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Qualifications Frameworks and Recognition


ENIC/NARIC Finland. 2. For learning and competence. QF and Recognition. Outline ... Assessment of the place and value of a qualification from one higher education ... – PowerPoint PPT presentation

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Title: Qualifications Frameworks and Recognition

Qualifications Frameworks and Recognition
Dr. Carita Blomqvist ENIC/NARIC Finland
QF and RecognitionOutline
  • Link to recognition rationale and relevant
  • Bologna Process
  • Lisbon Recognition Convention
  • Elements of a qualification
  • Substantial differences
  • Building of trust certification procedures
  • QF opportunity to improve recognition

  • Assessment of the place and value of a
    qualification from one higher education system in
    the framework of another higher education system

Link to recognition why the EHEA/national QF?
  • Transparency
  • Making sense of diversity
  • Mobility of learners
  • An articulation mechanism between national
    frameworks/national qualifications
  • Compatibility of the national QF with the EHEA QF
  • Link to the international recognition of

Bologna Process
  • Introduction of two cycles in most countries
  • More mobility, especially from 1st cycle to 2nd
  • Similar titles similar learning outcomes?
  • Comparable structures are not as such sufficient
    for genuine comparability

Lisbon Recognition Convention
  • Recognition decisions are to be made on the basis
    of appropriate information on the qualifications
    for which recognition is sought
  • The body making the assessment is responsible for
    demonstrating that an application does not
    fulfill the relevant requirements
  • A substantial difference must be demonstrated in
    the case of a refusal

Lisbon Recognition Convention Information
  • Recognition decisions shall be made on the basis
    of appropriate information on the qualifications
  • The institutions having issued the qualification
    have a duty to provide relevant information to
    the applicant/institution/competent authority
  • National information centre shall facilitate
    access to information on the higher education
    system and qualifications

Information needed for recognition/practice
before QF
  • Entry requirements
  • Formal duration and study load (credits)
  • Structure and contents (e.g. thesis included?)
  • Formal rights (academic/professional)
  • Function of the program
  • Placing the program in the education system

QF concepts relevant for recognition
  • Elements of a qualification
  • level
  • workload
  • quality
  • profile
  • learning outcomes
  • Also important knowledge, skills, competences

Consideration of substantial differences
  • Should be studied in the light of the elements of
    a qualification
  • Basic assumption the existence of a substantial
    difference is an exception rather than a rule
  • Is the difference substantial in relation to
    function and purpose of the qualification?
  • A difference in formal terms only not sufficient

Fair recognition based on QF
  • Less attention to formal structures
  • More emphasis on learning outcomes what a person
    knows and is able to do
  • QF may also include a description of
    traditional elements, or information about them
  • QF provides a more accurate basis for and
    explanation of qualification

Building trust to make recognition easier
  • Important
  • - National procedures in developing QF
  • - Criteria applied when placing qualifications
    in the QF
  • - Ensuring that the learning outcomes have been
  • - QF must be underpinned by quality assurance

Building trust national self-certification
  • More than mere expression of qualifications by
    the competent national body, e.g.
  • designation of competent bodies responsible for
    the maintenance of the QF
  • link between the qualifications in the framework
    and the cycle descriptors
  • link between national quality assurance and QF
  • Diploma Supplements refer to QF

Specific issues
  • Recognition of qualifications earned through
    lifelong learning (different learning paths)
  • Accreditation of prior learning
  • Recognition of joint degrees
  • Recognition of transnational education

Direct effect of QF on recognition?
  • QF and emphasis on learning outcomes have
    significant influence on curricula planning,
    teaching methods and assessment
  • Does the framework help in placing
  • Will QF make recognition easier?
  • Is it possible to base recognition on learning

QF opportunity to improve recognition
  • Improves transparency
  • Creates common language
  • Descriptors give explicit and precise information
    on the learning outcomes
  • Formal criteria and procedures still used
  • Self-certification procedures
  • International co-operation
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