republic of armenia

State of Play and Main State of Play and Main Challenges Related to Challenges Related to

Armenian National Armenian National Qualifications Framework Qualifications Framework

(ANQF)(ANQF)

Armen AshotyanMinister of Education and Science

Strasbourg, 22-23 November 2012

Government of the Republic of Armenia Decision 332-N on Approval of National Qualifications Framework of the Republic of Armenia (April, 2011)

Educational Qualifications and their General Descriptors of the Republic of Armenia (Annex 1- eight level descriptors)

Government of the Republic of Armenia Decision 1230-A on Approval of Implementation Schedule for the Introduction and Launching of the ANQF (August, 2011)


The ANQF is currently described in official documents as an 8-level LL framework designed to be consistent with the European Qualifications Framework for Lifelong Learning (EQF)

The HE part of the ANQF (levels 5-8) should seek to self-certified against the overarching Framework for Qualifications of the European Higher Education Area (QF-EHEA)


The aims and objectives of the ANQF

Should focus more on Armenian realities, needs and priorities (the functions are too generic and broad)

Describes the existing situation and does’t serve as a transformation tool for changes. It should:provide opportunities for reevaluation of existing

qualifications and to develop new ones suitable to the needs of the 21st century

promote flexibility of the structures and new routes of progression, widening access possibilities

The name “Educational Qualifications…” should be changed


Level descriptors The nature of the descriptors as “threshold” or “characteristics of

learning” needs to be clarified Key differences between HE levels should be clearly distinguished The types of descriptors (learning outcomes) are not always

consistent and do not relate neither to EQF nor to the QF-EHEA The level descriptors are over-demanding compared to the EQF

and QF-EHEA, revision and refinement of the HE level descriptors is required

Compatibility with the QF-EHEA should be clearly demonstrated and all descriptors, terms and wording should reflect this

Award of the “Researcher” qualification is problematic if it is a qualification without clearly stated and assessed learning outcomes (should it be at level 8?)

Definition of the place of the “Doctor of Science” degree (out of the framework, in level 8 by indicating its special nature, in new level 9?). This is a general issue for post-Soviet Countries and a common regional solution should be agreed


Placing qualifications within the framework

Appropriate tools and a transparent processes/ procedures (using LOs) should exist for alignment and placing existing and new qualifications in the framework

The body (outside the Ministry?) responsible for the maintenance and periodic review of the framework needs to be established


Credits

Credit ranges should be included in the HE levels Definition of credit needs to conform to the ECTS

emphasising link with learning outcomes and the credit-value should be in line with the EHEA norms

The credit requirements and the rule distinguishing 3 & 4-year Bachelor’s and 1& 2-year Master’s degrees as well as permitted qualification titles will need to be stated


Autonomy of HEIs and QA

A compulsory programme (subject) accreditation/ review is needed

ANQF should be augmented with Subject Benchmark Statements (Sectoral Qualification Frameworks) and National Occupational Standards

The nature and extent of academic autonomy of HEIs in terms of curricula development and awarding of qualifications needs to be clarified as not all HEIs have the reliable internal QA systems


Curriculum development and the learning outcomes

National and institutional policies and mechanisms need to support the new approaches towards curriculum development based on ANQF and other external reference points and ECTS

Transferable skills need to be integrated into the curricula, together with more emphasis on the employability and student-centred learning. The relationships and cooperation between employers and HEIs need to be develop

At the institutional level robust teaching & learning strategies need to be developed and implemented. Without rigorous staff development the progress is impossible

The review of existing first cycle HE qualifications would help the employer and public acceptance of the qualifications for the purposes of employment


Detailed implementation plan with timescale and outcomes is required

Effective implementation of the ANQF and its associated reforms should be evidenced before starting the self-certification process against QF-EHEA

Revision of the ANQF with all accompanying documentations is needed

Placing the existing HE qualifications in the ANQF and seeking consensus on problematic qualifications (Researcher, Doctor of Science)

Creation of a consistent glossary defining key terms (knowledge, skills, competencies) and concepts is required

Clear diagram representation that summarises the routes and progression between all HE qualifications and the appropriate ECTS credit ranges is needed


THANK YOU FORTHANK YOU FORYOUR ATTENTION !YOUR ATTENTION !

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republic of armenia

Documents

new qualifications

new level

educational qualifications

level ll framework

qfeheathe level descriptors

level descriptorsgovernment

overarching framework

general descriptors