Sectoral Framework for Qualifications: a methodology for projects

Susanna Karakhanyan, PhD

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Outline
EQF, NQF and SQFs Content development Procedural development

quali&ications frameworks are a system for making sense of diversity Sjur Bergan
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 Quali&ication means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards. Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are deAined in terms of knowledge, skills and competence Knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a Aield of work or study.

Basic terms

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INARM & ARARAT Pre-kick off: 19-24 of November, 2012

 Skills mean the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European QualiAications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competence means the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development. In the context of the European QualiAications Framework, competence is described in terms of responsibility and autonomy.

Basic terms

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Does not exist

Candidate of Science Doctor of Science

?
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Common reference point

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Placing SFQs in the overall system

European Framework for Qualifications C O H E R E N C Y

Alignment
NQF

SQF

SQF

LOs at programme level

LOs at programme level

LOs at programme level

LOs at programme level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

LOs at module level

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SQF: definition
Frameworks which offer descriptors and reference points at mediate level, more general than at subject area level and more precise than at the level of the EQF for LLL and the QF for the EHEA (the Dublin descriptors).

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What does SQF do?

A sectoral qualiAications framework covers qualiAications for sometimes even required for - professional activities of relevance to a sector of economic activity. In principle, sectoral frameworks may be overarching (covering several systems) or system speciAic. 8
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Level of Qualification EDUCATION 8 7 6 5 4 3 2 1

SECTOR IN WHICH QUALIFICATION IS FOUND

GENERAL

VOCATIONAL

HIGHER PhD

NOT DEFINED

MASTER BACHELOR

EQF
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NQF: Level 6 (BA) Descriptors

Levels The LOs relevant to LEVEL 6 are Knowledge - Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Skills - Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Competencies - Manage complex technical or professional activities or projects, taking responsibility for decisionmaking in unpredictable work or study contexts - Take responsibility for managing professional development of individuals and groups

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Sectoral learning outcomes are broad goals that describe what the learners are supposed to know or be able to do in a speci&ic &ield of study. They should be based upon: the needs of the society the needs of the institution the needs of the learner

Sectoral LOs
Susanna Karakhanyan, ANQA

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Knowledge and understanding Applying knowledge and understanding Making judgements Communication skills Learning skill

- Advanced

knowledge of a field of work or study, involving a critical understanding of theories and Principles - Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field f work or study -Manage complex technical or professional activities or projects, taking responsibility for decision-making in npredictable work or study contexts - Take responsibility for managing professional development of individualsand groups

Dublin Descriptors and EQF Level (6) Descriptors

LOs

%
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Forming SQFs
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 Define the learning outcomes and competences Identify the generic competences and their relevance Build consensus on the specific competences for each sector Consult different stakeholders Analyze the results of consultation and redefine Design professional profiles Measure required student workload (ECTS) Develop approaches to teaching and learning Formulate the required approach to assessment Incorporate the learning outcome approach into programme quality enhancement

Development methodology
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 For mutual trust to be established within and between countries, it is necessary for learning-outcomes based NQFs and SQFs to be underpinned by robust quality assurance and referenced / linked to the meta- frameworks in a transparent way

QFs and Quality assurance 15

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Procedural development: Methodology

Establishment of working groups in each PC
The working groups will consist of representatives of higher education institutions and, if thought necessary, representatives of associations at subject area level and other stakeholders;

Preparation of key features and cycle (level) descriptors for particular (IT, Management, Education) subject areas. 16
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 Conceptualisation and design: the PC countries will deAine a general concept and main policy objectives of the future SQF for target areas, in many cases resulting in an outline providing the basis for wider dissemination and discussion with the stakeholders. Drawing on the general concept each PC country will reAine it to the speciAic country needs and produce a national concept for SQFs for target areas Consultation and testing: the SQF proposals will be presented to and discussed within a broader group of stakeholders. An external peer-review of the SQFs will be undertaken by EU partners to ensure comparability with the European approaches;

Procedural development: Methodology (2)

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 Of&icial establishment/adoption: to ensure sustainability of the developments the SQFs will be adopted by respective governments, which will take the form of a decree of the Minister of Education and Science of respective countries; Practical implementation; this stage moves the framework towards full scale applied practice and the PC universities will integrate the new structures and methods meanwhile informing the potential end- users about the purposes and beneAits of the framework.

Procedural development: Methodology (3)

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Proof Self-certi&ication To culminate the SQF development and to ensure the SQFs are applied, meet the needs of academe and labour market and serve their aim of promoting mutual recognition and trust, the respective QA agencies in the PCs will undertake self-certiAication of the SQFs. An expert panel per each PC, including international experts, will be set up to conduct self-certiAication process during months 20-24. The expert panel will undertake a site-visit for self- certiAication purposes drawing on EU standards and guidelines for self-certiAication. The Ainal output will be reAlected in the report on each PC to be made publicly available.

Procedural development: Methodology (3)

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THANK YOU and QUESTIONS s.karakhanyan@anqa.am

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