The learning outcomes based qualifications framework as a reform tools; experience from Croatia Prof. Dr. Mile Dzelalija University of Split, Faculty of Science, Croatia Conference on the EQF: supporting learning, work and cross border mobility Workshop 1: How has the EQF, and its focus on the learning outcomes, supported the modernization of education and training systems? Brussels, 15-16 March 2018
Education and Training and Labour Market before starting the NQF implementation surveys of the OECD, WB, etc.
Surveys (OECD, WB, etc.): Challenges at the Labour Market: In many cases, shortage of relevant knowledge, skills and competence Demand for highly skilled labour and LLL: Specific/expert knowledge and skills in a sector, and Transversal / cross-sectoral competences, including innovative and creative thinking, entrepreneurial thinking, foreign language(s), learning, etc.; As the economies in the region recover, it is expected that the labour demand will tighten and skilled labour shortage will likely be worse than before
Surveys (OECD, WB, etc.) major barriers for reform The systems have been operating in the dark : policies and management without analysing data of learning and employment Legacy of central planning has kept the management of education institutions highly centralised: Input oriented. Lack the autonomy. Inflexible, not responding to Labour Market needs Resources used inefficiently Suggestions to address the barriers: Focus attention on Learning Outcomes and employment outcomes Introduce autonomy with responsibility based on results Improve the efficiency of resource use through performance-based financing; Build the foundations of adult learning systems, etc.
Croatian Qualifications Framework
QF-EHEA + EQF QF-EHEA and EQF criteria and procedures Common principles for QA National aspect: stakeholder involvement fit to local context Croatian qualifications framework Modernised higher education and entire education system: QA Mutual trust on international and national level Partnerships between relevant stakeholders (LM, etc.) Implementation of learning outcomes Fit to purpose (relevance), assessment, certification Validation of NF and IF learning Relevant PhDs (new jobs by research and innovation)
CROQF Aims: Integrating and communicating with stakeholders, creating partnerships Reflecting educational system Reforming and modernising the education system (GE, VET, HE) by using learning outcomes Following criteria, procedures and principles from the EQF & QF-EHEA Register: Learning outcomes, Occupations, Qualifications, Curricula Quality assurance: focus to assessment and certification; Relevance: fit to purpose.
CROQF: One common and comprehensive NQF: Partnership of all relevant stakeholders Reflecting education and training system Reforming and modernising the E&T system (general, VET and HE) by using learning outcomes Learning outcomes, credit and unit based NQF Descriptors (domains similar as in EQF) combination of: Knowledge Skills (cognitive, practical, social) and autonomy and responsibility Levels (and sub-levels): Levels stable structure (8) Sub-levels (+2; national interests) descriptors as for levels Additional requirements (entry and volume/workload)
DOMAINS OF LEARNNG OUTCOMES IN THE CROQF COMPLEXITY DOMAINS OF LEARNING OUTCOMES SKILLS KNOWLEDGE Cognitive Practical AUTONOMY AND RESPONSIBILITY Autonomy Social Responsibility
Qualifications in the CROQF Learning outcomes based and quality assured (QA agencies) All types: HE (academic and professional) VET General (state examination,...) All classes: Complete / full Partial / small (supplementary, special purpose,...) All types of learning: Formal non-formal, informal equal value after the assessment (within the validation process)
EQF 8 7 6 5 CROQF 8.2 8.2 8.1 8.1 7.2 7.1 6 5.25 POSTGRADUATE UNIVERSITY STUDY GRADUATE UN. STUDY SPEC. GRADUATE UNIVERSITY STUDY UNDERGRADUATE UNIVERSITY STUDY PROGRAMMES GRADUATE SPEC. PROFESSIONAL STUDY UNDERGRADUATE PROFESSIONAL STUDY SHORT AGE 26/27 25 24 23 22 21 20 19 5.1 POST-SECONDARY VET 4 4.2 4.2 STATE MATURA EXAMS 19 3 2 4.1 3 2 4.1 GENERAL EDUCATION IN SECONDARY SCHOOL (GYMNASIUM) 5-Y VET 4-Y VET 3-3,5-Y VET 2-Y VET 1-Y 18 17 16 15 1 1 PRIMARY EDUCATION 14 13 12 11 10 9 8 7 PRESCHOOL EDUCATION AND CARE PROGRAMMES 6
Main challenges of developing Different interest groups Low level of partnerships: Between HE and VET; VET and General Education Within HE academic and professional Levels/sublevels: 12 (sub)levels 10 (sub)levels 8 levels Basis for reform and modernisation (Unit-based framework) Link between qualifications and occupations Common principles for QA system VNFIL currently system focuses to certification, not to LLL as a key interest Improve access and progression of individuals
And overcome Step by step process very slow Very slow, but transparent process; Reforming and modernising framework not easy to implement Stakeholders involvement from the beginning 2006-today: 500+ events with all stakeholders Testing/piloting, good examples Making CROQF attractive New opportunities Individual, institutional, national and international
General impact in the country changes and benefits Involvement and effective communication among all relevant stakeholders Examples of good partnerships between education institutions, employers and other relevant stakeholders More individuals and institutions willing to reform the existing qualifications system reform and modernisation started culture of quality Development of occupational and qualifications standards Curricula modernisation Relevant Quality Assurance Body (in HE in the EQAR) Development of the system for validation of non-formal and informal learning, and its implementation Relevant Quality Assurance Body (in HE in the EQAR) Promotion of LLL, including NF and IF learning
Using learning outcomes
USING LEARNING OUTCOMES Units of learning outcomes Occupational standards (required learning outcomes together with description of tasks and activities within an occupation) Qualifications standards description of key elements of a qualification core learning outcomes, organised within units Curricula expected learning outcomes, including assessment specifications Teaching and assessment linked to specified learning outcomes in curricula Diploma and certification supplements Validation of non-formal and informal learning Promoting LLL Individual use, CVs, job descriptions, etc.
Learning outcomes in the focus EDUCATION AND TRAINING Qualifications standards Curricula Validation of non-formal and informal learning LLL, etc. LEARNING OUTCOMES Should be well written in order to be effectively used LABOUR MARKET & OTHER NEEDS Occupational standards Job descriptions Etc. DESCRIPTION OF INDIVIDUALS CV Diploma and certificate supplements Job vacancy, etc.
EQF 8 7 6 5 CROQF 8.2 8.2 8.1 8.1 7.2 7.1 6 5.25 5.1 POSTGRADUATE UNIVERSITY STUDY GRADUATE UN. STUDY SPEC. GRADUATE UNIVERSITY STUDY UNDERGRADUATE UNIVERSITY STUDY PROGRAMMES Good progress GRADUATE SPEC. PROFESSIONAL STUDY UNDERGRADUATE PROFESSIONAL STUDY Reforming POST-SECONDARY VET SHORT AGE 26/27 25 24 23 22 21 20 19 4 3 2 4.2 4.1 3 2 4.2 4.1 STATE MATURA EXAMS (Well) implemented GENERAL EDUCATION IN SECONDARY SCHOOL (GYMNASIUM) 5-Y VET 4-Y VET Reforming 3-3,5-Y VET 2-Y VET 1-Y 19 18 17 16 15 1 1 Good progress PRIMARY EDUCATION 14 13 12 11 10 9 8 7 PRESCHOOL EDUCATION AND CARE PROGRAMMES 6
Obstacles to effective LO implementation Common understanding of LO In many cases still theoretical discussions, even within E&T institutions LO, Units, Modules, Courses, Curricula Writing LO If written enough good, then very often written with an emphasis on convergent rather than divergent thinking process which has implications to learning/teaching and assessment In many cases too much focus on verbs and formal taxonomy, less on the content of LO and their relevance Effective linking LO to assessment criteria Often using analytical approach to assessment i.e. allocating percentage marks against each statement of LO which makes issues to important subject of learning/teaching isolated LO Level of achievement what do different levels of achievements means
LO as a common language for education and labour market While developing and reviewing of occupational standards and qualifications standards involvement of key stakeholders E&T institutions, labour market representatives, QA bodies, etc. Very good examples of common work and new partnerships between key stakeholders LO emerged as a key concept for better understanding of demand in the labour market and offers in education Common understanding by many education institutions that the key element is to strengthen the Culture of quality assurance in education and training system
Thank you!