ARMENIAN NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION AND ITS IMPLEMENTATION ISSUES

Transcription

1 ARMENIAN NATIONAL QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION AND ITS IMPLEMENTATION ISSUES Armen Budaghyan, Kristina Tsaturyan HE NQF Working Group of the MoES of RA 1

2 OVERVIEW OF THE PROCESS 2011, March RA Government Decision (N332-N) on the Approval of the Armenian National Qualifications Framework (ANQF) RA Educational Qualifications and their Level Descriptors (Annex - 8 level descriptors) 2011, August - RA Government Decision (N1230-A) on the Approval of the Activity Plan on Implementation and Operationalization of the ANQF 2012, March - RA Ministry of Education & Science Decision on Establishment of the working group for ANQF self-certification (MoES, HEIs, ANQA, ARMENIC) 2012, May - the First Draft of ANQF Self-Certification Report and expert review by international evaluation panel on the current NQF Number of weaknesses & shortcomings have been identified by the evaluation panel 2

3 STATE OF PLAY 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 6-8) has been referenced to the Overarching Framework for Qualifications of the European Higher Education Area (QF-EHEA) 3

4 ANQF LEVELS ANQF LEVELS QUALIFICATION 8 Researcher (Scientific degree: Candidate of sciences) EQF LEVELS QF-EHEA LEVELS Master s degree Bachelor s degree Specialist 5 4 Secondary Education 4 3 Craftsman 3 2 Basic Education 2 1 Primary Education 1 4

5 ANQF LEVEL DESCRIPTORS ANQF LEVELS KNOWLEDGE SKILLS COMPETENCES To know. To do. Mastery of doing 5

6 PROBLEMS AND CHALLENGES (1) Operationalization of the ANQF Should focus more on Armenian realities, needs & priorities Describes the existing situation and doesn't serve as a transformation tool for changes Detailed implementation plan with timescale & outcomes is required Revision of the ANQF with all accompanying documentations is required Clear diagram representation that summarises the routes and progression between all HE qualifications is needed 6

7 VALUING OF THE BOLOGNA SYSTEM (1) Efficiency of the Two-Tier Educational System According to the Armenian HEIs Very efficient 43.8% Not so efficient 56.3% Not efficient 7

8 VALUING OF THE BOLOGNA SYSTEM (2) Valuing of Bachelor's Qualification by Employers According to Armenian HEIs As a 5-year Specialist Degree 12.5% 12.5% Not as much as 5-year degree Employers basically don't consider it as a HE qualification 75.0% Difficult to answerer 8

9 VALUING OF THE BOLOGNA SYSTEM (3) Valuing of Master's Qualification by Employers According to Armenian HEIs 0.0% It equals to the Bachelor's qualification 25.0% 31.3% Valued more that Bachelor's qualification It equals to the 5-year Specialist degree 43.8% Valued more that a 5-year Specialist degree Difficult to answer 9

10 PROBLEMS AND CHALLENGES (2) Level descriptors Key differences between HE levels should be clearly distinguished by logical progression of the learning in different levels The level descriptors are not always consistent and do not always relate either to the EQF or to QF-EHEA The level descriptors are over-demanding compared to the EQF and QF-EHEA Definition of the place of the Doctor of Science degree. Distinction should be made in ANQF for Candidate of Sciences and Doctor of Sciences degrees 10

11 PROBLEMS AND CHALLENGES (3) Placing qualifications within the framework Appropriate tools & transparent procedures should exist for alignment and placement of existing & new qualifications in ANQF The body responsible for maintenance of ANQF and periodic review of the framework needs to be established 11

12 PROBLEMS AND CHALLENGES (4) Credits Credit ranges should be included in the HE levels Definition of credit needs to conform to the ECTS emphasising the link with learning outcomes and the credit-value should be in line with the EHEA norms Verification tools of the credit requirements for the certain qualification in the framework 12

13 PROBLEMS AND CHALLENGES (5) Curriculum development and the learning outcomes National and institutional policies & mechanisms are needed to support the new approaches towards curriculum development based on ANQF Transferable skills need to be integrated into the curricula with more emphasis on the employability and student-centred learning ANQF should be augmented with Sectorial Qualification Frameworks At the institutional level robust teaching & learning strategies need to be developed and implemented A compulsory programme (subject) accreditation/review is needed 13

14 USAGE OF THE ANQF BY HEIs Usage of ANQF by Armenian HEIs in Curriculum Development 6.3% 18.8% Considerable usage Partly usage 50.0% 25.0% No usage so far No usage because of unfamiliarity 14

15 PROBLEMS AND CHALLENGES (6) Capacity building Raising awareness of state authorized bodies, educational institutions, learners, employers and social partners on ANQF, its goals and main objectives Development of the academic staff in formulating/writing level descriptors and programme learning outcomes is a must 15

16 FOLLOW UP ACTIVITIES 2012, September the Working Groups were established to revise the ANQF levels and level descriptors 2012, December - the revised ANQF was circulated among all main stakeholders (HEIs, regulatory bodies, etc.) 2013, February - the revised ANQF was discussed in the RA MoES for the purpose of approval and further decisions on its implementation 16

17 REVISED ANQF LEVELS ANQF LEVELS QUALIFICATION 9 Doctor of Science 8 Candidate of science EQF LEVELS QF-EHEA LEVELS Master s degree Bachelor s degree Specialist 5 4 Secondary General Education Certificate 3 Craftsman without SGA 3 2 Basic Education 2 1 Basic General Education Certificate

18 DIAGRAM REPRESENTATION OF ANQF 18

19 REVISED ANQF LEVEL DESCRIPTORS ANQF LEVELS KNOWLEDGE SKILLS COMPETENCES Knowledge & Understanding Applying Knowledge & Understanding Communication, ICT & Numeracy Skills Generic Cognitive Skills Autonomy & Responsibility 19

20 THE REVISED ANQF Consistent with the QF-EHEA and EQF Progression from one level into another is clearly defined Higher educational levels are articulated in ECTS The most important categories of learning outcomes for different levels are made more explicit and mandatory Clear distinction is made between knowledge, skills and competences 20

21 THANK YOU FOR YOUR ATTENTION! 21