[email protected] osnabrueck.de 1 the impact of the european qualifications framework for the design...
TRANSCRIPT
1
The impact of the European Qualifications Framework for the Design of University Curricula and Syllabi
National Conference:Higher Education in Serbia – The
Implementation of Bologna Process in Economics and Management Studies
University of Kragujevac, Nov 7 2008
Qualificationsframework-Referenceframework-
Levels of Qualifications
-Bachelor-Master -Doctorat
Min. of EducationHigher EducationQFW for EHEA
Bologna-Process
EU-CommissionQFW for LLL
Brugges-Copenhagen- Maastricht-
Process
Described „horizontally“ according to the „Dublin Descriptors“ with Credits
Knowledge and
understanding
Applying k&u
Making judgements
Communication Learn to learn
Levels of Qualifications
1 – 2 – 3 – 4 – 56 – 7 - 8
Describes learning progress Qualifications are builtby bundling
learning outcomesaccording to descriptors
Knowledge &
Under-standing
Skills Competences
Issues to be consideredThere is no national qualifications framework
in Serbia yet:– Will there be an overarching or one covering all
educational and vocational areas?– Will there be one for higher education only?– Could a sectoral qualifications framework be useful?– Is there an interest in establishing an institutional
qualifications framework?– Any benefit for a qualifications framework at faculty
level?
Key Issue 1
• Both EQF (Bologna / LLL) present a matrix of learning outcomes– Learning outcomes are presented as a
progression of learning according to criteria (descriptors) and level
– Learning outcomes state what the learner is expected to know and able to do at an identified stage of the learning process.
Joint Quality Initiative – Dublin Descriptors
Knowledge and understanding– 1 (Bachelor) [is] supported by advanced text books
[with] some aspects informed by knowledge at the forefront of their field of study ...2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context ...3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field
Readability – horizontal / verticalKnowledge & Underst. Skills Competences
L 6
advanced knowledge of a field of work or study involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study
manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work and study
Contexts - lead groups in work and study
L
7
highly specialised knowledge,
some of which is at the forefront
of knowledge in a field of work
Or study, as the basis for
original thinking critical
awareness of knowledge issues
in a field and at the interface
Between different fields
specialist research and problem-solving skills, including analysis and synthesis, to develop new knowledge and procedures and to integrate knowledge from different fields
demonstrate leadership and
innovation in work and study
contexts that are complex,
unpredictable and require new
strategic approaches take
responsibility for continuing
personal professional
development, for contributing to
professional knowledge and
practice and for reviewing the
strategic performance of teams
Competences vs Learning Outcomes and credits
• The learner acquires competences through learning, both subject and non-subject related (generic) competences.
• Competences are more than the sum of learning outcomes. They may be revealed in a final thesis, or in professional life or in any situation of day-to-day life.
• Learning outcomes are those parts of competences which have been assessed.
• All formal education and training programmes stipulate learning outcomes
Competences vs Learning Outcomes and credits
• As credits can only be awarded on the basis of assessment, a learner acquires credits for having achieved respective learning outcomes.
• In other words: In formal teaching and learning programmes only those competences may be stipulated and documented by credits which can be assessed.
• These competences are specified as learning outcomes
Qualifications vs learning outcomes and credits
• Qualifications are defined bundles of planned learning outcomes („profile“)
• Their „quality value“ is characterised by descriptors from a „qualifications framework“
• Their „quantity value“ is characterised by allocated credits according to ECTS or ECVET
• All qualifications contain a qualitative and a quantitative element
EQF LLL vs EQF Bologna
• The EQF LLL does not describe qualifications, the EQF Bologna does.
• The EQF LLL is a matrix of learning outcomes, descriptors and levels defining progression in learning in each descriptor – from level to level.
• No credits are allocated• A qualification is made up by a bundle of
learning outcomes, formed by vertical / horizontal / lateral combinations LO
• Credits are allocated to qualifications
EQF LLL vs EQF Bologna
• The EQF Bologna describes qualifications• The EQF Bologna is a matrix of learning
outcomes, descriptors and levels defining progression in learning in each descriptor – from qualification to qualifiation.
• A qualification is made up by a bundle of learning outcomes which is formed by horizontal combinations of learning outcomes
• Credits are allocated.
Lessons learned
• Compatibility is achieved through the learning matrix, not through the qualifications or credits
• This procedure allows for coherence and consistency
• This is documented by the „onion model“ including sectoral and institutional frameworks
The German Qualifications FrameworkLevelCompetence
Bachelor / Master / Doctorate
Knowledge Knowledge-broadening
Knowledge-deepening
Skills Knowledge-developing and accessing
instrumental
communicative - interpersonal
systemic
Sectoral Qualifications Framework
Bachelor level – Betriebswirtschaftslehre = Business Studies
Learning Learning Technology developmentTechnology developmentHuman resource managementHuman resource management - Staff - Staff
ProcurementProcurement
InfrastructureInfrastructure of the institution – Learning Space of the institution – Learning Space
InboundInboundLogisticsLogistics
RecruitinRecruitinggStudentsStudents
OperationsOperations
Teaching Teaching
and and
LearningLearning
Outbound Outbound logisticslogistics
ExamsExams
MarketingMarketingand salesand sales
Employ-Employ-ment ment supportsupport
ServicServicee
Con-Con-tinuing tinuing EduEdu
Primary activitiesPrimary activities
SupportSupportactivitiesactivities
MarginMarginAdded ValueAdded Value
MarginMarginAdded Added ValueValue
Value Chain Network
School value chain
Vocational school v.ch.
Job value chain
Value Chain of the Instituion of Higher
Education
Employer´s value chain
Other institution´s value chain
Self-employment´s value ch.
Learner´s value chain
Learner´s value chain
Learner´s value chain
Principles in PracticeInformation process
Information process
Employabilityet al
Learning Space
Information Pack.
Learning Agreement
Award /Diploma Supplement
Transcriptof Records
CreditTransfer /Accumulation
Profile
Level
Modularisation
Learning Outcomes
Workload
Individual Advice/Selection
Performance•Credits•Grade
Descriptors
Learning Chain
Learnig outcomesLearners Learning space
Change of paradigm
Total Quality Management
Labour Market
Labour Market
22
Desired „Can Do“ Profile -
Communication / Ability to work in teams
99%(Tuning Empl 5)
Can analyse 88%(3)
Problem solving 97%(2)
Broad subject related knowledge
87%(Academics 1)
Learn to learn 97%(1)
Knowledge about the EN
78%
-Independent working
96%
-
Managerial competence
70%(bottom 5)
Adaptability 96%(4)
Specialisation 68%
-
Learning ChainA PROMISE
LOSubject related
-Broad knowledgeGeneric
-communicate, solve problems, learn, adapt,
analyse, (manage)
LearnersNecessitates
Advice/ Selection; accumulates credits,
may make useof transfer
Learning spaceTeaching and learning, materials,methods, forms of assessment,
suitable to demonstrate in the timespecified, workload and level indicated,credits and grades
allocated = LO achieved
Change of paradigmNew Governance in many MS
Total Quality ManagementAccreditation, EvaluationStandards and Guidelines
Labour Market
Labour Market
Tuning Bologna in ActionIndicators
Indicators
EmployabilityInformationPackage
Trainability/LearningAgreement
Award /Diploma Supplement
Transcript of Records
Transfer /Accumulation
Dublin Descriptors
Structure of a Module
Learning Outcomes:Subj. rel. /non subj. rel.•Knowledge widening•Knowledge deepening•Knowledge accessing
•Instrumental•Interpersonal•systemic
Workload-Effectiveness - Efficiency
IndividualAdvice/Selection
•Interview•Portfolio u.a.
Performance•Credits
•5•Grade
•Local•Ranking
Qualifications-framework LLL
Wis
sen
und
Ver
steh
en v
on A
bsol
vent
en b
auen
auf
der
Ebe
ne
der
Hoc
hsch
ulzu
gang
sber
echt
igun
g au
f un
d ge
hen
über
die
se
wes
entli
ch h
inau
s. A
bsol
vent
en h
aben
ein
bre
ites
und
inte
grie
rtes
W
isse
n un
d V
erst
ehen
der
wis
sens
chaf
tlich
en G
rund
lage
n ih
res
Lern
gebi
etes
nac
hgew
iese
n:
Knowledge broadening The student is able to ….
Define and differentiate organisations and their
elements and unterstand their relationship.
Recognise and differentiate
the environment of organisations and their
elements, and understand
their relationship.
Explain and assess concepts and
tools of management
Level 6This may embrace:
Purposes, objectives, structures, functions and processes respecting the
particular organisational culture, both the individual and institutional
Behaviour and the internal and external effects.
Economy, environment, values and norms, law, politics, society, technology,
including their respective effects on Management at local, national and
International level.
Processes and methods of effective and and efficient leadership of organisations. This includes knowledge about theories,
models and and decision making Within a strategic and operative context.
Sectoral Qualifications Framework
Master level – Betriebswirtschaftslehre = Business Studies
27
Master programmes in business studies may distinguish three types in the light of employability due to the target group and the time-schedule. For each type the profile – either more research or application oriented – has to be specified additionally.
The graduate is…Type 1Specialist -Objective: Professional start in a defined area or professional development-sequential to the first degree or after work experience-first degree in the discipline Study-programmes for this target group normally specialise on a selection of the following learning outcomes, in particular in the area of knowledge deepening.
The graduate wants…Type 1To update and consolidate his knowlege and acquire detailed knowledge about selected business subject areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics).
Type 2Generalist-Objective: Professional start in a broad area-more often sequential to the first degree-first degree not in the same discipline Study-programmes for this target group normally achieve the following learning outcomes, which helpt to improve employability by enlarging the scope of activities in comparison to that of the first degree.Because of a lack of or little work experience the subject related emphasis is on concepts and theories. Type 2To transfer generic competences of the first degree on to the new stuy-area. Broad basic knowledge with possible deepening of business related areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics)..
Type 3Generalist-Objective: Professional development-minimum of 2-years professional experience-first degree normally not in the same disciplineStudy-programmes for this target group nromally take into account the business experience and the learning outcomes achieved in the first cycle programme by extending them to managerial competences.
Type 3To transfer generic competences of the first study-programme and the experiences gained in practice on to the new study-area. Broad basic knowledge in business related areas (e.g. functions, type of enterprises, business sectors, regional characteristics, buying and sales markets, topical issues, such es business ethics) and managerial competences.
Orientation framework Master – Profile-in-demandLearner´s Perspective
Institutional Qualifications Framework
Design of a learning matrix for the university / faculty
Profile of Institution
• Centre of Learning Excellence
• Based on applied research
• For a particular region
• Networking internationally
• Providing programmes effectively and efficiently according to the needs of the learner and of all stakeholders
Learning Outcomes and Levels Bachelor Degree 3 years
Level 1Descriptor
Level 2Descriptor
Level 3Descriptor
The ability to demonstrate and / or work with
Knowledge and Understanding
Knowledge widening
General a broad knowledge of the subject/ discipline in general
a broad knowledge of the scope, defining featues, and main areas of a subject/ discipline
a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/ discipline
knowledge that is embedded in the main theories, concepts and principles
understanding of a limited range of core theories, principles and concepts
a critical understanding of a selection of the principal theories, principles, concepts and terminology
an awareness of the evolving/ changing nature of knowledge and understanding
limited knowledge and understanding of some major current issues and specialisms
an outline knowledge and understanding of research and equivalent scholarly/ academic processes
Module related
Knowledge deepening
General an understanding of the difference between explanations based in evidence and/ or research and other forms of explanation, and of the importance of the difference
detailed knowledge in some areas knowledge that is detailed in some areas and/ or knowledge of one or more specialisations that are informed by forefront developments
Module related
Kno
wle
dge
and
Und
erst
andi
ng
Kno
wle
dge
Wid
enin
g
The ability to / is able to work with ….
An awareness about The developing and
Dynamic type of knowledge
and understanding
A broad basis of the subject area / of the disciplines in general
Knowledge which is embedded in the essential theories, concepts and principles
Level 1
Accounting:
-describe and explainthe role of accounting as part of
the information management system in an organisation …
Consequences at faculty level: Example cooperation
– Forms of cooperation • Strategic Alliances• „Dual“ Study-Programmes
– Models for Curricula design• Platform• Hub-and-spoke• One-stop-shop• Screwdriver institution
One-stop-shopFH OS
Regional E&TCenter
UniOS
BA Lingen
BereichNordhorn
BereichBramsche
BereichQuakenbrück
BereichMelle
HUBLH
HUBUA
Atlant
ik
Hub-and-SpokeCode Sharing
Berlin
FMODüsseldorf
Hannover
LA
New York
Dallas
Spokes
Spokes
Spokes
Spokes
Further curricula elements
Structures• Modularisation
– Organisation and Communication– Electives
• Block week• Projects• Placement• Dissertation• Mobility window
Curricular Form of Mobility WindowType I
Full Semester = 30 CreditsLearning
Outcomes
30 Credits
Learning Outcomes of the Semester abroad have to be defined as a whole and not according to individual modules
Curricular Form of Mobility WindowType II
Full Semester = 30 Credits
MM
Learning Outcomes defined for
1 MOCCA Module (MM)
plus 5 „traditional“ Modules
Curricular Form of Mobility WindowType III
Full Semester = 30 Credits
M M M
M M M
Learning Outcomes defined for 6 modules includingMobile Learning Outcomes (M)inherent in all modules taught atthe host institution
Learning ChainTools at work
Learning OutcomesSubject-related
-KnowledgeDeepening / Widening
Generic-Skills / Competences
Knowledge opening / developingQFR-NQR-HQR-SQR
LearnerCredit Transfer +
AccumulationApplication /CV /
Learning Agreement/TOR / Mobility Pass
Language PassDiploma/Certificate
Supplement
Learning SpaceTeaching and Learning,
ResearchLearning Environment
Information Package / Course Catalogue
Change of Paradigm
Quality Assurance/ -enhancementStandards & Guidelines / Register
Labour Market
Labour Market
41
Thank You
• for having • invited me• been patient with me
• I hope you will be successful in your work