REGIONAL NETWORK ON QUALIFICATIONS REGIONAL NETWORK ON QUALIFICATIONS FRAMEWORK FOR SOUTH EAST EUROPEFRAMEWORK FOR SOUTH EAST EUROPE

Cetinje, 8-9 JulyCetinje, 8-9 July 2008 2008

QUALIFICATIONS FRAMEWORKS: ROLE AND IMPORTANCE FROM A

REGIONAL PERSPECTIVE

Nadezda Uzelac - member of the Bologna Coordination Group on Qualifications Frameworks

2. Overview of Talk2. Overview of Talk

Regional cooperation; South-East European universities; Activities in establishing the network; National Qualifications Networks; Current situation in the Region; Suggestions about the regional cooperation; Expectations, credit ranges; ‘the former Yugoslav Republic of Macedonia’* – National

Qualifications Framework; SEE online.* ““This is the internationally accepted name for this country, used by the Council of Europe and the Bologna This is the internationally accepted name for this country, used by the Council of Europe and the Bologna

Process. In line with the legislation of her country, the author used the name “Republic of MacedoniaProcess. In line with the legislation of her country, the author used the name “Republic of Macedonia ”. ”.

3. Information sharing by 3. Information sharing by networking….networking….

4. South East European 4. South East European Universities:Universities:

1.1. Universities in the SEE - future oriented;Universities in the SEE - future oriented;2.2. Universities - essential force in building social and cultural Universities - essential force in building social and cultural

capital – qualifications and employability;capital – qualifications and employability;3.3. Universities – should explain the qualifications they award!Universities – should explain the qualifications they award!4.4. Social and financial validation of qualifications;Social and financial validation of qualifications;

Setting standards – implementing “new style” higher education Setting standards – implementing “new style” higher education qualifications framework:qualifications framework:

Characteristics;Characteristics; Purposes of qualifications;Purposes of qualifications;

Types;Types;

Public confidence and understanding;Public confidence and understanding; HEI – to design new education offerings;HEI – to design new education offerings; Changes in mindset, policies and cooperation.Changes in mindset, policies and cooperation.

5. At least three important 5. At least three important elements:elements:

Relevance of the knowledge and the link to the labor Relevance of the knowledge and the link to the labor market requirements of the knowledge economy;market requirements of the knowledge economy;

Ensuring flexible education system and avoiding dead-Ensuring flexible education system and avoiding dead-end roads;end roads;

Quality and innovation.Quality and innovation.

6. Main activities:6. Main activities:

Appointing contact persons;Appointing contact persons; Establishing and maintaining the website and Establishing and maintaining the website and

animating the virtual discussion platform - animating the virtual discussion platform - network;network;

Organizing national and regional workshops Organizing national and regional workshops and seminars, study visits;and seminars, study visits;

Exchanging the participants between Exchanging the participants between countries to enable mutual experience;countries to enable mutual experience;

Support to national contact pointsSupport to national contact points

7. Expected outcomes7. Expected outcomes::

Raising knowledge on regional developments in Raising knowledge on regional developments in the field of qualification frameworks;the field of qualification frameworks;

Assessing the relevance of the work on NQF Assessing the relevance of the work on NQF within the SEE region;within the SEE region;

Comparing the initial results and feedbacks;Comparing the initial results and feedbacks; Targeting specific support to the further Targeting specific support to the further

development in line with the immediate priorities;development in line with the immediate priorities;

8. Suggestions about the regional 8. Suggestions about the regional cooperation between countries:cooperation between countries:

ENIC may be involved in explaining foreign qualifications ENIC may be involved in explaining foreign qualifications to employers, from the accreditation results to the to employers, from the accreditation results to the learning objectives – employer’s requirement in learning objectives – employer’s requirement in competences!!!competences!!!

Each country should device a transparent on-line system Each country should device a transparent on-line system offering information about quality and accreditation offering information about quality and accreditation status for the qualifications. status for the qualifications.

Building capacity in the regional countries for collecting Building capacity in the regional countries for collecting and sharing information (through a website)and sharing information (through a website)

9. Key factor – human capital: case 9. Key factor – human capital: case of ex-Yugoslaviaof ex-Yugoslavia

The overall level of skills and education of the population was The overall level of skills and education of the population was considered good by European standards;considered good by European standards;

The newly evidence: the majority of the population in newly The newly evidence: the majority of the population in newly established countries has a established countries has a medium level of educationmedium level of education that that covers mainly graduates of vocational education:covers mainly graduates of vocational education:

The percentage of the population with a The percentage of the population with a higher levelhigher level of of education is low in some parts of former Yugoslavia, a little bit education is low in some parts of former Yugoslavia, a little bit better in ‘the former Yugoslav Republic of Macedonia’, better in ‘the former Yugoslav Republic of Macedonia’, (compared to the new EU Member States), while Montenegro, (compared to the new EU Member States), while Montenegro, Croatia and Serbia - closer to the overall EU average;Croatia and Serbia - closer to the overall EU average;

Transferable skills;Transferable skills; Analytical skills;Analytical skills; Communication skills;Communication skills; Capacity to reasoning at a level of abstraction. Capacity to reasoning at a level of abstraction.

10. The brain-drain phenomenon 10. The brain-drain phenomenon

Brain-gain: bringing new knowledge and skills Brain-gain: bringing new knowledge and skills acquired abroad;acquired abroad;

Brain-drain: loss of human capacities; Brain-drain: loss of human capacities; ‘‘the former Yugoslav Republic of Macedonia’ - the former Yugoslav Republic of Macedonia’ -

more than 15% skilled people;more than 15% skilled people;

The universities consider that efforts will need to The universities consider that efforts will need to be intensified - to be sustainable and stop the be intensified - to be sustainable and stop the flow of qualified students;flow of qualified students;

11. The expectations..11. The expectations..

Improving the identification of skills/qualification needs;Improving the identification of skills/qualification needs; Raising standards; Raising standards; Improving quality, Improving quality, Influence of stakeholders; Influence of stakeholders; Improving efficiency; Improving efficiency;

Changing practice in education deliveryChanging practice in education delivery. .

12. Credit ranges:12. Credit ranges: Faculties have implemented the standards of ECTS, Faculties have implemented the standards of ECTS,

i.e. have decided on applying 60 credits in one study i.e. have decided on applying 60 credits in one study year (30 per semester) with a total of 240 credits for year (30 per semester) with a total of 240 credits for undergraduate studies, 60-120 for second cycle (or undergraduate studies, 60-120 for second cycle (or 300 in total for first and second cycle);300 in total for first and second cycle);

Third cycle (three years duration) need 180 credits;Third cycle (three years duration) need 180 credits; Study programs with three-year duration accumulate Study programs with three-year duration accumulate

180 credits. 180 credits. This structure is adopted with the newThis structure is adopted with the new Law on Law on

Higher Education (“Official Journal “ No: 35/2008).Higher Education (“Official Journal “ No: 35/2008).

13. “New Style” NQF – ‘the former 13. “New Style” NQF – ‘the former Yugoslav Republic of MacedoniaYugoslav Republic of Macedonia

Common sense questions:

1. What does each level of awarded degree means?2. What does it represent in terms of student learning?3. What does a degree in a particular field at each of those levels

mean and what does it represent in terms of student learning?

Conceptual elements with which degrees should be described:

1. Learning outcomes;2. Level of challenge – “competences”3. Student workload

14. The qualifications placed within 14. The qualifications placed within the following (existing) levels:the following (existing) levels:

Primary education;Primary education;Secondary education;Secondary education;VET education;VET education;Higher education (first degree)Higher education (first degree)Higher Education (masters degree)Higher Education (masters degree)Higher education (doctoral degree)Higher education (doctoral degree)

Final thought:…15.

Podgorica, Ankara, Sarajevo, Athens,Zagreb, Bucharest, Beograd, Tirana, Skopje…