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Designing a National Qualifications Framework: the

Experience of Hungary

Qualifications FrameworkQualifications Framework

Baku Baku SeminarSeminar

12 June 200712 June 2007

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European Dimensions

The Bergen CommuniquéThe Bergen Communiqué„„We adopt the overarching framework for We adopt the overarching framework for

qualifications in the EHEA, comprising of three qualifications in the EHEA, comprising of three cycles (…), generic descriptors for each cycle cycles (…), generic descriptors for each cycle based on learning outcomes and competences, and based on learning outcomes and competences, and credit ranges in the first and second cycle.credit ranges in the first and second cycle.””

„„We commit ourselves to elaborate national We commit ourselves to elaborate national frameworks for qualifications compatible …frameworks for qualifications compatible …by 2010, and to having started work on this by by 2010, and to having started work on this by 20072007.”.”

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Stocktaking 2007 Indicator 3: Implementation of national qualifications

frameworkNumber of countries in eachNumber of countries in each score category for score category for Indicator 3Indicator 3 77 66 1111 2323 11

DEGREE SYSTEMDEGREE SYSTEM 3. Implementation of national qualifications framework3. Implementation of national qualifications framework

Green (5)Green (5) A national QF in line with the overarching QF for EHEA is in placeA national QF in line with the overarching QF for EHEA is in place

Light green (4)Light green (4) A proposal for a national QF in line with theA proposal for a national QF in line with the o overarching QF forverarching QF for EHEA has EHEA has been discussed with all relevant stakeholders at thebeen discussed with all relevant stakeholders at the national level and a national level and a timetable for implementation has been agreedtimetable for implementation has been agreed

Yellow (3)Yellow (3) A proposal for a national QF in line with the overarching QF forA proposal for a national QF in line with the overarching QF for EHEA has EHEA has been preparedbeen prepared

Orange (2)Orange (2) The development process leading to definition of national QF inThe development process leading to definition of national QF in line with the line with the overarching QF for EHEA has started, and it includesoverarching QF for EHEA has started, and it includes all the relevant national all the relevant national stakeholdersstakeholders

Red (1)Red (1) Work at establishing national QF in line with the overarching QF forWork at establishing national QF in line with the overarching QF for EHEA EHEA has not startedhas not started

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Stocktaking Most countries in the green category had started developing their national Most countries in the green category had started developing their national

frameworkframework before 2005: some have taken ten to fifteen years to complete before 2005: some have taken ten to fifteen years to complete TThere is a concern among some of the other countries that the goalhere is a concern among some of the other countries that the goal of having of having

national frameworks in place by 2010 might rush the national process. They national frameworks in place by 2010 might rush the national process. They recognize thatrecognize that while the principles of the framework can be introduced in while the principles of the framework can be introduced in legislation relatively quickly, it is likely to takelegislation relatively quickly, it is likely to take some years before the some years before the framework is fully implemented.framework is fully implemented.

AA great effort needs to be made before 2010 great effort needs to be made before 2010, , a lot ofa lot of work to be done in many work to be done in many countries, and there is a need to consider what kinds of support cancountries, and there is a need to consider what kinds of support can be be provided through the Bologna Process to help provided through the Bologna Process to help

Continuation of the regional workshops started in the 2005-2007 period, Continuation of the regional workshops started in the 2005-2007 period, having anhaving an appropriate international organisation or network to facilitate appropriate international organisation or network to facilitate meetings and the creation of an expertmeetings and the creation of an expert pool, as suggested by the Qualifications pool, as suggested by the Qualifications Frameworks Working Group.Frameworks Working Group.

Developing national frameworks of qualifications will bring together a Developing national frameworks of qualifications will bring together a number of strands of the Bolognanumber of strands of the Bologna Process, all of which are based on a learning Process, all of which are based on a learning outcomes approach: quality assurance; credit transfer andoutcomes approach: quality assurance; credit transfer and accumulation accumulation systems; recognition of prior learning; lifelong learning; flexible learning systems; recognition of prior learning; lifelong learning; flexible learning paths and thepaths and the social dimension.social dimension.

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The London Communiqué Some initial progress but much more effort Some initial progress but much more effort

is requiredis required Commitment to fully implementing such Commitment to fully implementing such

frameworks, certified against the frameworks, certified against the overarching Framework for Qualifications overarching Framework for Qualifications of the EHEA, by 2010.of the EHEA, by 2010.

Council of Europe is asked to support the Council of Europe is asked to support the sharing of experience in the elaboration of sharing of experience in the elaboration of national qualifications frameworks.national qualifications frameworks.

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Principles

Qualifications are national Qualifications are national according to national legislationaccording to national legislation..

Qualifications are Qualifications are articulated/located in national articulated/located in national qualifications frameworksqualifications frameworks..

Vision: national frameworks are Vision: national frameworks are linked together through an linked together through an alignment to a European meta-alignment to a European meta-frameworkframework..

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Why ‘new style’ national frameworks? Purposes of qualifications and qualification Purposes of qualifications and qualification

systemssystems Routes of progression, points of integration and Routes of progression, points of integration and

overlap between different qualificationsoverlap between different qualifications Recognizes the complexity of qualificationsRecognizes the complexity of qualifications A nationally agreed framework that reflects the A nationally agreed framework that reflects the

agreement of stakeholdersagreement of stakeholders Effects on the relationship between national Effects on the relationship between national

authorities and institutionsauthorities and institutionsHow they can act as drivers of changeHow they can act as drivers of change Promote the attainment of qualificationPromote the attainment of qualification Raise national and international awarenessRaise national and international awareness Facilitate and support learnersFacilitate and support learners Improve access and social inclusion (entry and Improve access and social inclusion (entry and

exit points, alternative routes)exit points, alternative routes) Influence the reform of qualifications to better Influence the reform of qualifications to better

serve social and economic needsserve social and economic needs))

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The Hungarian Situation Continental traditionsContinental traditions Several subsystems (not frameworks) co-existSeveral subsystems (not frameworks) co-exist Facing a lot of new challenges Facing a lot of new challenges

(internationalization, student numbers, social and (internationalization, student numbers, social and economic expectations)economic expectations)

Advantages: an opportunity to review Advantages: an opportunity to review qualifications and the whole qualification systemqualifications and the whole qualification system

An evolving framework for higher education An evolving framework for higher education (effects of the Bologna Process)(effects of the Bologna Process)

Public education: lessons from international Public education: lessons from international assessments (PIassessments (PISSA)A)

Vocational education: new competence Vocational education: new competence requirements – needs of the labour marketrequirements – needs of the labour market

CoordinationCoordination: : No single agency as yetNo single agency as yet

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Hungary - The main challenge

Issues of quantity and qualityIssues of quantity and quality• levels of participation in higher education levels of participation in higher education • the content and the quality of learningthe content and the quality of learning

The main aim:The main aim: „Hungary must shortly have a „Hungary must shortly have a system of higher education that by making the system of higher education that by making the best use of its resources will be able to best use of its resources will be able to contribute to the country’s effective contribute to the country’s effective integration into the community of developed integration into the community of developed countries, and will also serve the construction countries, and will also serve the construction of a knowledge-based society.”of a knowledge-based society.”

A major objectiveA major objective: to create a framework for : to create a framework for a modern course structure that will also be a modern course structure that will also be able to better react to demands of the labour able to better react to demands of the labour market;market;

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Recommendations:

Review the education system as a whole (public and vocational, lifelong learning);

Re-examine vocational and academic needs and create an integrated system of qualifications that will gradually bring closer education and training;

The implication of an integrated framework of qualifications should be considered at the level of curriculum practice.

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Important Aspects The curriculum that was established when at

most 10% continued in higher education, is not appropriate when at least 35-40% are expected to continue at least for three years after 18.

Existing participation on the basis of existing curricula, even when it is possible, would not provide students with the kind of skills and knowledge that are necessary in the likely circumstances of the twenty first century.

Learner independence – the empowerment of students

New methods of student assessment are required.

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Aims of the Framework• Provide information for end users (employers, Provide information for end users (employers,

parents, institutions, potential students) on the parents, institutions, potential students) on the

conditions for obtaining an award and the actual conditions for obtaining an award and the actual

content of a qualification; content of a qualification;

• Support international comparability of standards Support international comparability of standards with special regard to EU accession and the with special regard to EU accession and the EHEA;EHEA;

• Assist student choice by informing students Assist student choice by informing students about possible routes of progression also within about possible routes of progression also within the context of LLL;the context of LLL;

• Give guidance to the higher education Give guidance to the higher education institutions in defining their own academic institutions in defining their own academic standards and the external evaluation bodies standards and the external evaluation bodies (e.g. Accreditation Board) in defining points of (e.g. Accreditation Board) in defining points of reference for conducting external evaluation.reference for conducting external evaluation.

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How do we start? TThere should be some institutional here should be some institutional

basebase and co-ordination and co-ordination DDiscussion documents iscussion documents

disseminated to all stakeholders disseminated to all stakeholders (learners, education providers, (learners, education providers, government agencies, employers, government agencies, employers, business sector, trade unions, business sector, trade unions, community groups, professional community groups, professional organizationsorganizations))

AAn international process – a study n international process – a study of what is available in the diversity of what is available in the diversity of QFs and involvement of expertsof QFs and involvement of experts

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Approach AA clear understanding of the clear understanding of the conceptualconceptual foundation foundation ((levels, levels,

descriptors, etc.)descriptors, etc.) AA shift from standardized content, organization and delivery of shift from standardized content, organization and delivery of

qualificationsqualifications In terms of components In terms of components the frameworkthe framework will include levels and will include levels and

outcome focused indicators (credits)outcome focused indicators (credits). . Credits expressed in Credits expressed in learning outcomes, levels and workload give coherence and clarity learning outcomes, levels and workload give coherence and clarity to the systemto the system

The use of learning outcomes in describing units, modules and The use of learning outcomes in describing units, modules and whole qualifications assists transparency, recognition and mobilitywhole qualifications assists transparency, recognition and mobility

Traditional models give way to systems based on explicit reference Traditional models give way to systems based on explicit reference points using learning outcomes and competencies, levels, level points using learning outcomes and competencies, levels, level indicators, subject benchmarks, qualification descriptorsindicators, subject benchmarks, qualification descriptors

The use of a common language and approach - consistency will The use of a common language and approach - consistency will improve transparencyimprove transparency and quality and quality

Even if we think of one particular sector to start with, it is Even if we think of one particular sector to start with, it is important to promote multiple pathways into and through that important to promote multiple pathways into and through that sector – LLLsector – LLL

The framework has a regulatory function - legal status The framework has a regulatory function - legal status The The frameworkframework should be linked to standards, should be linked to standards, internal and internal and

external reference points, national and institutional quality external reference points, national and institutional quality assuranceassurance systems systems

There should be public understanding of the achievements There should be public understanding of the achievements represented by different qualifications to achieve public represented by different qualifications to achieve public confidence in standards.confidence in standards.

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Learning outcomes as building blocks of qualifications

frameworks TThe purpose is to be more precise and to consider what he purpose is to be more precise and to consider what

learnerlearnerss acquire in terms of knowledge and/or skills when acquire in terms of knowledge and/or skills when they successfully complete a unit/module, etc.they successfully complete a unit/module, etc.

FFocus on the learners achievement – not the teacher’s ocus on the learners achievement – not the teacher’s intentionintention TThere are different categories of outcomes: here are different categories of outcomes: subject specific: relate to the given field/subject/discipline subject specific: relate to the given field/subject/discipline and the knowledge and/or skills associated with themand the knowledge and/or skills associated with them;;

Generic outcomes e.g. transferable skills)Generic outcomes e.g. transferable skills);; TThe concept of he concept of LLOOs implies that it is less important how s implies that it is less important how

the qualification was achieved – relevant to the the qualification was achieved – relevant to the recognition of prior learning, which is enhanced by the recognition of prior learning, which is enhanced by the use of Luse of Looss;;

QFs that employ output focused tools, particularly QFs that employ output focused tools, particularly learning outcomes facilitate the recognition of LLLlearning outcomes facilitate the recognition of LLL..

-        -        

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Main Features The cycles to be defined are: Bachelor, Master and Doctoral The cycles to be defined are: Bachelor, Master and Doctoral

Studies, though short cycles degrees are also taken into Studies, though short cycles degrees are also taken into account. account.

The framework defines learning outcomes to be attached to The framework defines learning outcomes to be attached to each cycle, type of qualification and programme, clearly each cycle, type of qualification and programme, clearly indicating the differences between each level.indicating the differences between each level.

A three stage process:A three stage process:

Stage 1: Different qualification levels are defined. Generic Stage 1: Different qualification levels are defined. Generic descriptors are descriptors are being being applied (on the basis of the Dublin applied (on the basis of the Dublin descriptors) for each level. The descriptors are of three types:descriptors) for each level. The descriptors are of three types:

– The first section contains the learning outcomes of the The first section contains the learning outcomes of the educational process that students who wish to hold the educational process that students who wish to hold the degree will have to achieve Those are mainly for degree will have to achieve Those are mainly for institutions and bodies planning, conducting and institutions and bodies planning, conducting and evaluating degree programmes evaluating degree programmes

– The second section is a set of descriptors of how one can The second section is a set of descriptors of how one can apply the acquired apply the acquired knowledge and understanding in knowledge and understanding in certain situations. certain situations.

– The third sectionThe third section describes more general competencies describes more general competencies that can be expected of a typical student at the given that can be expected of a typical student at the given level. This information is most important for employerslevel. This information is most important for employers. .

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Co-operation Mechanisms and Trust-building

A national mechanism for developing and A national mechanism for developing and approving a frameworkapproving a framework, the legal background, the legal background, , implementation planimplementation plan;;

The location of a qualification within a national The location of a qualification within a national framework should be verified through the framework should be verified through the Quality Assurance mechanismQuality Assurance mechanism;;

National frameworks should articulate in a National frameworks should articulate in a transparent way with transparent way with the EHEA framework;the EHEA framework;

The relationship between the national and the The relationship between the national and the European framework is verified through a self-European framework is verified through a self-certification process, as a national certification process, as a national

responsibilityresponsibility;;

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Challenges• The use of credits to quantify learning outcomes - The use of credits to quantify learning outcomes -

direct links with learning outcomes,direct links with learning outcomes,

• Implications for curriculum design, teaching, Implications for curriculum design, teaching, learning and assessment - a very long and time-learning and assessment - a very long and time-consuming process,consuming process,

• The process assumes close co-operation and The process assumes close co-operation and consensus between all stakeholders,consensus between all stakeholders,

• How learning outcomes link into accreditation How learning outcomes link into accreditation and quality assurance?and quality assurance?

• Short cycle degrees in the framework;Short cycle degrees in the framework;

• The future of the binary system;The future of the binary system;

• The employability of graduates;

• Progression from one cycle to the next.

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Implications for Curriculum Development

Set up subject specific coordination groups or pilot projects at national level to help with the development of new curricula.

New approaches to curriculum design, teaching, learning New approaches to curriculum design, teaching, learning and assessment - a very long and time-consuming and assessment - a very long and time-consuming process,process,

Opportunity to revise pedagogical concepts by introducing student-centred learning, modular structures and clearly defined learning outcomes for the various degrees

More emphasis on developing skills and competenciesMore emphasis on developing skills and competencies Greater need for individual student work, methods that Greater need for individual student work, methods that

lead to better communication skills, lead to better communication skills, creativity and innovation

Balance between specialist knowledge and generic skills, with an emphasis on ”learning to learn

Dividing teaching contents between the two cycles Introduction of new quality criteria emphasising final

competences Student involvement in planning of study programmes

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Steps/stages:

11 Decision to startDecision to start Taken by the national body responsible for higher Taken by the national body responsible for higher education (minister?)education (minister?)

22 Setting the agenda: Setting the agenda:

The purpose of our NQFThe purpose of our NQF

WG-Report nr. 1 (section 2.3)WG-Report nr. 1 (section 2.3)

33 Organising the processOrganising the process Identifying stakeholders; setting up a committee/WG Identifying stakeholders; setting up a committee/WG

44 DesignDesign ProfileProfile. l. leevvel structureel structure,,

lleevvel descriptors (learning outcomes)el descriptors (learning outcomes), , Credit rangesCredit ranges

55 ConsultationConsultation National discussion and acceptance of design by National discussion and acceptance of design by stakeholdersstakeholders

66 ApprovalApproval According to national tradition by According to national tradition by Minister/Government/legislationMinister/Government/legislation

77 Administrative set-upAdministrative set-up Division of tasks of implementation between HEI, Division of tasks of implementation between HEI, QAA and other bodiesQAA and other bodies

88 Implementation at institutional/Implementation at institutional/

programme levelprogramme level

Reformulation of individual study programmes to Reformulation of individual study programmes to learning outcome based approlearning outcome based approaachch

99 Inclusion of qualifications in the Inclusion of qualifications in the NQFNQF

Accreditation or similar (Berlin CommuniquéAccreditation or similar (Berlin Communiqué))

1010 Self-certification of compatibilitySelf-certification of compatibility

with the EHEA framework with the EHEA framework

(Alignment to Bologna cycles etc.)(Alignment to Bologna cycles etc.)

WG Report nr. 1WG Report nr. 1

Pilot projectsPilot projects

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“We can't solve problems by using the same kind of thinking

we used when we created them."

Albert Einstein