
II cycle
Master studies
VIIB
II cycle
Specialization
VIА
I cycle
Academic studies 240 ECTS
Professional studies 240 ECTS
VIB
I cycle
Academic studies 180 ECTS
Professional studies 180 ECTS
VА
Professional studies 60 -120 ECTS
Short cycle courses
VB
Post secondary professional education
VII
VI
V
Higher Education
Level of EQF
8
7
6
5
7
Strong and weak points in the
development of NQF
STRONG
The size of the country (the smaller one)
Join HEI and political will to develop QF
The international support in the developments
reinforce the relations with employers
WEAK
Focus still more on duration of studies, and not on
the learning outcomes,
„New“ degrees versus „old“ degrees,
Question of terminology, semantic and translation
of terms
Opportunities and Threats
OPORTUNITIES
The society is aware of the importance of QF
developments
The NQF is part of the whole reform process of
Higher Education
THREATS
The transition to a knowledge based society is not
well understood by the whole society
The process to be perceived as a pure bureaucratic
one
We use the same terms, but do we meant the same
things?
8
Conclusion
One of the essential questions we are facing
with regarding the importance of QF in mobility
and recognition:
Would our qualifications in near future be able
to travel as easily and speedily, thanks to NQF,
as we do now without visas?
Thank You for Your Attention
www.dinaquf.uklo.edu.mk
9
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NQF in Macedonia - Elizabeta Bahtovska