Bologna and European Qualification Frameworks and Developments

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Bologna and European Qualification Frameworks and
Developments
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• Dr. Norma Ryan
• National University of Ireland,
• Cork
• University College Cork

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Dr. Norma Ryan

• Biochemist
• Director of Quality Promotion in UCC
• National Bologna Expert
• Vice-Chair of Irish Higher Education Quality
  Network (will be Chair from July 2008)

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Content of the Presentation

• Bologna Basics
• The Three-Cycle System
• The Qualifications Framework (QF) for the
  European Higher Education Area (EHEA)
• National Qualifications Frameworks (NQFs)
• The European Qualifications Framework for
  Lifelong Learning (EQF)
• Implementation Issues

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Bologna Process

• An agreement of European countries on education
• Not limited to EU countries

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What is the Bologna Process?

• Bologna Declaration
• June 1999, 29 countries,
• Joint declaration on The European Higher
  Education Area (EHEA)
• Commitment to achieve EHEA as a key way to
  promote citizens mobility and employability and
  Europes overall development

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What is the Bologna Process?

• Bologna Process
• Intergovernmental process
• Meanwhile 46 countries (i.e. EU and non-EU)
• Bologna Follow-up Group, Board, Secretariat
• Key role of European Higher Education
  institutions and students

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Bologna Action Lines

• Bologna 1999
• Easily readable and comparable degrees
• Two cycle structure
• Use of credits such as ECTS
• Mobility
• Cooperation in quality assurance
• European Dimension

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Action Lines (continued)

• Prague 2001
• Lifelong learning
• Involvement of students
• Attractiveness and competitiveness of the EHEA
• Berlin 2003
• Doctoral studies and synergies between EHEA and
  ERA

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Bologna Basics Participating Countries

• x

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The Three-Cycle System

• Pre-Bologna
• Various types of degrees across Europe
• Increased students and academics mobility
• Recognition problems
• From two to three cycles
• Bologna, 1999 first and second cycle
  (undergraduate and graduate)
• Berlin, 2003 doctorate as third cycle

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• Bologna Declaration
• First cycle lasts at least three years
• First cycle qualification gives access to second
  cycle and shall be relevant to European labour
  market
• Use of a credit system (ECTS)

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Berlin Communiqué, 2003

• All countries to elaborate a framework of
  comparable and compatible qualifications for
  their higher education systems, which should seek
  to describe qualifications in terms of workload,
  level, learning outcomes, competences and
  profile.
• An overarching framework of qualifications for
  the European Higher Education Area to be developed

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Bergen Communiqué, 2005

• A framework for qualifications of the European
  Higher Education Area established
• Commitment to elaborating national frameworks of
  qualifications compatible with the overarching
  framework for 2010, and to have started work on
  this by 2007.

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Why Qualifications Frameworks?

• A tool for fostering transparency, flexibility
  and mobility of learners
• On the national level need for systematic
  articulation and navigation between
  qualifications
• Overarching (European) qualifications frameworks
  serve as translation device

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• Keep in mind
• Individual qualifications do not directly relate
  to overarching qualifications frameworks (only
  via national qualifications frameworks or
  systems)
• Qualifications Frameworks have to be generic and
  multi-purpose

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Qualification Framework for the EHEA
Min. 3 years
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Learning Outcomes Dublin Descriptors

• Generic statements of typical expectations of
  achievements and abilities associated with
  qualifications at the end of a cycle
• Outcome approach Results are more important than
  how they are acquired
• Dublin Descriptors look at knowledge and
  understanding, its application, making judgments,
  communication, learning skills
• Descriptors should be read in relation to each
  other (Bachelor Master Doctorate

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Example Dublin Descriptors on Making Judgements

• Bachelor (involves) gathering and interpreting
  relevant data
• Master (demonstrates) the ability to integrate
  knowledge and handle complexity, and formulate
  judgements with incomplete data
• Doctorate (requires being) capable of critical
  analysis, evaluation and synthesis of new and
  complex ideas

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Key Features of ECTS

• ECTS European Credit Transfer and Accumulation
  System
• History from mobility to accumulation
• Quantitative measure based on student workload
  required to achieve learning outcomes
• Additional mobility tools Diploma Supplement,
  Learning Agreements, Mobility Pass

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• ECTS principles
• 60 credits full-time academic year (1500 1800
  hours)
• i.e. 1 credit 25 30 working hours
• Credits for all components of study programmes
  reflect quantity of work each component requires

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Issues to think about when setting up NQFs

• What is the need for NQF?
• Promote foster objectives not just a
  mechanism (flexible learning, student-centred
  learning, LLL, learning outcomes, etc.)
• Wide consultation dialogue has to be first step

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• Involve right people in development from
  beginning (institutions, students, employers)
• Make use of experience of countries that have
  successful experience

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Example of NQF German Qualifications Framework

• Three cycles
• (Bachelor, Master, Doctorate)
• Described in terms of
• Knowledge and understanding (Wissen und
  Verstehen)
• Ability to do (Können)
• Formal aspects, incl. access and articulation,
  length and workload (ECTS)

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• E.g. Bachelor (formal aspects)
• 3 4 years of full-time study/180 240 ECTS
• All Bachelor degrees give the right to access
  Master programmes
• Types of degrees BA, BSc, BEng, BMus, LLB,
  Diplom (FH)

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• Bologna Follow-up Group charged with the
  maintenance and further development of the
  framework
• Progress in establishing national frameworks was
  reviewed in 2007 London Communiqué 2007.
• Bologna Scorecard

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EQF for Lifelong Learning

• Eight levels covering different forms of learning
  including basic learning, Vocational Education
  Training, HE, informal learning, etc.
• Learning outcomes/Descriptors
• Knowledge
• Skills
• Competences

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• No measure of workload
• (no credit system)
• Level 6 8 Descriptors correspond to Dublin
  Descriptors in QF for EHEA
• Recommendation from the European Commission to
  the European Council Parliament

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Country A
Country B
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The Eight EQF Levels
EachEQFReference Level
Knowledge
Skills
Wider personal and professional competences
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Focus on Learning Outcomes
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(No Transcript)
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QF for the EHEA vs. EQF for Lifelong Learning
QF for EHEA
EQF for Lifelong Learning
45 Bologna countries
25 (EU) countries
Geographical scope
Higher education
Lifelong learning
Educational scope
3 Bologna cycles
Eight levels
Levels/ Cycles
Learning outcomes (Dublin Descriptors), ECTS
Learning outcomes
Elements
Adopted by 45 ministers in Bergen, 2005
Not yet adopted
Status
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Implementation Issues (from EUAs Trends reports)

• Access and articulation
• From Bachelor to Master entry requirements for
  Doctorate
• Employers understanding
• New system well understood by employers? What
  should be done in order to better promote the new
  degrees?
• Diploma Supplement
• Issued everywhere to all students?

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• ECTS
• Correct use?
• Recognition
• Problems solved?
• Curriculum reform
• Formal adoption of new degrees or profound
  reform?
• Student centred learning
• Already well understood?

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• NQFs
• Do HEIs understand their value and purpose? Are
  stakeholders involved in the development?
• Overarching Qualifications Frameworks
• Helpful or confusing?

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• Bologna Follow-up Group charged with the
  maintenance and further development of the
  framework
• Progress in establishing national frameworks was
  reviewed in 2007 London Communiqué 2007.
• Bologna Scorecard

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References

• http//www.bologna-bergen2005.no/EN/BASIC/050520_F
  ramework_qualifications.pdf
• http//www.eua.be/