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European and German Qualification Frameworks
Design of a Macedonian Qualification Framework
WorkshopLinköping, October 6-9 2009
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
EHEA
?
5
Learning Outcomes as Profile of Competences = 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)
• Qualification in the „British sense“ means to be able to do….To this extent Learning Outcomes are what the student should know and is able to do
The PromiseWhat?• A learner can achieve the learning outcomes
(LO) designed for a learning activity… LO= „Statements of what a learner is expectedto know, understand, and / or be able to do atthe end of a period of learning“
How?• by investing time and effort – his workload WL)
WL= „A quantitative measure of all learning activities that may be feasibly required for the achievement of the learning outcomes“
The Promise
• The workload is expressed as a quantitative figure = credit
• The achievement is expressed as a qualitative result = learning outcomes
• This is documented = Learning Agreement
Guidelines
• The guiding principles for ECTS are the Key Features
• The guiding principles for learning outcomes are the Qualifications Frameworks, specified within a changing environment (PESTEL), the capabilities of the learner and the expectations of the society (stakeholders).
Do we know what learners should be able to know and to do?How?
Kick-off question of the Business Group:
Qualifications Frameworks-Reference frameworks-
Levels of Qualifications-
-Bachelor-Master
-Doctorat
Min. of EducationHigher EducationQFW for EHEA
Bologna-Process
EU-CommissionQFW for LLL
Brugges-Copenhagen- Maastricht-
Process
Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits
Knowledge and
understanding
Applying k&u
Making judgements
Communication Learn to learn
Levels of Qualifications
1 – 2 – 3 – 4 – 56 – 7 - 8
Described by bundling learning outcomes
according to descriptors
Knowledge &
Under-standing
Skills Competences
Higher Education QFCriteria: „Dublin Descriptors“
Knowledge and understanding
– 1 (Bachelor) [is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study ...
– 2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context ...
– 3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field
EQF LLL: Readable: horizontal / vertical/ (lateral) - Qualifications: Bundles of LO
Knowledge Skills Competences
N 6
advanced knowledge of a field of work or study involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study
manage complex technical orprofessional activities orprojects, taking responsibilityfor decision-making inunpredictable work and studyContexts - lead groups in work and study
N7
highly specialised knowledge,some of which is at the forefrontof knowledge in a field of workOr study, as the basis fororiginal thinking criticalawareness of knowledge issuesin a field and at the interfaceBetween different fields
specialist research and problem-solving skills, including analysis and synthesis, to develop new knowledge and procedures and to integrate knowledge from different fields
demonstrate leadership andinnovation in work and studycontexts that are complex,unpredictable and require newstrategic approaches takeresponsibility for continuingpersonal professionaldevelopment, for contributing toprofessional knowledge andpractice and for reviewing thestrategic performance of teams
The German Qualifications FrameworkHigher Education
LevelCompetence
Bachelor / Master / Doctorate
Knowledge Knowledge-broadening
Knowledge-deepening
Skills Knowledge-developing and accessing
instrumental
communicative - interpersonal
systemic
DQR LLL
Level indicator
Structure of requirements
Professional competence Personal competence
Knowledge Skills Social competence
Self competence
Depth and breadth
Instrumental and systemic skills, judgement
Team / leadership skills, involvement, communicate
Autonomy / responsibility / reflectiveness and learning competence
DQR
• Description of 8 levels (also in English):
www.deutscherqualifikationsrahmen.de
You find the proposal and will see at the bottom of the page the change to read it in English.
DQR
• What are we doing now?
• 4 pilots:– Electrical / mechanical engineering– Health– IT– Trade
The Seven Steps to Heaven Approach
• Example: –Business and Management Group
• Tuning methodology –developed
–in action
Step 1
• Analysis of existing business study-programmes: Results
• Results were later on tested with several other disciplines
Step 1Key questions:
1. Which syllabi are the essential characteristics of this degree programme?
Without which module would no one consider this as the identified degree programme?
Conclusion: Core modules
Step 1 (cont.)2. Which areas could be identified – vertically, horizontally or laterally – for further useful studies (profiling)?(vertical: specialisation in a narrow sense = deepening; backward/forward integration;horizontal: interdisciplinary = enlargement; lateral: unrelated diversification)Conclusion: Specialisation modules / major / minor / electives / options
Step 1 (cont.)
3. What else is needed to understand issues, identify and to express them in various ways?To which extent can a quantitative approach help to explain these issues?Conclusion: Support modules4. How can I learn and organise myself?How can I present / express best what I want to sayConclusion: Organisation and Communication modules
Step 1 (cont.)
5. How does theory relate to practice?
How can I relate theory to practice?
What are the methods?
Conclusion: Transfer modules
Result of Step 1
• Structuring of degree programmes into
Core modules
Objective of Learning Outcomes:– Knowledge Acquisition and Widening
Specialisation modules (level dependent)
Objective of Learning Outcomes:– Knowledge Acquisition and Deepening
Result of Step 1 (cont.)
Support modules
Organisation and communication modules
Transfer modules
Objective of Learning Outcomes:
Methodology: Skills / Competences to learn and transfer
Knowledge acquisition (independent learning), developing and creating
Mode of Study
Resources
Timing
Type of Pro-
gramme
TypeOf
Student
Workload
Structure
Syllabus/LearningOutcomes
Document-ation
Core Curriculum
Learner centred
Mobility
TimingObjectives
Add-onSubstitute
Complement
Synergy
ECTS Key Features
User´sGuide
QFRProfile QA RecognitionEmployabilityLearning
ChainSocial
Dimension
Grade
Rating
Assessment
28
DefinirDefine
Consult
Measure
Develop
Analyse
Design
Identify
Build consensus
Formulate
Incorporate
OUTCOME OF PROCESS:A coherent
system based on learning
outcomes and competences
has been developed
TUNING METHODOLOGY: learning outcomes and competencesSteps in designing degrees:
1. Identification of what is required
2. Definition of academic and professional profiles: translation
into learning outcomes and generic and subject specific
competences
3. Translation into curricula
4. Translation into modules/course units and approaches
towards teaching, learning and assessment
5. Programme quality assurance: built in monitoring, evaluation
and updating procedures
But: WARNING
