Flexibility through Flexibility through Learning Outcomes: Learning Outcomes:

Implications for QualityImplications for Quality

Elpida Keravnou-PapailiouElpida Keravnou-PapailiouChairperson KYSATSChairperson KYSATS

University of CyprusUniversity of Cyprus

EQAF 2008EQAF 2008

EQAF 2008 /EQAF 2008 /22

Presentation OutlinePresentation Outline

• Flexibility in learningFlexibility in learning– Incremental developmentIncremental development

• Is a convergence between traditional Is a convergence between traditional and non-traditional learning and non-traditional learning pathways possible?pathways possible?– Common learning outcomesCommon learning outcomes– Agreed quality standardsAgreed quality standards

• Learning and associated effortLearning and associated effort

• ConclusionsConclusions

Flexibility in LearningFlexibility in Learning(for higher level qualifications)(for higher level qualifications)

tentative definitiontentative definition

A state of affairs whereby learners A state of affairs whereby learners can move horizontally or vertically, can move horizontally or vertically, within and across diverse forms and within and across diverse forms and hence learning pathways (formal, hence learning pathways (formal, non-formal, informal) transferring non-formal, informal) transferring and accumulating learning and accumulating learning achievements (across or within the achievements (across or within the different learning routes) where different learning routes) where diverse spatio-temporal frames are diverse spatio-temporal frames are permitted and the formal permitted and the formal accreditation/certification of the accreditation/certification of the learning achievements is possible.learning achievements is possible.

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Is the proposition of full Is the proposition of full flexibility in learning a viable flexibility in learning a viable

one?one?• This would depend critically on whetherThis would depend critically on whether

– The same or at least comparable The same or at least comparable learning outcomes could be learning outcomes could be potentially achievable through potentially achievable through diverse learning pathwaysdiverse learning pathways

– The potential means for assessing The potential means for assessing such learning outcomes could such learning outcomes could credibly assure qualitycredibly assure quality

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open and distance learning

credits

discrete cycles

LEARNING OUTCOMES

NQF

flexibility in learning

VETHE

Incremental development of learning flexibility

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Is a convergence possible?

Formal Learning

• Well established and understood

• HEIs have major/exclusive role

• Transfer/accumulation of credits well defined

• Well established criteria & procedures for recognition of qualifications (LRC)

• ESG for QA

• Point of reference for higher level qualifications

Non-formal/Informal Learning

• Early stage (Bologna Stocktaking 2007)

• Other actors apart from HEIs

•No standards for the transfer/accumulation of credits

• No European quality standards

Role of Qualifications Frameworks?

FL

ILNFL

quality standards

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Quality StandardsQuality StandardsMinimum requirements regardingMinimum requirements regarding

•Specification of actual learning Specification of actual learning outcomes for particular outcomes for particular qualifications (cycles/disciplines)qualifications (cycles/disciplines)

•Criteria and procedures for the Criteria and procedures for the validation and certification of the validation and certification of the achieved learningachieved learning

•Criteria and procedures for Criteria and procedures for assessing the assessorsassessing the assessors

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Quality in LearningQuality in Learninggrounded on following grounded on following

premisespremises• Actual learning outcomes may be Actual learning outcomes may be

specifiedspecified– Independently of learning settings and Independently of learning settings and

curricula, andcurricula, and– Everyone understands the same thing about Everyone understands the same thing about

themthem

• The means for assessing the learning The means for assessing the learning outcomes are valid and fit for purpose, outcomes are valid and fit for purpose, and the assessors and credible and and the assessors and credible and competent for this taskcompetent for this task

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Learning OutcomesLearning Outcomesfor higher level qualificationsfor higher level qualifications

• Cannot be confined to practical skills Cannot be confined to practical skills and competenciesand competencies

• Domain knowledge figures as a major Domain knowledge figures as a major componentcomponent

• Learning outcomes (level descriptors) Learning outcomes (level descriptors) in qualifications frameworks are in qualifications frameworks are abstract abstract statements, open to widely statements, open to widely different interpretationsdifferent interpretations

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Example Scenario:Example Scenario:acquiring a PhD degree in an acquiring a PhD degree in an

informal learning settinginformal learning setting

• The person (a “researcher”) is carrying The person (a “researcher”) is carrying out self-directed research at workplaceout self-directed research at workplace

• S/he publishes results in scientific S/he publishes results in scientific journalsjournals

• An authority that has the right to An authority that has the right to award PhD degrees assesses the award PhD degrees assesses the learning outcomes (research results) learning outcomes (research results) and awards this person a PhD degree and awards this person a PhD degree

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In the example scenario theIn the example scenario thetraditional quality standards for traditional quality standards for

PhD degrees are adhered to, PhD degrees are adhered to, namelynamely

•Contribution to knowledgeContribution to knowledge– The publications demonstrate thisThe publications demonstrate this

•Publishability of research resultsPublishability of research results– Not just “publishable”, they have Not just “publishable”, they have

been publishedbeen published

•Potential to do independent Potential to do independent researchresearch– Has been doing so all alongHas been doing so all along

Thus in the example Thus in the example scenario quality has not scenario quality has not been adversely affectedbeen adversely affected

What about, though, What about, though, the more basic the more basic

Bologna cycles, the Bologna cycles, the Bachelor and Masters Bachelor and Masters

degreesdegrees

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Questions arisingQuestions arising

•Could the learning experiences Could the learning experiences from following a formal from following a formal Bachelor/Masters programme be Bachelor/Masters programme be ever comparable to the learning ever comparable to the learning experiences accruing from an experiences accruing from an informal work-based context, informal work-based context, albeit of many years duration?albeit of many years duration?

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Questions arisingQuestions arising

•Could such comparisons be Could such comparisons be unfair? But is it fair to grant the unfair? But is it fair to grant the same recognition to same recognition to substantially different learning substantially different learning achievements underpinned by achievements underpinned by different quality standards?different quality standards?

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Questions arisingQuestions arising

•Should it be acknowledged that Should it be acknowledged that within the same level/cycle there within the same level/cycle there could be distinct types of could be distinct types of qualifications based on the qualifications based on the learning setting, e.g. academic, learning setting, e.g. academic, professional or vocational professional or vocational Bachelor or Masters degrees?Bachelor or Masters degrees?

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Qualifications FrameworksQualifications Frameworks

•Bologna Stocktaking 2007:Bologna Stocktaking 2007:

– Observation:Observation: the procedures for the the procedures for the recognition of prior learning are at recognition of prior learning are at an early stage of development in the an early stage of development in the majority of countriesmajority of countries

– Recommendation:Recommendation: link recognition of link recognition of prior learning with the development prior learning with the development of NQFs and with systems of credit of NQFs and with systems of credit transfer and accumulation transfer and accumulation

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Qualifications FrameworksQualifications Frameworks

•Dec 2007 issue of European Journal Dec 2007 issue of European Journal of Educationof Education

– the concept of a QF is critically the concept of a QF is critically analyzed in an evidence-based manneranalyzed in an evidence-based manner

– the ability of QFs to promote and the ability of QFs to promote and accredit informal learning is accredit informal learning is questionedquestioned

– few countries have fully fledged NQFsfew countries have fully fledged NQFs•these have evolved over a long period and these have evolved over a long period and

are still evolving are still evolving

NQFs are not a panacea and NQFs are not a panacea and a solution to everythinga solution to everything

In parallel with the In parallel with the development of NQFs, development of NQFs, flexibility in learning flexibility in learning

should be grounded on should be grounded on agreed European agreed European

quality standards for quality standards for learning settings learning settings

outside the formal outside the formal settingsetting

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Learning and associated Learning and associated efforteffort

•Learning is measuredLearning is measured

– Qualitatively through its (learning) Qualitatively through its (learning) outcomesoutcomes

– Quantitatively through the effort Quantitatively through the effort leading to the outcomesleading to the outcomes•““effort” translates into credits of some effort” translates into credits of some

kindkind

•ECTS couples outcomes with ECTS couples outcomes with credits (learner workload)credits (learner workload)

•But there is also ECVETBut there is also ECVET

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Learning and associated Learning and associated efforteffort

• Developments call for different time-Developments call for different time-frames to learningframes to learning

• However the notion of “learning effort” However the notion of “learning effort” cannot be abolishedcannot be abolished– should be defined in a way applicable to should be defined in a way applicable to

different learning settingsdifferent learning settings

• Flexibility in learning should not come Flexibility in learning should not come to mean that it would be easier to to mean that it would be easier to acquire some qualification through non acquire some qualification through non traditional learning pathwaystraditional learning pathways– if anything the effort outside the formal if anything the effort outside the formal

setting for a comparable learning setting for a comparable learning achievement should be higherachievement should be higher

– cf the example scenario with the PhD cf the example scenario with the PhD degree degree

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ConclusionsConclusions

• Flexible learning is an acknowledged Flexible learning is an acknowledged necessity for a knowledge societynecessity for a knowledge society– HEIs should have a significant role in HEIs should have a significant role in

flexible learningflexible learning– cf June 2008 supplement of EUA Bologna cf June 2008 supplement of EUA Bologna

HandbookHandbook

• There is an urgent need to agree on There is an urgent need to agree on European standards for quality, European standards for quality, outside the formal learning settingoutside the formal learning setting– Specification and validation of learning Specification and validation of learning

outcomesoutcomes– Quality assurance of assessorsQuality assurance of assessors– Formal setting should continue to be the Formal setting should continue to be the

reference point for higher level reference point for higher level qualifications qualifications

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Discussion Question 1Discussion Question 1

•Can non-formal/informal learning Can non-formal/informal learning achieve the same or at least achieve the same or at least adequately comparable learning adequately comparable learning outcomes as those obtained outcomes as those obtained through programmes of formal through programmes of formal study at the three Bologna study at the three Bologna cycles?cycles?

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Discussion Question 2Discussion Question 2

•Can qualifications built on, or Can qualifications built on, or incorporating non-formal/informal incorporating non-formal/informal learning have the same or learning have the same or comparable value as those comparable value as those achieved through formal achieved through formal programmes of study? Would it be programmes of study? Would it be advisable to introduce a typology advisable to introduce a typology of 1st, 2nd and 3rd cycle of 1st, 2nd and 3rd cycle qualifications based on the qualifications based on the learning pathway followed?learning pathway followed?

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Discussion Question 3Discussion Question 3

•How can the European standards How can the European standards and guidelines for quality and guidelines for quality assurance be extended to assurance be extended to include quality standards for include quality standards for non-formal/informal learning? non-formal/informal learning?