WORKSHOP:IMPLEMENTING A SUSTAINABLE NQF IN KOSOVO: Turin 17-18thMay 2011

Kosovo’s NQF and the higher education Bologna Process Stephen Adam (stephenadam@orange.fr)

The Bologna Process is about modernisation and reform designed to improve higher education: efficiency, transparency, mobility and recognition.

It encompasses many new tools and a set of fundamental paradigm change in approaches to structures, processes and approaches to higher education = a means to an end…

A fundamental aspects that is too often forgotten is that it is about creating and delivering better qualifications (curriculum reform).

CLARIFICATION

1. Higher education reform - a complex sets of interlinked challenges

2. Main areas where national authorities and institutions encounter the most difficult challenges when implementing Bologna reforms

3. Technical and practical challenges in creating and implementing an effective Higher Education (HE) qualifications framework

4. Higher education qualifications frameworks and curricular reform

5. Practical challenges associated with the EQF/VET and EHEA/HE interface

6. Necessary steps to support Kosovo in moves to join the Bologna Process?

The Bologna academic paradigm changes arevery difficult

FOCUS:

Student- centred learning

Student- centred learning

EmployabilityEmployability

Learning outcomes –

delivery assessment

Learning outcomes –

delivery assessment

STPEHEN ADAM: stephenadam@orange.fr

RANKINGS ?RANKINGS ?

CONTEXT:• Growth in demand• Constrained funding• Demographic change• Increased competition• Globalisation

1. Complex institutionalchallenges

Rethink roleAutonomy

Modernisation agenda

Restructure

Rethink roleAutonomy

Modernisation agenda

Restructure

Bologna ministers have acknowledged that progress is slow and

the EHEA is incomplete:

‘The objectives set out by the Bologna Declaration and the policies developed in the subsequent years are

still valid today. Since not all the objectives have been completely achieved, the full and proper

implementation of these objectives at European, national and institutional level will require increased

momentum and commitment beyond 2010’. Leuven Communiqué 2009

‘While much has been achieved in implementing the Bologna reforms, the reports also illustrate that

EHEA action lines such as degree and curriculum reform, quality assurance, recognition, mobility and the

social dimension are implemented to varying degrees’. Budapest-Vienna Communiqué 2010.

2. Main areas where national authorities and institutions encounter the most difficult challenges when implementing Bologna reforms

Confusions persist between EQF and EHEA Failure to understand the relationship between qualifications

frameworks and internal/external quality assurance Limitations associated with the application and function of

generic cycle/level descriptors (Dublin descriptors + EQF) Compartmentalisation of reforms – strength from integration! Lack of detailed effective national/institutional reform

strategies International political rush to reform when academic structure

and culture change takes a decade! - cosmetic reforms are a problem!

Difficulties in getting the ministry-institution relationship right (delicate autonomy, public responsibility, quality issues)

Insufficient examples of suitable reform good practice Unrealistic expectations about the possible functions and

achievements of an HE QF – it can only achieve certain things on its own

Difficulties continued …

Potential Benefits(List from EQF Note 2: by Jens Bjornavold (Cedefop) and Mike Coles (UK). February 2010)

1 Increased consistency of qualifications2 Better transparency for individuals and employers3 Increased currency of single qualifications4 A broader range of learning forms are recognised5 A national/external reference point for qualifications standards6 Clarification of learning pathways and progression7 Increased portability of qualifications8 Acting as a platform for stakeholders for strengthening cooperation

and commitment9 Greater coherence of national reform policies 10 A stronger basis for international co-operation, understanding and

comparison

BUT HOW DO YOU REALISE THESE BENEFITS - THEY ARE NOT AUTOMATIC!

Be realistic about HE QF – these can but often do not…

• Make explicit the purposes and aims of qualifications

• Delineate points of integration and overlap

• Provide a nationally agreed framework that guides and reflects the agreement of stakeholders

• Provide a context for review and development of existing qualifications

• Provide a context for the design of new qualifications

• Make explicit the purposes and aims of qualifications

• Delineate points of integration and overlap

• Provide a nationally agreed framework that guides and reflects the agreement of stakeholders

• Provide a context for review and development of existing qualifications

• Provide a context for the design of new qualifications

• Promote the attainment of qualifications – indicate their role and benefits

• Nationally and internationally raise the awareness of citizens and employers about qualifications

• Clarify and support learners about opportunities available to them

• Improve access and social inclusion – alternative routes

• Facilitate curricula change/improvement

• Facilitate recognition and mobility

• Promote the attainment of qualifications – indicate their role and benefits

• Nationally and internationally raise the awareness of citizens and employers about qualifications

• Clarify and support learners about opportunities available to them

• Improve access and social inclusion – alternative routes

• Facilitate curricula change/improvement

• Facilitate recognition and mobility

1. How to gain real stakeholder involvement and commitment to the process (including all stakeholders – students, employers, social partners - in a community of trust)? An appropriate open consultative procedure for reaching agreement needs to be established – this is often aided by creating a small representative group to develop proposals.

2. Decide and clarify what are the purposes (function and rationale) of the HE QF - skills deficits, employability issues, lifelong learning considerations, social inclusion, curriculum reform, economic development needs, etc. What do you want it to achieve and what is realistic? This presupposes that there is a clear understanding of the context for development and the problems facing education/society/economy. Problematic qualifications and areas need to be clarified (best fit solutions can help).

3. Determine the nature of the HE QF – is it to be regulatory or more flexible, permissive and advisory?

4. Consideration of the implications for the development of ‘new style’ HE QF on the education systems as a whole – what else has to change? For example in higher education (HE) the existing academic infrastructure will usually need reform of current approaches to academic autonomy, quality assurance bodies; existing structures will need to alter to interact with the new framework and may need radical revision. NQF impact on recognition, mobility and transparency. These interfaces need to be explained and any potential confusions between official bodies resolved.

3. Technical and practical challenges in creating and implementing

an effective HE qualifications framework

3. Technical and practical challenges in creating and implementing

an effective HE qualifications framework

5. What range of qualifications is to be included (e.g. the Bologna short cycle in the HE element)? What existing qualifications need to be overhauled/abolished? Will the HE QF detail all approved qualifications or just key types or groups of qualifications?

6. What is the basis and purpose of any binary divide that exists between vocational education and training (VET) and HE? Are there any implications for institutional status, role and student progression? How are VET and HE linked? How does the NQF relate to both the EQF and FQ-EHEA?

7. In HE what is the basis for distinguishing the differences between 3-4 year first cycle and 1-2 year second cycle degrees? Each must fit the stated level descriptors for their cycle.

8. How are European Credit Transfer and Accumulation System (ECTS) credits to be used within the HE QF – what is their purpose and relationship to that of the European Qualifications Framework (EQF) ECVET system?

9. What is the role and use of learning outcomes in the HE QF? Learning outcomes have huge implications for curriculum development and staff development, assessment, delivery, etc.

10. How is flexibility of entry, exit and progression within the HE QF to be achieved? Is the recognition of prior learning [RPL], flexible learning paths + student centred learning encouraged?

11. Consider the implications of the number and nature of levels in the HE QF and the amount of detail in the level descriptors (EQF and FQ-EHEA only have very broad descriptors). Are the NQF level descriptors set at threshold (minimum) standards or something else? Are sectoral/subject benchmarks statements useful/necessary?

12. In any HE QF what protocols need to be established for the use and acquisition of titles and qualifications? Does a register of institutions authorised to issue qualifications exist and does it include private institutions? How does the HE QF impact on internal and external quality assurance dimensions?

13. What guidance will be necessary to aid higher education institutions (HEI) positioning qualifications in the HE QF?

14. Is there a process for review of the NQF and what criteria would this employ?15. Is there a process for establishing an appropriate basis for the equivalence of

‘old’ qualifications? What is the logic for this?16. How can any tendency by institutions to adopt cosmetic changes that just

repackage existing qualifications be discouraged? A crucial aim of current educational reform is curriculum development. Fake reforms will inhibit, and be exposed by, the self-certification/verification/referencing process.

17. Is there a comprehensive integrated implementation strategy with timescales for the introduction of the new system? How will bottom-up and top-down initiatives successfully integrate? This is perhaps the greatest challenge.

Stephen Adam, May 2011

4. Higher Education qualifications framework (HE QF) and curricular reform

• The creation of new and re-accreditation of old qualifications need to relate to the HE QF – the level descriptors help to establish standards

• The EHEA Bologna paradigm change is permeated by learning outcomes that are used for cycle descriptors, qualifications descriptors, module descriptors, marking criteria, quality assurance, etc.

• The application of learning outcomes leads to a cathartic process that makes us consider the outcome-delivery-assessment relationship within qualifications

• The E4 ‘Standards and guidelines for quality assurance in the European higher Education Area’ incorporate learning outcomes

• A major focus of HE reform is the inclusion of general transferable skills via LO in the curriculum – especially for employability:

• Embed employability in first cycle qualifications• Employers help share qualification learning outcomes• Develop more placements/internships• Develop work-based learning opportunities• Make employability a QA /QE priority

Ministers have declared compatibility but there are potential problems

The EQF is not a qualifications framework - the EHEA is (terminology)

The relationship between ECVET and ECTS is problematic The border between VET and HE varies between countries VET and HE sectors are sometimes antagonistic +

competitive! The Bologna cycle descriptors are different to the EQF level

descriptors Higher education differs from VET in terms of:

Autonomy Quality assurance Ministries in control Responsibility for curriculum development, etc.

5. Practical challenges associated with the EQF/VET and EHEA/HE interface

The real obstacle to Kosovo joining the EHEA is political The EHEA is an inter-governmental activity and Kosovo’s

participation is a political matter – the formal status and recognition in the international community

Accession to membership of international organisations normally require unanimous or very strong majority agreement

In the case of the EHEA, a key part of the requirement is that the country is party to the European Cultural Convention

However Bologna has a double function:1 The formal framework with European county membership (difficult for Kosovo at the

moment)

2 As a community of practice – Kosovo can just adopt EHEA policies and practices (join the community)

Kosovo should follow (2) until the former is realised because the Bologna Process is about HE modernisation, efficiency, recognition, mobility and transparency = better qualifications

EUROPEAN CULTURAL CONVENTION 1954The purpose of this Convention is to develop mutual understanding among the peoples of Europe and reciprocal appreciation of their cultural diversity, to safeguard European culture, to promote national contributions to Europe's common cultural heritage respecting the same fundamental values and to encourage in particular the study of the languages, history and civilisation of the Parties to the Convention. The Convention contributes to concerted action by encouraging cultural activities of European interest

EUROPEAN CULTURAL CONVENTION 1954The purpose of this Convention is to develop mutual understanding among the peoples of Europe and reciprocal appreciation of their cultural diversity, to safeguard European culture, to promote national contributions to Europe's common cultural heritage respecting the same fundamental values and to encourage in particular the study of the languages, history and civilisation of the Parties to the Convention. The Convention contributes to concerted action by encouraging cultural activities of European interest

6. Necessary steps to support Kosovo in moves to join the Bologna process

Good news!

There is close cooperation between the two overarching frameworks EQF - EHEA The two frameworks are compatible even if the wording is not identical Most importantly: it is entirely possible to develop an HE QF that successfully

integrates with the NQF and provides effective pathways and progression routes appropriate for lifelong learning

Reform allows authorities to reconsider traditional custom and rectify inconsistencies. The re-evaluation of binary divisions and the relationship between qualifications and sectors is beneficial

The key move to a learning outcomes focus - provides transparency, improves qualifications, recognition, mobility and quality assurance

The Bologna reform have huge positive implications for higher education institutions New qualifications frameworks should translate into better qualifications but only if

they are part of a range of reforms – a paradigm change.