This document provides information about Macedonia's national qualifications framework and its referencing to the European Qualifications Framework. Some key points:
- Macedonia has a population of 2 million with high unemployment, especially among youth. It aims to integrate with the EU and increase education quality.
- Its national qualifications framework has 8 levels that are structured similarly to the EQF and describe qualifications using learning outcomes.
- A referencing process from 2014-2016 aligned the Macedonian qualifications levels to the EQF using criteria like comparing level descriptors. Validation of non-formal education is also supported.
- Main institutions like the Ministry of Education coordinate NQF implementation and referencing. Qualifications include formal education and some
The document summarizes Macedonia's experience with referencing its national qualifications framework (MQF) to the European Qualifications Framework (EQF). It discusses the MQF development process, governance structure, and level descriptors. It also outlines Macedonia's referencing roadmap, including workshops held with international experts. The referencing report was presented to the EQF Advisory Group in 2015. The group concluded that criteria 1,2,5,6,7,8,9,10 were fully met and that criteria 3,4 were partially met, but Macedonia presented clear steps to progress in these areas. Key open issues included further defining qualifications levels and sub-levels, improving learning outcomes for some vocational qualifications, and developing
National Authority for Qualifications and the National Framework for Qualific...IMI PQ NET Romania
The National Authority for Qualifications in Romania was established in 2011 to oversee the development and implementation of the National Qualifications Framework. The framework structures all qualifications into 8 levels, with levels 1-5 currently under development. A key part is the National Qualifications Register for Higher Education, an online portal launched in 2010 that allows searching for and managing higher education qualifications. The qualifications framework aims to increase transparency, mobility, and trust in qualifications as well as better match skills to labor market needs. It was implemented using a project-based approach and with input from universities, students, employers, and other stakeholders.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The National Qualifications Authority (NQA) was established in 2011 to fulfill several responsibilities related to qualifications frameworks in Romania. The NQA is tasked with referencing Romania's National Qualifications Framework (NQF) to the European Qualifications Framework (EQF) by the middle of 2013 using 10 criteria. This process will establish a relationship between qualification levels in Romania and those in the EQF. The NQA is also responsible for developing the National Qualifications Register, which will contain all national qualifications correlated to EQF levels, and for coordinating the National Qualifications Framework for Higher Education (NQFHE), ensuring its compatibility with the EQF and other frameworks.
The document outlines a proposed online portfolio for teachers to showcase their digital competence. The portfolio would include a biography with the teacher's experience timeline and self-assessment of digital skill levels. A dossier folder would display examples of the teacher's skills. From the biography and dossier, a printable and online passport would be generated listing the teacher's achieved competence levels. The portfolio is meant to be continuously updated and improved over time to track the teacher's growing digital skills.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
The document discusses the Bologna Process, which originated from the 1998 Sorbonne Declaration and aims to create a European Higher Education Area. It established structures and common tools to ensure comparability and compatibility of degrees based on a three-cycle system of bachelor's, master's and doctorate degrees. Key concepts introduced through the Bologna Process include the Diploma Supplement, ECTS credits, quality assurance standards, qualifications frameworks and a focus on mobility, lifelong learning and employability. The goal is to facilitate academic recognition between countries to allow students and graduates more flexible opportunities for studying and working across Europe.
The document summarizes Macedonia's experience with referencing its national qualifications framework (MQF) to the European Qualifications Framework (EQF). It discusses the MQF development process, governance structure, and level descriptors. It also outlines Macedonia's referencing roadmap, including workshops held with international experts. The referencing report was presented to the EQF Advisory Group in 2015. The group concluded that criteria 1,2,5,6,7,8,9,10 were fully met and that criteria 3,4 were partially met, but Macedonia presented clear steps to progress in these areas. Key open issues included further defining qualifications levels and sub-levels, improving learning outcomes for some vocational qualifications, and developing
National Authority for Qualifications and the National Framework for Qualific...IMI PQ NET Romania
The National Authority for Qualifications in Romania was established in 2011 to oversee the development and implementation of the National Qualifications Framework. The framework structures all qualifications into 8 levels, with levels 1-5 currently under development. A key part is the National Qualifications Register for Higher Education, an online portal launched in 2010 that allows searching for and managing higher education qualifications. The qualifications framework aims to increase transparency, mobility, and trust in qualifications as well as better match skills to labor market needs. It was implemented using a project-based approach and with input from universities, students, employers, and other stakeholders.
This document outlines the goals and work packages of the "Expanding the quality 'SPIRIT' of VET" project. The goal of the project is to develop guidelines to support leadership in vocational education and training (VET) organizations to motivate and engage teaching staff in quality assurance initiatives. The project has five partners and is divided into five work packages related to project management, needs assessment, dissemination of results, guideline development, and dissemination/valorization. The project aims to provide user-friendly guidelines based on a common European quality assurance framework to improve quality initiatives in VET organizations.
The National Qualifications Authority (NQA) was established in 2011 to fulfill several responsibilities related to qualifications frameworks in Romania. The NQA is tasked with referencing Romania's National Qualifications Framework (NQF) to the European Qualifications Framework (EQF) by the middle of 2013 using 10 criteria. This process will establish a relationship between qualification levels in Romania and those in the EQF. The NQA is also responsible for developing the National Qualifications Register, which will contain all national qualifications correlated to EQF levels, and for coordinating the National Qualifications Framework for Higher Education (NQFHE), ensuring its compatibility with the EQF and other frameworks.
The document outlines a proposed online portfolio for teachers to showcase their digital competence. The portfolio would include a biography with the teacher's experience timeline and self-assessment of digital skill levels. A dossier folder would display examples of the teacher's skills. From the biography and dossier, a printable and online passport would be generated listing the teacher's achieved competence levels. The portfolio is meant to be continuously updated and improved over time to track the teacher's growing digital skills.
The document proposes a 5 pillar structure for a licensing, accreditation and quality assurance framework for further and higher education in Malta. The 5 pillars include institution licensing, institution accreditation, program accreditation, quality audits, and accreditation agencies. Institution licensing would involve different categories and quality standards. Institution accreditation would distinguish between self-accrediting and non-self accrediting status. Program accreditation would cover further/higher, foreign, and professional programs. Quality audits and an accreditation agency body are also recommended.
The document discusses the Bologna Process, which originated from the 1998 Sorbonne Declaration and aims to create a European Higher Education Area. It established structures and common tools to ensure comparability and compatibility of degrees based on a three-cycle system of bachelor's, master's and doctorate degrees. Key concepts introduced through the Bologna Process include the Diploma Supplement, ECTS credits, quality assurance standards, qualifications frameworks and a focus on mobility, lifelong learning and employability. The goal is to facilitate academic recognition between countries to allow students and graduates more flexible opportunities for studying and working across Europe.
The document discusses future challenges facing the implementation of the Bologna Process reforms in European higher education. It identifies four main challenges:
1. Measuring student workload and linking it to learning outcomes in qualifications frameworks for credit transfer and mobility.
2. Satisfying employer concerns about the applicability of new degrees to the 21st century workforce.
3. Reconciling diverse national approaches in functionally separating first degree cycles from traditional structures.
4. Expanding access to higher education and student services to strengthen the social dimension, while increasing funding through new sources.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
This document discusses national qualifications frameworks and their self-certification of compatibility with the European Higher Education Area (EHEA) framework. It provides an overview of qualifications meta-frameworks, the typical stages of national qualifications framework development, and scorecard data on countries' progress. It then examines the criteria and procedures for self-certification, examples of countries that have undertaken joint EQF/QF-EHEA referencing reports, and challenges encountered in self-certification processes. While self-certification methods vary, the process provides incentives for countries to strengthen their national qualifications frameworks and enhance international recognition and reputation.
This document discusses quality assurance (QA) in African higher education. It notes the need for capacity development in QA across Africa to support social and economic development. Various initiatives are working to build QA capacity, including the African Quality Assurance Network, workshops hosted by the Association of African Universities, and UNESCO conferences. While progress has been made in establishing QA systems and training QA professionals, fully developing QA capacity throughout Africa's many countries and institutions remains an immense challenge that will require ongoing, coordinated efforts.
The document provides an overview of technical and vocational education and training (TVET) in Bangladesh. It outlines the different certificate and degree programs offered, including SSC/HSC vocational certificates from technical schools and colleges, diplomas from polytechnic institutes, and engineering degrees. It also discusses the challenges facing TVET, such as keeping skills and knowledge up to date with market changes, ensuring quality education and training, performing needs assessments, adapting to technological changes, and obtaining quality tools and equipment.
The document discusses the implementation of ECVET (European Credit System for Vocational Education and Training) in Bulgaria. It describes ECVET as a system to facilitate the accumulation and transfer of credits for learning outcomes in vocational education across Europe. The national aims for implementing ECVET in Bulgaria are to reform the vocational education system through validation of skills and increased mobility. Prerequisites for implementation include establishing national contact points, training experts, and increasing awareness among stakeholders. Technical requirements include having a national qualifications framework oriented towards learning outcomes and defining units of learning outcomes.
Report on Pilot Experiences in KeyRoma Partner CountriesEUDA_ERA
Report taken from the Pilot Experience of KeyRoma project in order to Develop Key Competences in Social Skills for Roma Women to increase their participation in the service sector.
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
Presentation made by Professor Caroline Dominguez from the University of Trás-os-Montes and Alto Douro (UTAD), at the EDULOG 2017 International Conference (http://conferencia2017.edulog.pt/), 25th of May 2017. The current presentation is part of the “Critical Thinking Across the Higher Education Curricula – CRITHINKEDU” project, funded by the European Commission under an Erasmus+ grant.
This document discusses the WageUp project, which aims to create an online platform to help address imbalances in the Russian labor market. It notes discrepancies between graduate qualifications and employer demands, and a lack of means to verify skills. WageUp would establish a unified system for registering professionals, confirming competencies, and connecting workers to training/jobs. The platform would benefit professionals, employers, educators and more. It has developed methodology and regional partnerships, and seeks funding to further develop and scale its services nationally to help millions of Russian workers and employers.
This document discusses validation and recognition of competencies acquired through non-formal and informal learning in Italy. It outlines the national framework and stakeholders involved, including various government ministries and regional institutions. It describes achievements in establishing systems for skills certification from 1997 to the present. Specifically, it focuses on Lombardy's system involving accredited institutions to certify competencies through a multi-step process including application, evaluation, evidence portfolio, assessment, and certificate release. Open issues around harmonizing regional systems under a new national framework and making competency recognition economically sustainable are also discussed.
The document summarizes the results of two projects - PROSKILLS and VALO - which aimed to strengthen cooperation between educational institutions and companies in Russia. Key achievements included:
1. Developing and piloting qualification standards for two occupations based on learning outcomes, in cooperation with companies.
2. Training tutors and assessors in competence-based assessment.
3. Introducing Russian VET and company representatives to Finland's competence-based system.
The innovative model of competence assessment and validation was developed and piloted successfully through 10 tests involving 16 candidates. Over 60 stakeholders discussed results and agreed on adopting project practices.
European partners are looking to increase higher education cooperation through initiatives like the Bologna Process and Erasmus programs. The Bologna Process aims to make European higher education more compatible, comparable, competitive and attractive through measures like adopting a three-cycle degree system and strengthening quality assurance. Erasmus programs promote student and staff mobility between European countries and recognize qualifications between institutions to facilitate learning abroad. European universities must publish detailed course information and learning outcomes to participate in the European Credit Transfer System which aims to ease credit transfer for greater student mobility and flexibility in obtaining degrees across countries.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
This document discusses the progress and future of the Bologna Process, which aims to create a European Higher Education Area by 2010. It provides background on the Bologna Process and its 10 action lines to increase mobility, degree comparability, and quality assurance across 46 European countries. While significant reforms have been achieved, such as the widespread adoption of the three-cycle degree system, further work remains regarding lifelong learning, the research-education link, and the global dimension. Looking ahead, the completion of the Bologna Process in 2010 will mark the start of a new phase, with priorities including lifelong learning, research, public responsibility, and mainstreaming the global context of higher education.
GM 2017: Adult Learning in Kosovo (Rame Likaj, Afërdita Jaha and Ramadan Alija)AndragoskiCenterSlovenije
Building bridges in adult education 2017 was International Conference held 25-26 October 2017, Hotel Holiday Inn, Skopje Macedonia.
Conference was realized with participation of delegations from the following countries in South East Europe
• Bosnia and Herzegovina
• Montenegro
• Croatia
• Kosovo
• Macedonia
• Slovenia
• Serbia
Website: http://pro.acs.si/gm2017
This document describes the development of a quality assurance model for vocational education and training. It was developed through a collaborative European project funded by the European Commission. The model was created through an iterative process that included research, design, testing, validation and dissemination. It aims to provide a practical quality assurance framework that is outcome-oriented, evidence-based and focused on continuous improvement. The model is not meant to replace existing standards but rather to complement them. It can help providers self-assess their quality assurance practices and develop improvement plans tailored to their needs and priorities.
Macedonian National Qualification Framework BA PG MNEBorco Aleksov
The document outlines Macedonia's development of a national qualifications framework (MKQF). It describes how the MKQF was developed through collaboration between various government ministries and organizations. It establishes 8 qualification levels that are mapped to the European Qualifications Framework. The document also describes the structure and governance of the MKQF, including the establishment of a national board and sectoral committees to oversee qualifications. It provides information on registering qualifications and relating existing qualifications to the new framework levels.
The document discusses future challenges facing the implementation of the Bologna Process reforms in European higher education. It identifies four main challenges:
1. Measuring student workload and linking it to learning outcomes in qualifications frameworks for credit transfer and mobility.
2. Satisfying employer concerns about the applicability of new degrees to the 21st century workforce.
3. Reconciling diverse national approaches in functionally separating first degree cycles from traditional structures.
4. Expanding access to higher education and student services to strengthen the social dimension, while increasing funding through new sources.
The document discusses the implementation of the Bologna Process in European higher education. It provides background on the goals of the Bologna Process to create a European Higher Education Area and increase compatibility between university systems. It then discusses some of the challenges in implementing the Bologna reforms, including squeezing degree content into shorter timeframes, lack of coordination between countries, and insufficient resources at universities to accommodate increased student numbers. It also summarizes criticisms from students, doctoral candidates, and experts about issues like overcrowding, lack of available master's programs, and an overemphasis on job preparation over broad education.
This document discusses national qualifications frameworks and their self-certification of compatibility with the European Higher Education Area (EHEA) framework. It provides an overview of qualifications meta-frameworks, the typical stages of national qualifications framework development, and scorecard data on countries' progress. It then examines the criteria and procedures for self-certification, examples of countries that have undertaken joint EQF/QF-EHEA referencing reports, and challenges encountered in self-certification processes. While self-certification methods vary, the process provides incentives for countries to strengthen their national qualifications frameworks and enhance international recognition and reputation.
This document discusses quality assurance (QA) in African higher education. It notes the need for capacity development in QA across Africa to support social and economic development. Various initiatives are working to build QA capacity, including the African Quality Assurance Network, workshops hosted by the Association of African Universities, and UNESCO conferences. While progress has been made in establishing QA systems and training QA professionals, fully developing QA capacity throughout Africa's many countries and institutions remains an immense challenge that will require ongoing, coordinated efforts.
The document provides an overview of technical and vocational education and training (TVET) in Bangladesh. It outlines the different certificate and degree programs offered, including SSC/HSC vocational certificates from technical schools and colleges, diplomas from polytechnic institutes, and engineering degrees. It also discusses the challenges facing TVET, such as keeping skills and knowledge up to date with market changes, ensuring quality education and training, performing needs assessments, adapting to technological changes, and obtaining quality tools and equipment.
The document discusses the implementation of ECVET (European Credit System for Vocational Education and Training) in Bulgaria. It describes ECVET as a system to facilitate the accumulation and transfer of credits for learning outcomes in vocational education across Europe. The national aims for implementing ECVET in Bulgaria are to reform the vocational education system through validation of skills and increased mobility. Prerequisites for implementation include establishing national contact points, training experts, and increasing awareness among stakeholders. Technical requirements include having a national qualifications framework oriented towards learning outcomes and defining units of learning outcomes.
Report on Pilot Experiences in KeyRoma Partner CountriesEUDA_ERA
Report taken from the Pilot Experience of KeyRoma project in order to Develop Key Competences in Social Skills for Roma Women to increase their participation in the service sector.
The Bologna Process originated from the 1998 Sorbonne Declaration and 1999 Bologna Declaration, where European countries agreed to establish a European Higher Education Area. It has since expanded to include 48 countries. The key goals of the Bologna Process are to promote student mobility, employability, lifelong learning, and the international competitiveness of the European higher education system through initiatives like adopting a three-cycle degree system and recognition of qualifications. Decision-making involves biennial ministerial summits and cooperation between governmental and non-governmental organizations. The Bologna Process and related European Qualifications Framework have shifted education policy to focus on learning outcomes at all levels.
Presentation made by Professor Caroline Dominguez from the University of Trás-os-Montes and Alto Douro (UTAD), at the EDULOG 2017 International Conference (http://conferencia2017.edulog.pt/), 25th of May 2017. The current presentation is part of the “Critical Thinking Across the Higher Education Curricula – CRITHINKEDU” project, funded by the European Commission under an Erasmus+ grant.
This document discusses the WageUp project, which aims to create an online platform to help address imbalances in the Russian labor market. It notes discrepancies between graduate qualifications and employer demands, and a lack of means to verify skills. WageUp would establish a unified system for registering professionals, confirming competencies, and connecting workers to training/jobs. The platform would benefit professionals, employers, educators and more. It has developed methodology and regional partnerships, and seeks funding to further develop and scale its services nationally to help millions of Russian workers and employers.
This document discusses validation and recognition of competencies acquired through non-formal and informal learning in Italy. It outlines the national framework and stakeholders involved, including various government ministries and regional institutions. It describes achievements in establishing systems for skills certification from 1997 to the present. Specifically, it focuses on Lombardy's system involving accredited institutions to certify competencies through a multi-step process including application, evaluation, evidence portfolio, assessment, and certificate release. Open issues around harmonizing regional systems under a new national framework and making competency recognition economically sustainable are also discussed.
The document summarizes the results of two projects - PROSKILLS and VALO - which aimed to strengthen cooperation between educational institutions and companies in Russia. Key achievements included:
1. Developing and piloting qualification standards for two occupations based on learning outcomes, in cooperation with companies.
2. Training tutors and assessors in competence-based assessment.
3. Introducing Russian VET and company representatives to Finland's competence-based system.
The innovative model of competence assessment and validation was developed and piloted successfully through 10 tests involving 16 candidates. Over 60 stakeholders discussed results and agreed on adopting project practices.
European partners are looking to increase higher education cooperation through initiatives like the Bologna Process and Erasmus programs. The Bologna Process aims to make European higher education more compatible, comparable, competitive and attractive through measures like adopting a three-cycle degree system and strengthening quality assurance. Erasmus programs promote student and staff mobility between European countries and recognize qualifications between institutions to facilitate learning abroad. European universities must publish detailed course information and learning outcomes to participate in the European Credit Transfer System which aims to ease credit transfer for greater student mobility and flexibility in obtaining degrees across countries.
Pages from erasmus plus-programme-guide enslavicivan
This mobility project allows for the exchange of school education staff between partner schools in different countries. Staff can participate in teaching assignments abroad or receive training through courses or job shadowing. Sending schools select staff and manage the grant agreement, while receiving organizations provide hosting and activities. Projects must involve at least two schools from different countries and last 1-2 years. Funding is provided through unit costs to cover travel, individual subsistence, and organizational support. Projects are evaluated based on criteria such as relevance, quality of design and impact.
This document discusses the progress and future of the Bologna Process, which aims to create a European Higher Education Area by 2010. It provides background on the Bologna Process and its 10 action lines to increase mobility, degree comparability, and quality assurance across 46 European countries. While significant reforms have been achieved, such as the widespread adoption of the three-cycle degree system, further work remains regarding lifelong learning, the research-education link, and the global dimension. Looking ahead, the completion of the Bologna Process in 2010 will mark the start of a new phase, with priorities including lifelong learning, research, public responsibility, and mainstreaming the global context of higher education.
GM 2017: Adult Learning in Kosovo (Rame Likaj, Afërdita Jaha and Ramadan Alija)AndragoskiCenterSlovenije
Building bridges in adult education 2017 was International Conference held 25-26 October 2017, Hotel Holiday Inn, Skopje Macedonia.
Conference was realized with participation of delegations from the following countries in South East Europe
• Bosnia and Herzegovina
• Montenegro
• Croatia
• Kosovo
• Macedonia
• Slovenia
• Serbia
Website: http://pro.acs.si/gm2017
This document describes the development of a quality assurance model for vocational education and training. It was developed through a collaborative European project funded by the European Commission. The model was created through an iterative process that included research, design, testing, validation and dissemination. It aims to provide a practical quality assurance framework that is outcome-oriented, evidence-based and focused on continuous improvement. The model is not meant to replace existing standards but rather to complement them. It can help providers self-assess their quality assurance practices and develop improvement plans tailored to their needs and priorities.
Macedonian National Qualification Framework BA PG MNEBorco Aleksov
The document outlines Macedonia's development of a national qualifications framework (MKQF). It describes how the MKQF was developed through collaboration between various government ministries and organizations. It establishes 8 qualification levels that are mapped to the European Qualifications Framework. The document also describes the structure and governance of the MKQF, including the establishment of a national board and sectoral committees to oversee qualifications. It provides information on registering qualifications and relating existing qualifications to the new framework levels.
Ubachs and Antonaci - Microcredentials_and_modularisation 3.pptxEADTU
The document discusses micro-credentials and modular education in Europe. It notes that the COVID-19 pandemic increased demand for short, tailored learning opportunities, leading to greater interest in micro-credentials. These certify small learning experiences and help learners update skills. The EU is developing a framework for micro-credentials to support lifelong learning and employability. The MCE project aims to further develop micro-credentials and modular education through exploring learner perspectives, supporting higher education institutions, and testing case studies and pilots.
Evidence Based Strategy in HE: Current practices & trendsAhmad JAMMAL
A presentation about strategies in HE and trends and the importance of programs tuning.
This presentation within a European project about tuning in MEDA (T-MEDA project)
Trends: - Thinking about using education institutions directly or indirectly as a means of economic development and as a means of production- Polarization and mobility of students and labor: Importance of Tuning
1) The document outlines a roadmap for developing validation of non-formal and informal learning (VNFIL) in Ukraine from 2014-2020.
2) The overall goals are to establish VNFIL as an integral part of lifelong learning and make its results equal to formal qualifications.
3) A tool is provided to map out tasks, indicators, timelines and responsibilities for developing VNFIL at the national and provider levels.
Presentation 2
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
At the 6th NICE Conference in Bratislava, Dr Laura Gressnerova and Dr Ivan Prelovsky presented the results of an EU-funded project during a symposium on "Innovative Training Projects & Programmes for Career Professionals"
Evidence Based Strategy in HE: Current practices & TrendsAhmad JAMMAL
1- A historical background concerning HEIs, Regulations and Reforms concerning the sector in Lebanon.
2- Strategic plan for HE
3- Action Plan: What has been done? & Where we are ?
4- Difficulties
5- The road ahead ?
The document summarizes the origins and development of qualifications frameworks in Ireland and internationally. It discusses how Ireland established a national qualifications framework (NFQ) in 1999 to promote quality, access, and progression across all education and training. The NFQ defines 10 levels of qualifications and relates Irish qualifications to the European Qualifications Framework and Bologna Framework. Implementation of the NFQ across higher education, further education, and vocational education has led to new qualifications, terminology and opportunities for learners. Studies show the NFQ is now well established and integrated into quality assurance, curriculum design, and other areas across Ireland's education and training systems. Globally over 150 countries now have or are developing qualifications frameworks to support recognition of learning and cross
Presentation 1
LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
The document provides an overview of the Philippine higher education system, including its structure, governance, and key initiatives. It discusses the tri-focalization of education among different government agencies, the restructuring of the K-12 basic education system, and CHED's mandate over higher education. It also summarizes the landscape of higher education institutions, major quality assurance mechanisms, the Philippine Qualifications Framework, and opportunities for student mobility regionally through programs like AIMS. Overall, the document outlines the current state of higher education in the Philippines and priorities for future international collaboration.
This document summarizes Italy's process of referencing its national qualifications framework to the European Qualifications Framework (EQF). It establishes the scope of qualifications included in the referencing process, which focuses on publicly awarded qualifications at the national level. The document also presents Italy's referencing framework which maps national qualifications to EQF levels 1 through 8 based on criteria like learning outcomes and credits. Stakeholders provided positive feedback on the clarity and importance of the referencing process through an open public consultation.
This document summarizes Italy's process of referencing its national qualifications framework to the European Qualifications Framework (EQF). It establishes the scope of the referencing process, which focuses on qualifications awarded by public authorities and recognized at the national level. The document then presents Italy's referencing framework which maps each national qualification to its corresponding EQF level based on learning outcomes and competencies. It concludes by noting that the referencing process will be expanded to include additional qualifications in the future and integrate recent labor market reforms regarding validation of non-formal and informal learning.
The MERIC-Net project aims to improve recognition of qualifications in the Mediterranean region through several activities:
1) It works to revitalize the MERIC (Mediterranean Recognition Information Centres) network to strengthen cooperation between recognition centers in Europe and South Mediterranean countries.
2) It provides online and in-person training to officials from ministries and universities in Algeria, Lebanon, Morocco, and Tunisia to reinforce their skills in credential evaluation.
3) National reports will be produced describing the higher education systems of Algeria, Lebanon, Morocco, and Tunisia to aid evaluators worldwide in assessing qualifications from these countries.
4) Guidelines will also be developed for evaluating non-traditional qualifications
The EUCEBS project aims to develop a standardized European certificate for basic skills. The certificate would assess skills in six domains: communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. A partnership of organizations from several European countries is developing online and classroom resources for the certificate. The project aims to increase access to the European job market for adults with few or no qualifications. Initial results include a multilingual website and e-portfolio system for students. Future plans include gaining broader recognition of the certificate and expanding training opportunities.
The DOCIS and DECIS projects aimed to develop Romania's higher education qualifications system.
Key accomplishments included implementing over 500 learning outcome-based higher education qualifications in the National Qualifications Framework for Higher Education and developing the National Qualifications Register for Higher Education database.
The projects benefited higher education institutions, students, employers and policymakers by providing a transparent system linking qualifications, study programs and labor market needs.
The EUCEBS project aims to develop a multi-lingual, competence-based certification called the European Certificate of Basic Skills (EUCEBS) that will assess skills in communication, numeracy, ICT, learning to learn, interpersonal skills, and citizenship. The certification is being developed by a partnership of organizations across Europe and will provide a standardized assessment of basic skills for employers across European countries. The project has developed an online portfolio system and website for the certification and plans to make the certification interoperable with the Europass system for increased transparency of qualifications in Europe.
The OECD launch presentation for the report, "OECD Skills Strategy Luxembourg: Assessment and Recommendations", on 23 February 2023.
The report identifies opportunities and makes recommendations to provide labour-market relevant adult learning opportunities, guide and incentivise skills choices, attract and retain foreign talent to fill skills shortages, and strengthen the governance of skills data in Luxembourg.
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...EADTU
The document discusses short learning programs (SLPs) in Europe. It notes that lifelong learning and continuous professional development are underdeveloped in much of the EU. SLPs can help address this by providing flexible, scalable online/blended programs to keep workforce skills up to date. SLPs also anticipate future careers better than degree programs and can serve as building blocks for degrees. The E-SLP project is defining SLP concepts, developing guidelines for collaborative SLPs and recognition frameworks, and mainstreaming SLPs at universities alongside degrees and open education. Emerging are three areas of provision: degree education, continuous education including SLPs, and open education like MOOCs.
Similar to EQF_AG_Referencing Macedonian_Qualification Framework 3-4 Feb 2016 BXL (20)
[OOFHEC2018] Darco Jansen: Current status of micro-credentials and short prog...
EQF_AG_Referencing Macedonian_Qualification Framework 3-4 Feb 2016 BXL
1. Referencing of the Macedonian
Qualifications Framework to EQF
34th
Meeting of EQF AG, 3rd
-4th
of February 2016, Brussels
2. Republic of Macedonia
2 million inhabitants
Labor market indicators
2015/Q4
− Activity rate: 56,9%
− Employment rate: 42,4 %
− Unemployment rate: 25.5 %
− Unemployment rate of youth
(aged 15-24): 48.2%
190 541 pupils in primary
education
84 827 students in upper
secondary education
59 359 first cycle HE students
2194 second cycle HE students
206 third cycle HE students
3. National strategic goals
increasing economic growth and employment rate, in
particular youth employment rate, better standards of
living and quality of life;
integration of the Republic of Macedonia in the European
Union and NATO;
uncompromising fight against corruption and crime and
efficient law enforcement;
investing in education, training, innovation and
information technology, as key elements for creating a
knowledge-based society;
increasing the quality and level of qualifications ,
according to LM needs, individuals and society ;
maintain good inter-ethnic relations on the principles of
mutual tolerance and respect.
4. Educational System
Formal system
362 Primary schools
101 Secondary schools
― 21 gymnasia
― 40 VET schools
― 30 mixed (gymnasia & VET)
― 4 VET schools for students
with special needs
― 5 arts schools
― 1 sport gymnasium
16 Universities
− 5 public
− 11 private
5 Higher professional
schools
Research Institutes
Religious Higher
Education institutions
− Faculty of Orthodox
Theology
− Faculty of Islamic
Theology
Military Academy
System for non-
formal learning
47 Accredited
providers
142 Verified
programmes
5.
6. 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
basis 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
7. NQF development and implementation
Preparatory phasePreparatory phase
2002-2005 - initiatives, proposals, presentations,
workshops, discussion or debates took place
Development and implementation phaseDevelopment and implementation phase
2008-2010, NQF-EHEA
2012 – 2013, Macedonian Qualifications Framework -
Baselines
October 2013, National Qualifications Framework
Law
EQF ReferencingEQF Referencing
2014, May - Starting the Referencing process
8. Main institutions and roles in the NQF
Ministry of Education and Science:Ministry of Education and Science:
− role of NCP
− coordinates NQF development and implementation
− coordinates the referencing of NQF to EQF and the self-certification of
NQF with QF EHEA
− adopts standards of qualifications
− communicates the NQF to the public
Ministry of Labour and Social Policy:Ministry of Labour and Social Policy:
− information system on the current and future labour market and the
required competences
− proposes development of standards of qualifications and standards of
occupations according to the labour market
− adopts standards of occupations
− participates in the preparation of strategic documents and analyses
relevant for NQF in order to increase the employment and strengthen
the competitiveness
− monitors the employment of persons with acquired qualifications.
Competent institutions for deCompetent institutions for development of qualificationsvelopment of qualifications
− Centre for Vocational Education and Training, Centre for Adult
Education and Bureau for Development Education for levels I to VB;
− Higher education institutions for development of qualifications from
level VA to VIII.
9. 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 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
10. 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:
MQF LLL MQF EHEA
Knowledge and understanding Knowledge and understanding
Skills Application of knowledge and
understanding
Competence Ability for assessment
Communication skills
Learning skills
11. MKQF levelMKQF level DescriptionDescription EQF levelEQF level
VIIIVIII
III cycle (doctoral) studies
(≥3 years, 180 ECTS)
8
VIIVII
VIIA
II cycle academic studies
(60/120 ECTS)
7
VIIB
II cycle professional studies
(60/120 ECTS)
VIVI
VIA I cycle studies (240 ECTS)
6
VIB I cycle studies (180 ECTS)
VV
VA
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
12. Comparison of MKQF with QF-EHEA
MKQFMKQF
levellevel
DescriptionDescription QF-EHEAQF-EHEA
levellevel
VIIIVIII
III cycle (doctoral) studies
(≥3 years, 180 ECTS)
8
VIIVII
VIIA
II cycle academic studies
(60/120 ECTS)
7
VIIB
II cycle professional studies
(60/120 ECTS)
VIVI
VIA I cycle studies (240 ECTS)
6VIB I cycle studies (180 ECTS)
VV VA
Professional studies (60/120 ECTS)
Short cycle studies within I cycle of
studies
5
13. Register of qualifications
NQF Register according to the Law:
− Sub-register of higher education qualifications
− Sub-register of general education qualifications
− Sub-register of qualifications acquired through VET and
− Sub-register of qualifications acquired from non-formal
education
Current situation:
― Inventory of Qualifications 2014-2015, ETF
― Register of HE qualifications
― Database of primary and secondary education
qualifications
― Database of non-formal education qualifications
14.
15. Referencing Report
Preparatory phase - May-June 2014 – ETF, international expert
• meetings with relevant institutions and different stakeholders
• workshops and
• ROADMAP
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 2016)
16. 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
17. EQF Criterion 1
NCP: Ministry of Education and Science coordinator
Other responsible institutions and bodies
1. Ministry of Labour and Social Policy
2. Centre for Adult Education (national institution)
3. VET Centre (national institution)
4. Bureau for Development of Education
5. Employment Service Agency
6. Chamber of Commerce
7. Organisation of Employers
8. Chamber of Crafts
9. Higher Educational institutions
10. Higher Education Accreditation and Evaluation Board
11. National Examination Centre
12. State Educational Inspectorate
13. National Agency for European Educational Programmes
and Mobility
14. VET schools
15. Student Unions
18. EQF Criterion 2
The clear link between qualification levels of MQF and
EQF is demonstrated by comparing the structure, the
key concepts and level descriptors
• Structural comparison:
Similarities: 8 levels
Differences: Sub-levels for levels V, VI and VII
• Conceptual comparison:
Learning outcomes
Linguistic comparison of level descriptors
21. EQF Criterion 3
Learning outcomes are key concept for the MQF
and its qualifications
• Primary education LO gradual implemented. Curricula
designed per period and per grade according to educational
goals and expected learning outcomes for each subject.
• General secondary education curricula are designed
according to educational goals and expected learning
outcomes for each subject
• For part of VET programmes the qualification standards are
described in LO and linked with occupational standards
• Higher Education - all accredited study programmes are LO
based
• Adult education - the programmes are designed on the basis
22. EQF Criterion 3
Validation of non-formal and informal learning
(VNFIL)
• Supported with the MQF and described in the MQF–
Baselines.
• Policy and legal framework related with non-formal
education and VET includes provisions on the
development of VNFIL.
• Formulated in: legislation, strategies, the Concept Paper
on Non-formal Adult Education and Informal Learning in
the Republic of Macedonia and best practices.
• Further development and quality assurance is needed.
Credit system
• ECTS - used in higher education system
• ECVET - planned
• Additional national credit system for general education -
23. Criterion 4
Transparent procedures according to the national legislation
1. Standards of qualifications - fundamental elements
2. Methodology for Allocation of Qualifications in the MQF
• The process started with the Inventory and Analysis of
Existing Qualifications and a Synthesis Report (2014)
• Workshops for defining key learning outcomes and
leveling old VET-4 qualifications (August – December
2015)
• Currently the VET Centre is developing Guidelines for
leveling of existing qualifications and new approach will
be implemented for new qualifications
• HE qualifications - through accreditation
24. Inventory and Analysis of Existing
Qualifications and a Synthesis Report
− 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)
25. EQF 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
EQF 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
26. EQF Criterion 7
− Eduarda Castel Branco – ETF and EQF AG member
− Prof. Mile Dzelalija, PhD – University of Split, Croatia and
EQF AG member
− John O’Connor – QQI, Ireland and EQF AG member.
EQF Criterion 8
The Referencing of the Macedonian Qualifications Framework
with the EQF
− was presented and agreed with the National Board for the
Macedonian Qualifications Framework.
− was adopted by the Government of the Republic of Macedonia.
− is published on the official Macedonian Qualifications
Framework website: www.mrk.mkwww.mrk.mk
27. EQF Criterion 9
− Following the approval of the Referencing Report by the EQF
AG, the Ministry of Education and Science will request the
European Commission to include it on the official EQF
platform
EQF Criterion 10
−Following the referencing process, all new qualification
certificates, diplomas and Europass documents issued by
competent bodies will contain a clear reference to the NQF and
the EQF level.
−For the higher education sector this requirement has been
covered with the format of the Diploma Supplement which in
use.
28. Next steps
Harmonization of
Legislation with the NQF
Law
Establishment of Sector
Councils
Reform of VET
qualifications/system
Strengthened partnership
with employers and other
stakeholders
Strengthening of Quality
Assurance System
Validation of Prior Non-
formal and Informal
Learning
Development of database of
qualifications
Project support from
international partners:
− EU-IPA
− ETF
− British Council
− World Bank
− USAID
− EACEA:
• EQF-NCP
• NQ-Database
29. Thank you for your attention
Natasha Janevska, State Advisor, Ministry of Education
and Science
Borcho Aleksov, Deputy Head of Higher Education
Sector, Ministry of Education and Science and President
of the National Board for the Macedonian Qualifications
Framework
Aspasija Hadjishche, Advisor, NQF Unit
Nada Stoimenova, Advisor, NQF Unit