“Three Cycle System in the Framework of Bologna Process”, Summer School,
Yerevan, Armenia, 2008
European qualifications framework
Algirdas Vaclovas Valiulis,
Bologna expert, Lithuania
Countries
Participating
in the
Bologna Process
(three cycles)
The themes to address:
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Why qualifications frameworks?
What is a qualifications framework?
How do national qualifications frameworks
relate to European qualifications
frameworks?
What benefits from using learning
outcomes?
How do qualifications frameworks relate to
Diploma Supplement and ECTS?
Previous European practice how higher education
qualifications are described is listing the
- admission requirements,
- duration of programme (later workload
in credits),
- study contents, i.e. lists of courses,
but almost nothing has been said about
learning outcomes: competencies,
skills,etc.
Without a coherent national Qualification
Framework:
• Even the level of qualification is
sometimes unclear,
• In binary systems each subsystem may
have different and incompatible
qualification levels,
• It is not clear what the graduate “can do”,
• It is difficult to make international
comparisons needed for recognition.
- Berlin ministerial Communiqué requests
elaboration of national frameworks and an
overarching framework for the whole
European Higher Education Area.
- New style qualifications frameworks
should describe qualifications in terms of:
• level,
• profile,
• learning outcomes,
• workload.
Learning outcomes:
statements of what a learner is expected to
– know,
– understand,
– be able to do
at the end of a period of learning.
National qualifications framework is
the single description, in which all
qualifications are described through learning
outcomes and which shows how the
qualifications in the national system are
related to each other.
(Prof. Stephen Adam)
The Three-Cycle System
If qualifications are described in terms of learning
outcomes:
- the transparency and international
comparability is growing,
- the function of the qualification is much easier
to understand,
- recognition can be focused on these learning
outcomes which are relevant to the purpose
for which recognition is sought,
- more clarity to employers,
- more clarity to students,
- tool for curriculum development.
Defining learning outcomes of each module helps:
- creating LLL paths,
- use of modules for learners from outside.
The framework for qualifications of the
European Higher Education Area
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European Qualification Framework (EQF) is an
overarching framework with a high level of
generality, consisting of three main cycles, with
additional provision for a short cycle within the
first cycle.
EQF includes cycle descriptors in the form of
generic qualification descriptors to be used as
reference points (the Dublin descriptors).
Descriptors offer generic statements of typical
expectations of achievements at the end of each
Bologna cycle.
Guidelines for credit ranges in the European
Qualification Framework
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first cycle qualifications: 180 – 240 ECTS credits;
short cycle higher education qualifications within
the first cycle: typically approx. 120 ECTS
credits;
second cycle qualifications, typically 90 – 120
ECTS credits with a minimum of 60 credits at the
level of the second cycle;
third cycle (PhD, doctor) qualifications.
Relations between the European overarching
framework and the national frameworks
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Being more general, EQF should be capable to
accommodate the national QFs and help
interpretation of qualifications between them;
EQF consists of three main cycles plus the short
HE studies;
EQF includes cycle descriptors that can be used
as reference points;
EQF does not use profile.
Descriptions of qualifications in National
qualifications frameworks (NQF)
NQF are more specific than the EQF cycle descriptors;
NQF compared to EQF may, e.g.:
 include profile;
 have two parallel sets of generic qualifications;
 use levels of credits;
 NQFs interpret qualifications in the setting of national
HE (and employment) system
Steps in creating qualifications frameworks
European level
- cycle descriptors for the European overarching framework
(Dublin descriptors)
National level
- general learning outcomes for the generic qualifications in the
national frameworks
Subject field level
- Tuning - type exercise formulating subject – specific learning
outcomes of qualifications at national or international level
Institution/programme level
- specific learning outcomes of the particular qualification;
- specific learning outcomes of each programme component.
First cycle graduates (Dublin descriptors):
demonstrate knowledge and understanding
– that builds upon general secondary education,
– is supported by advanced textbooks,
– but some aspects of knowledge are at the forefront of the
study field;
 can apply their knowledge & understanding in a professional
manner in their work;
 are able to devise and sustain arguments and solve problems
within their field of study;
 have the ability:
- to gather and interpret relevant data;
- to inform judgments that include reflection on relevant social,
scientific or ethical issues;
 have learning skills:
- to continue to undertake further study with a high degree of
autonomy.
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What benefits from each grade
of learning outcomes detail?
Cycle descriptors for the European overarching framework (Dublin
descriptors) help interpreting qualification levels among national QFs
on:
- national level: general learning outcomes for the generic qualifications
in the national frameworks clarify the role of the (generic) qualification
in the national system, internationally may be sufficient for “level
recognition”.
- study field level (inter-institutional) – subject specific learning
outcomes of qualifications in each subject field – more useful for
ensuring consistency in the national system;
Learning outcomes usually will have more details at programme level
What benefits from each grade
of learning outcomes detail?
Institution/programme level
 detailed learning outcomes of the particular qualification
indispensable at recognition of individual qualification – for both
academic and professional purposes
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detailed learning outcomes of each programme component
(course, module, placement, dissertation, etc.)
- helps credit transfer
- helps assigning credits for prior/experiential
learning, promotes LLL
- helps assessing informal learning, possibly transnational
qualifications – on condition that there is a proof that stipulated
learning outcomes have been achieved
Role for quality assurance
Quality assurance builds trust among the educational
Systems;
Quality assurance should approve that the stipulated
learning outcomes are in reality acquired – i.e. quality
assurance is involved at inclusion of each individual
qualification into national qualifications framework.
Linking national frameworks to European
overarching framework
There are the following criteria for verifying the
compatibility of national frameworks to EQF:
 clear link between the qualifications in NQF and the
cycle descriptors of the EQF;
 NQF and its qualifications are based on learning
outcomes;
 qualifications are linked to ECTS;
 transparent procedures for inclusion of qualifications
in the NQF with involvement of national QA system;
 NQF and its alignment with EQF is referenced in all
Diploma Supplements.
Procedures for self-certification of
compatibility
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competent national body/bodies shall
self-certify the compatibility of the NQF with the
European framework;
self-certification process shall include agreement
of the quality assurance bodies of the country in
question recognised through the Bologna
process;
self-certification process shall involve
international experts;
self-certification and the evidence supporting it
shall be published;
and shall address separately each of the criteria.
Are the existing transparency
tools: Diploma Supplement and
ECTS fit for reflecting
learning outcomes and
qualifications frameworks?
ECTS key features
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Credit is a way of quantifying the learning outcomes.
Credits can only be obtained after completion of the
work required and assessment of the learning
outcomes achieved.
Credits are allocated to all educational components of
a study programme (such as modules, courses,
placements, dissertation work, etc.) and reflect the
quantity of work each component requires
Diploma Supplement
- provide details of the learning outcomes, skills,
competencies and stated aims and objectives
associated with the qualification;
- give information on the national higher educational
system: its general access requirements; types of
institution and the qualifications structure.
Challenges
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There is a risk that not all countries will introduce
outcomes–based qualifications frameworks – or at
least some may be slow;
Qualifications frameworks may be introduced
superficially:
– just formulating the national-level descriptors;
– or working without involvement of all the
stakeholders.
Outcomes - based curriculum development is new to
many European countries/institutions/ academic staff:
– training and consultations are needed for many
The presentation is based on materials presented by
Prof. Andrejs Rauhvarger Member of Bologna Followup Group (BFUG) Board and European qualifications
framework group
Thank You for patience