NQF Referencing ExperienceMacedonia

Borcho Aleksov Ministry of Education and Science

MacedoniaNeum, Bosnia and Herzegovina, 2-3 June 2016

Legal documentsrecall

− Recommendation of the European parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning

− Criteria and procedures for referencing national qualifications levels to the EQF (EQF AG)

• Berlin Communiqué (2003)• Bergen Communiqué (2005)• Dublin Descriptors (2005)

Bologna Follow-Up Group (2005) Framework for Qualifications of the European Higher Education Area. Kopenhagen, p. 9

Considerationsresearches, anticipations, visions

Skills based education

1Education systems, including HE are not keeping up with needs of labour market

2Entrepreneurs overcome skills shortage by founding their own schools

3

Education systems to find new ways to help develop cross-cutting skills

− system that prioritises skills over credentials− skills-based model will require conscious efforts

High-skilled jobs

65%of children entering primary schools today will end up working in job types that don’t yet exist

45%of the active individuals are paid to perform can be automated by adapting currently demonstrated technologies

think critically, solve complex problems, interact with others, innovate, learn how to learn, preserve and overcome failure

Transferable skillsAcquired in one work setting that can be productively applied in another

PhD

Especially relevant:analyses, research, project management, writing, teaching and communication

Precautions

Macedonian Qualifications Framework

Decisions• NQF

− Transparency

− Comparability

− Reforming tool

National Qualifications Framework

• national standard that regulates the acquisition and use

of qualifications• instrument for establishing a system of qualifications acquired in

the Republic of Macedonia• bases for the transparency, access, transfer, acquisition

and quality of qualifications − presents national educational system− boosts reforms and modernization of the educational and training

system in the context of LLL

• tool that supports the employers and other stakeholders in

understanding the education and training system and the

qualifications• gives confidence to students and parents in the quality of the

education system and of the qualifications

NQF objectivesNQF objectives

− To clearly define learning outcomes

− To establish a system of valuing different qualifications within the overall system of qualifications

− To encourage and promote lifelong learning

− To enable horizontal and vertical progression through formal, non-formal and informal learning

− To enable international comparability of qualifications

− To ensure the mobility of participants in the process of education and training, and inclusion in the labour market at the national and international level

− To support a comprehensive system for quality assurance

− To ensure the cooperation of all stakeholders

NQF development process− 2002-2005, initiatives and proposals

− 2008-2010, NQF-EHEA

− 2012 – 2013, Macedonian Qualifications Framework - Baselines

− October 2013, National Qualifications Framework Law

− May 2014, Starting the Referencing process

− April 2015, State of play presented to AG EQF

− February 2016, Referenced MKQF

− IPA NQF Project ongoing

Tempus projectNQF-EHEA 2008-2010

Partners

− Linkoping University, Sweden− University St. Clemente of Ohrid, MK − Ministry of Education and Science, MK− Ministry of Labour and Social Policy,

MK− University Sts Cyril and Methodius,

MK− South East European University, MK− Goce Delcev University, MK− State University of Tetovo, MK− Ghent University, Belgium− Fachhochschule Osnabrück, University

of Applied Sciences, Germany

National Framework for Higher Education Qualifications Decree, 2010

Higher Education Law Amendments, 2011

Reaccreditation of all study programmes (learning outcomes based), 2011-2013

MKQF MKQF levellevel Description Description EQF EQF

levellevel

VIIIVIIIIII cycle (doctoral) studies (≥3 years, 180 ECTS)

8

VIIVIIVIIA

II cycle academic studies (60/120 ECTS)

7VIIB

II cycle professional studies (60/120 ECTS)

VIVIVIA I cycle studies (240 ECTS)

6VIB I cycle studies (180 ECTS)

VVVA

Professional studies (60/120 ECTS)Short cycle studies within I cycle of studies 5

VB Post-secondary education (60/120)

IVIV TVET and General secondary education, 4 years (240) 4

IIIIII Vocational Education for Occupations,3 years (180)

3

IIII Vocational Training, 2 years (60–120) 2

II Primary Education, 9 years 1

Comparison of MKQF HE with QF-EHEA

MKQF HE MKQF HE levellevel Description Description QF-EHEA QF-EHEA

levellevel

VIIIVIIIIII cycle (doctoral) studies (≥3 years, 180 ECTS) 3rd cycle

VIIVIIVIIA

II cycle academic studies (60/120 ECTS) 2nd cycle

VIIBII cycle professional studies (60/120 ECTS)

VIVIVIA I cycle studies (240 ECTS) 1st cycleVIB I cycle studies (180 ECTS)

VV VAProfessional studies (60/120 ECTS)Short cycle studies within I cycle of studies

short cycle

Structure of the Macedonian Qualifications Framework

• The Macedonian Qualifications Framework comprises of:– Levels/sub-levels of qualifications;– Level descriptors and learning outcomes;– Types of qualifications and documents serving as evidence for

the acquired qualification and– Volume of the qualification.

• Descriptors of the learning outcomes for: NQF LLL NQF EHEA

Knowledge and understanding

Knowledge and understanding

Skills Application of knowledge and understanding

Competence Ability for assessment

Communication skills

Learning skills

Examples of level descriptorscriterion 2

Examples of level descriptors

Quality assurance criterion 5

QA system for primary and secondary education• accreditation, self-evaluation and external evaluation • final exam/state matura in Secondary Education

QA system for higher education• Consists of accreditation, self-evaluation and external

evaluation criterion 6

Active involvement of representatives of the external quality assurance bodies:

• National Examination Centre

• State Educational Inspectorate and

• Higher Education Accreditation and Evaluation Board

Annex 4 - written agreements of these bodies on the Report

NQF Governance• Macedonian Qualification Framework National Board

− 11 members− establishes Sectoral Committees − adopts documents, methodologies, policies− qualifications levelling, register

• Ministry of Education and Science (NCP)• Ministry of Labour and Social Policy• Competent institutions for development of

qualifications– Centre for Vocational Education and Training, Centre for

Education of Adults and Bureau for Development Education for levels I to V-B;

– Higher education institutions for development of qualifications from level V-A to VIII.

Main Challenges in implementing NQF

− weak employers impact in qualifications designing

− awareness of NQF Mechanisms

− issues related to professional qualifications and old qualifications

− short cycles qualifications almost unknown

− academic and professional master qualifications

− odd qualifications weak employability

Referencing processInspiration

− Criteria and procedures for referencing study− National Reports

National Reports are very unique, different background, date

− Referencing report and NQF purposes• Transparency• Comparability• Other (NQF Reforming tool, Recognition etc)

Working Group• Ministerial Decision (2013) criterion 1

− Ministry of Education and Science− Ministry of Labour and Social Affaires− Centre for Adult Education (national institution)− VET Centre (national institution)− Bureau for Development of Education− Employment Service Agency− Chambers of Commerce− Organisation of Employers− Chamber of Crafts− Higher Education Accreditation and Evaluation Board− National Examination Centre− State Educational Inspectorate− National Agency for European Educational Programmes

and Mobility− VET school− Students’ UnionNational Board for the Macedonian Qualifications Framework

Referencing Core Group

• Organizer (boosting, influenced)• Cunning (decision maker)• Experienced (educational reforms/policies)• Report writer (sharp minded)

Referencing Roadmap (May 2014 – May 2015)

− Minimum requirements to reference the NQF to the EQF

− Structure of EQF referencing reports− Procedure for the presentation in the EQF

Advisory Group− Oral presentations− Typical questions and comments− Typical challenges and how to overcome them

Roadmap Milestones− Draft roadmap

− Motivation and capacity building on referencing to the EQF

− Completed and agreed roadmap

− Draft structure of the EQF referencing report

− Mapping of main qualifications

− State-of-play presentation on the NQF developments and EQF referencing prepared

− Expert opinion (note) on the Referencing process and report to be shared at the AG EQF

− Final draft of the EQF referencing report

Inventory and Analysis of a Sample of Existing Qualifications

– includes 241 qualifications from general education, formal VET and non-formal verified programmes;

– includes 1,190 higher education qualifications

– analysis of a sample of qualifications

– findings

– conclusions for EQF Referencing(criteria 3 and 4)

Prepared with support of the European Training Foundation

VET4 Qualifications issuescriterion 3

− sample of 5 qualifications out of 52 active qualifications

− qualifications are not based on occupational and/or qualification standards

− these qualifications contain expressions of learning objectives, rather than learning outcomes

− temporary levelling (4-IV), conditional to future improvements of these qualifications

− employers should be better involved in assessment of qualifications: development, organisation and grading

NQF portal www.mrk.mk

• General information

• Qualifications• MQF Bodies• EQF AG• Register

Promotions

− NQF Developments presentations(Poland, Montenegro, Croatia, Turkey . . .)

− many, frequent: home, abroad− Benefits

• Questions, comments, remarks• Exercising its intelligibility for not familiar• Improving visibility and quality

Involvement of international expertsCriterion 7

October 2014, a workshop was held with participation of members of the AG EQF from

− ETF, − Austria, − Croatia− Hungary− Montenegro

NQF EHEA− Luc François, Ghent

University, Belgium− Janerik Lunquist, Linköping

University, Sweden− Volker Gehmlich,

Osnabrück University, Germany

− Eduarda Castel Branco – ETF, EQF AG member

− Prof. Mile Dzelalija, PhD – University of Split, Croatia, EQF AG member

− John O’Connor – QQI, Ireland, EQF AG member

Referencing Report A working

group of all relevant stakeholders was established by the Minister of Education and Science

One unified Report (referencing and self-certification

Development of the Referencing Report− May 2014 – 2 workshop: ETF,

international expert, NQF development group, other stakeholders; meetings with relevant institutions

− June 2014 – 2 days workshop: ETF, international expert, EQF referencing group, NQF development group, other stakeholders

− October 2014 – 2 days workshop for all stakeholders from the EQF referencing group with AG EQF group members from ETF, CRO, AT, HU, ME; several technical meetings with the core referencing group

− February 2015 – ETF technical meetings with VET centre, core team for EQF referencing

− March 2015 – ETF meeting with core team for EQF referencing

Structure of the Referencing Report− Introduction

− National Qualifications System

− Referencing and self-certification process

− National Qualifications Framework

− Response to the EQF referencing criteria and procedures

− Response to QF-EHEA self-certification criteria and procedures

− System for validation of non-formal and informal learning

− Challenges and next steps

Process at EQF AG− State of play: 30th Meeting of EQF AG, 14-16 of

April 2015, Brussels

− Referencing of the Macedonian Qualifications Framework to EQF:

34th Meeting of EQF AG, 3rd-4th of February 2016, Brussels

Preparatory phase - May-June 2014 – ETF, international expert• meetings with relevant institutions and different

stakeholders• workshops and• ROADMAP

Referencing Report phases

Development phase - July 2014 – January 2016 • meetings with relevant institutions and different stakeholders• national workshops and conferences• presentations and thematic debates on parts of the draft

Report (with relevant institutions and different stakeholders) • presentations at regional and international events• April 2015 - state of play• presentation of the final draft Report Final phase - January 2016• opinions of international EQF experts• adoption by the National NQF Board• adoption by the Government (26 January)

Main conclusions EQF AGCEDEFOP, CoE, ETF, EQF

− The report is comprehensive, well-structured and clearly depicts the current state-of-play in the development and implementation of the MQF

− The current scope of the MQF and the referencing report is clear

− Very well structured chapter on Education system (external audience)

− Criterions 1,2,5,6,7,8,9, 10 are met

− Criterions 3, 4 : The report addressed these criterions to a certain degree. However, the necessary steps for making progress in this area are clearly presented.

Table 40: Summary of the EQF referencing to Criteria 3, 4 and 5

MKQF levels & sub-levels

EQF level

Summary info on types of qualifications, cycles, awards

Criterion 3Principle of Learning Outcomes (LO); linked to arrangements VNFIL; credit systems

Criterion 4 Procedures for inclusion of qualifications in NQF or for describing the place of qualifications in NQS are transparent

Criterion 5 National quality assurance systems for education and training refer to the NQF and are consistent with relevant European principles and guidelines (Annex III)

Inclusion in MKQF (NQF for LLL)

VIA 6 1st cycle:a)Academic b)VocationalDiploma and Diploma Supplement

ECTS: 240(Exception for the regulated professions): 100 % of programmes are LO-based. (Re)-Accreditation pegged to adoption of LO.Qualification not

accessible via VNFIL.

In Register accredited HE Qualifications (titles) following legal procedure of Accreditation

QA: see chapters 2 and 4.8

Accredited qualifications:

included in MQF

III 3 a) Vocational (3 years)Students with special education needs: 4 years.b) Non-formal (type: vocational qualification – CVET)

a) 12 qualifications out of 48 are based on LO (25% of the active VET-3 qualifications)75% based on educational objectives (36 out of 48 active VET-3 qualifications)b) Based on LO (occupational standards)No credit system in application (but planned)

a) - Diploma- In Inventory b) - State (official) certificate awarded by authorized providers - In Inventory (update needed)

a) QA – see chapters 2 and 4.8b) Verified programmes, authorized providers – see chapters 2 and 4.8

a) i) 12 new (from 2012-2013) qualifications LO-based: can be included.ii) According to the Law on NQF, VET-3 qualifications (non-reformed) are allocated to the MQF at the level III.b) Can be included upon formal leveling procedure (Type: vocational)

Other issues− Levels and sub-levels− Types of qualifications, non-formal qualifications,

‘vocational type’ qualifications − Credits − Progression, lifelong learning, flexibility, permeability

between different subsystems and pathways− Stakeholders involvement− Links to relevant policies: employment and labour

market− Language diversity− Sustainability of the framework

framework is put into practice therefore it is desirable that a comprehensive strategy and a detailed action plan for MQF implementation with further activities for the coming years would be included in the report

Response

− Roadmap for further improvement of MKQF

− VNFIL Roadmap (95% completed)(VNFIL-Report chapter 7)

− updating and fine-tuning of the legislation − fine-tuning the institutional setup for

implementation of MKQF

Benefits and impacts of NQF

− Redesigning of existing qualifications− Reforming educational system, modernizing

teaching methods and learning approaches− Developing culture for employable

qualifications − Ameliorate the employability− Enhance the trust among all stakeholders and

internationally − Transparency in our qualification system

Main benefits and impacts of the referencing to the EQF

• Awareness raising on NQF • Learning together and stakeholder involvement:

– What is EQF referencing– Roadmap of EQF referencing– Participation in EQF AG– Core group on EQF referencing– Workshops, training sessions and conference with focus

on LO, QA, NQF structures, role of stakeholders• Elaboration of evidence

– Inventory and analysis of the qualifications until September 2014

– Report with supporting annexes– Identifying key learning outcomes VET 3, VET4

• Feedback loop into action– Key learning outcomes for three TVET qualifications– Website

Suggestions and recommendation− original and realistic approach, short and clear sentences − show political determination, strategies related and

social consensus (citizens benefit)− frequent and many promotions and discussions − pay attention to any suggestion − wisely choose relevant

ones only− fair leveling of qualifications− avoid quotation of numbers of laws, decisions etc − evidence based statements/explanations − establish dedicated Referencing Core Group (3-4

members)− preferably write in English

Acknowledgments

• ETF support from the very beginning up to now and in the future, especially thanks to Mrs. Eduarda Castel Branco

• British Council support, Stephan John• Prof. Mile Dželalija, PhD, Croatia

EQF referencing was not very expensive exercise due to the support

Thank you for your attention

borco.aleksov@mon.gov.mkwww.mrk.mk