compatibility of nqfs with qf-ehea: analysis of verification reports
DESCRIPTION
Compatibility of NQFs with QF-EHEA: Analysis of Verification Reports. Bryan Maguire 2 nd Regional Meeting of Ministers of Education Strasbourg, 22-23 November, 2012 [email protected]. Countries with joint EQF/ QF-EHEA referencing reports. Malta Estonia Latvia Lithuania Luxembourg Austria. - PowerPoint PPT PresentationTRANSCRIPT
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Compatibility of NQFs with QF-EHEA: Analysis of Verification Reports
Bryan Maguire2nd Regional Meeting of Ministers of EducationStrasbourg, 22-23 November, 2012
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Countries with joint EQF/QF-EHEA referencing reports Malta Estonia Latvia Lithuania Luxembourg Austria
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Other national situations
Portugal – report published but not listed on ENIC-NARIC website
France – EQF referencing completed without higher education qualifications
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Latvia
8 levels referenced/certified in one process led by NARIC
College qualifications at level 5Binary: professional and academic
bachelors and masters National credit system 2:3 ECTSPre-Bologna (USSR) qualifications also
referenced to NFQ
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Lithuania
Legal/conceptual problem around definition of “qualification” identified in self-certification led to change in law
National descriptors, not just EQF/DublinBinary in first cycle only: professional
bachelors“Empty shelf” at EQF level 5Very little implementation of ECTS
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Estonia
Joint referencing/certification report, led by ministry of education, with no separate chapter for QF-EHEA
Occupational qualifications as well as HE qualifications at EQF levels 5-8
Analysis of distinctive features in Estonian HE descriptors – teamwork, language, interdisciplinarity, teaching
Misread procedure on NARIC website
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Self-certification Processes
No two self-certification processes are identicalDiverse initiators, governance, methods, participants, report formats, follow-upLow level of oversight at European levelPhenomenon is not adequately studied
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Expectations rising
Expectations of partner countries are rising – frameworks should be implemented, QA should be operating, learning outcomes should be used
Verification of QF-EHEA and referencing of EQF-LLL can proceed as a single process but this can be quite complex, technically and politically
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Process challenges
International experts critical to credibility but do not seem to limit national diversity (see Baltic criteria)
Process leadership requires technical and political competence/authority
Engaging in (high stakes) development/ reform of education/qualifications simultaneously with verification challenges neutrality/objectivity of self-certification
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Stakeholders
Stakeholder involvement variesRelatively low in early countries with
“settled” NQFs- high in simultaneous development/verification
International dimension can throw new light on domestic issues such as level and profileTraditional perceived status differences
may be challenged where not justified by learning outcomes
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European networked national actors (E4)
QA agencies have stated roles in criterion and verification process and are supported by ENQA to carry out these roles
ENIC/NARIC centres also have stated roles and their networks discuss the significance of self-certification
HEIs have access to EUA/EURASHE sharing/support
ESU supports student union participation
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Never-ending Story
Self-certification is a station on the way, it is not a terminusMalta's revised report is an example“empty” short cycles (EQF L5) in LT, EE &
CZ. BE(fl) new short cycle since verification
Quality assurance becomes more critical after initial technical design of NQF
HEIs have a generational task ahead to move to student-centred pedagogy and
assessment, based on learning outcomes
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Is self-certification worth it?
Domestic information/reformation is (properly) the primary purpose of NQFSelf-certification is incentive to do this well
International reputation is enhancedJoining the green space on EHEA map
European inter-national goals Transparency (reports used by ENIC/NARIC)Pathfinder group on automatic recognition
Global attractiveness (e.g. IE-NZ, ASEM)