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Development of a NQF for HE from a European perspective
TEMPUS-Project2nd Bitola Workshop
Feb. 24-25 2010
Qualifications frameworks are good for helping make academic processes and judgements transparent, explicit and fair.
Learning Outcomes = Qualification
• Qualification is the formal standard, which is defined as being the „end“ of a learning path (credential).
• It depicts those Learning Outcomes which have been achieved on this pathway (formal learning)
• Learning Outcomes are what the student should know and is able to do
4
In outcome-based education the educational outcomes are clearly and unambiguously specified.
These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.
They also provide a framework for curriculum evaluation.
(Harden et al., 1999a)
Challenge at Programme level
Mode of Study
Resources
Timing
Type of Pro-
gramme
TypeOf
Student
Workload
Structure
Syllabus/Learning
Outcomes
Document-ation
Core Curriculum
Learner centred
MobilityTiming
Objectives
Add-onSubstitute
Complement
Synergy
ECTS Key Features
User´sGuide
QFRProfile QA RecognitionEmployabilityLearning
ChainSocial
Dimension
GradeRating
Assessment
How can this be developed?
• Policy level– Challenge: HE institutions ensure that
academic principles and values are respected and the processes correctly implemented
• Institutional level– Promote shared values and attitudes – rather
than simply managerial processes– Balance: national / international external
accountability requirements
Shift of Paradigm
New way of thinking
Self-assessment
Learning outcomes
Workload
Bologna- and Copenhagen Processes
Change of Paradigm
Learning Chain
Programme Profile Learning Outcomes
Learner´s Profile
Learning Space
Module DefinitionModule Structure
Learning OutcomesAssessment
Learning and Teaching Material
Total Quality Management
-Labour Market -Qualificationsframeworks
-Strategy
General / VocationalEducation and
Training
Communication
Profile: Levels of Description
• University - Philosophy,
Mission Statement
• Faculty - Bundle of Qualifications
• Study- Profile of Qualification Programme. (Bundle of
Learning Outcomes)
• Module - Learning Outcomes
LearningUnit / Module
Learning Programme
OrganisationalLevel
Sectoral Level
National Level
EQF LLL
Qualitativ
ely Relate
d Learnin
g Outc
omes
Quantitativ
ely R
elate
d Cre
dits
Quality assured
Quality assured
EHEAMacedonia
References
HE institutions
Integrated Faculties
LO defined
Governance
More autonomy
StakeholdersStudents, Employers
Society
Flexibility
Concise document
Substitute?
EHEASocial inclusion
Transparency, Mobility, Permeability, Curriculum design,
Role and PurposeSpecific descriptions, levels, cycle descriptors, awards, credits and LO
OverarchingIndependent QA – ECTS based Recognition – Link EQFs
Germany – External QA
• Accreditation Board (Foundation):– To contribute to the development in the
quality of teaching and learning in Germany– To cooperate in the realisation of the
European Higher Education Area– takes care that the agencies act in line with
the highest degree of quality, comparability and transparency.
Who can perfrom accreditation?
• Agencies which have been accredited by the German Accreditation Board
• Will be re-accredited regularly (after 8 years at the latest)
• Seven agencies exist– 3 general – 4 sector specific
What do universities have to do?
They submit• Application to an Accreditation AgencyThey get• Advice• Site VisitDecision made• Accreditation Committee• Reaccreditation…..a circle
Accreditation Agencies
• European Standards and Guidelines• European Register• Site visits by Peers
– Professors (according to discipline, at least 1 from traditional universities, 1 from „new“ ones)
– Expert from industry– Student – Agency representative
Internal Quality Assurance
• Evaluation sheets– Based on questionnaires given to students /
staff
• Continuous Feedback
• Evaluate all information
• Consequences?
Learning ChainTools at work
Learning OutcomesSubject-related
-KnowledgeDeepening / Widening
Generic-Skills / Competences
Knowledge opening / developingQFR-NQR-HQR-SQR
LearnerCredit Transfer +
AccumulationApplication /CV /
Learning Agreement/TOR / Mobility Pass
Language PassDiploma/Certificate
Supplement
Learning SpaceTeaching and Learning,
ResearchLearning Environment
Information Package / Course Catalogue
Change of Paradigm
Quality Assurance/ -enhancementStandards & Guidelines / Register
Labour Market
Labour Market
Learning Chain Design
Learning OutcomesFirst Cycle
Subject-relatedGeneric
180 credits BachelorMQF
Internal Quality Assurance+EnhancementQuality (LO)/Quantity (Credits)/Assessment
External Quality A+E
Profile: Regional-National-International / General-Special / Research-Applied
Study-Programme
BA-level 6BA-level 6-1BA-level 6-2
Knowledge
Capability
Knowledge
Capability
Knowledge
Capability
BA-level 6-1Knowledge-Widening
-DeepeningCapabilityAccessing/Opening / Developing
Knowledge widening-present tools to design a strategy and to develop business organisations strategically-interpret alternative tools to make a choice -outline consequences of strategic decisionsKnowledge deepening-apply tools to implement a strategic development successfully-identify and interpret strategic issues in different contexts-realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development-differentiate between strategic management in different contextsCapability – Knowledge accessing / opening / developingInstrumental (methodological) capability-apply techniques of strategic analysis-apply techniques to select adequate strategies-apply techniques to implement strategy Communicative / interpersonal capability-use different viewpoints on strategy to explain observable processes in organisations-explain implications of diffrent scenarios and different strategiesSystemic capability-to demonstrate the impact of national and organisational culture on strategy formulation and implementation-to apply techniques in specific business positions
LO in detail
Knowledge widening-present tools to design a strategy and to develop business organisations strategically-interpret alternative tools to make a choice -outline consequences of strategic decisionsKnowledge deepening-apply tools to implement a strategic development successfully-identify and interpret strategic issues in different contexts-realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development-differentiate between strategic management in different contextsCapability – Knowledge accessing / opening / developingInstrumental (methodological) capability-apply techniques of strategic analysis-apply techniques to select adequate strategies-apply techniques to implement strategy Communicative / interpersonal capability-use different viewpoints on strategy to explain observable processes in organisations-explain implications of diffrent scenarios and different strategiesSystemic capability-to demonstrate the impact of national and organisational culture on strategy formulation and implementation-to apply techniques in specific business positions
Forms of Assessment
-Quizzes(„best two“)
-Oral Presentation(Case Study-
Group)-Oral exam (20 min.
Individual)-Case Study („Open BookExam“-Notes)
Quality Assurance
- Measures- Qualitative measuring is pursued through the
achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What?
- Qualitative measuring is pursued by grading how the student performed (ranking) (ex-post) – How?
- Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much?
- Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement
But changing education and training is a slow process! It may take more than a life-time
More than we can stomach??
[email protected] 30Enjoy your meal – quality assured
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