THE INTERNATIONAL CONTEXT: The European Higher Education Area (EHEA) - - PowerPoint PPT Presentation

Implementation of new National Qualification System in Belarus (NQS) in Belarus - next steps

Seminar, Minsk 25-26 May 22016

THE INTERNATIONAL CONTEXT: The European Higher Education Area (EHEA) - the challenges of higher education reform

Stephen Adam, Council of Europe

The implementation of new NQF has profound implications for higher education

1.‘We note that some initial progress has been made towards the implementation of national qualifications frameworks, but that much more effort is required. Recognising that this is a challenging task, we ask the Council of Europe to support the sharing of experience in the elaboration of national qualifications frameworks.’

(London Communiqué, 2007)

2.The Council of Europe provides policy and practical help, supports the network of national correspondents to facilitate the development of NQF, etc. 3.Meeting of the Advisory Group on support of the Belarus Roadmap will take place at Minsk, 2-3 June 2016.

THE INTERNATIONAL CONTEXT:

THE EUROPEAN HIGHER EDUCATION AREA (EHEA), BOLOGNA PROCESS, NATIONAL QUALIFICATIONS (NQF) AND THE COUNCIL OF EUROPE.

QF-EHEA = 48 states EQF: (EU + EEA) = 32

“Together we are engaged in a process of voluntary convergence and coordinated reform of our higher education systems. This is based on public responsibility for higher education, academic freedom, institutional autonomy, and commitment to integrity. It relies on strong public funding, and is implemented through a common degree structure, a shared understanding of principles and processes for quality assurance and recognition, and a number of common tools.” (Yerevan Communiqué)

This represents a massive and often underestimated set of commitments + The EC Skills agenda (04/2016) raises important new dimensions associated with referencing NQF to the EQF and EHEA (see: http://www.eua.be/Libraries/default-document-library/ec-consultation-

paper-on-skills-agenda-for-europe-to-bfug-(003).pdf?sfvrsn=0)

THE YEREVAN COMMUNIQUE 2015

①Implementation of structural reforms is uneven - tools not always used correctly. ②Serious challenges – economic, social, unemployment, migration, radicalisation, new technology, etc. ③2020 deadline for EHEA common goals implementation - priorities include:

• Enhancing the quality and relevance of learning and teaching - including student-centred

learning, digital technologies, innovative and relevant study programmes, transparent learning outcomes, flexible learning paths + teaching and assessment, etc.

• Fostering the employability of graduates
• Making systems more inclusive - widen participation, more permeable education systems
• Implementing agreed structural reforms - more effective recognition processes, more precise

measurement of progress, support to countries experiencing difficulties

④Governance and working methods of EHEA to develop to meet the above challenges – BFUG to submit proposals for addressing issues of non-implementation ⑤Commitments:

• Adopt new QA ESG; revised ECTS Users’ Guide
• Include the short-cycle qualifications in the overarching QF-EHEA
• Ensure fair access to public employment to those with first cycle degrees
• Record career patterns and progression information in the labour market
• Review national legislation to comply with the Lisbon Recognition Convention
• Remove obstacles to the Recognition of Prior Learning (RPL)
• Make higher education more inclusive

⑥Belarus to join Bologna process and France to host the next meeting in 2018

UPDATE: ON THE YEREVAN MINISTERIAL COMMUNIQUE (14-15 May 2015)

Profound implications for all…

STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA 2015

The ESG are based on the following four principles for quality assurance in the EHEA: 1. Higher education institutions have primary responsibility for the quality of their provision and its assurance; 2. Quality assurance responds to the diversity of higher education systems, institutions, programmes and students; 3. Quality assurance supports the development of a quality culture; 4. Quality assurance takes into account the needs and expectations of students, all

• ther stakeholders and society.

‘The focus of the ESG is on quality assurance related to learning and teaching in higher education, including the learning environment and relevant links to research and

• innovation. In addition institutions have policies and

processes to ensure and improve the quality of their

• ther activities, such as research and governance.’

Revised 2015 to take account of NQF, Learning

• utcomes and

student-centered learning.

More Detail + More Complexity + Different Functions + all use learning

• utcomes!

There is a linked cascade of related level descriptors designed to ensure similar standards across Europe (based

• n learning
• utcomes).

The effective implementation and proper use

• f these is really

difficult.

COMMON RELATED EUROPEAN STANDARDS

CURRENT EUROPEAN HIGHER EDUCATION REFORM ISSUES UNIVERSITY S U R V I V A L?

National Qualification Frameworks (NQF) EQF + EHEA established. but objectives not achieved Multiple functions

• f HE: research,

citizenship/democrati c values, personal development, employability, etc.

Curriculum reform/developme nt Markets Borderless education (TNE) Internationalisation Credit Systems + confusions ECTS v ECVET Recognition issues (Diploma Supplement + Lisbon Recognition Convention + RPL) Quality Assurance ESG : Internal + External + agency Mission statement/diversit y in university roles Revenue sources – Finance and mergers! New technology

Student- centered learning Employability Learning

• utcomes –

delivery assessment

STPEHEN ADAM: stephenadam@orange.fr

RANKINGS ?

CONTEXT:

• Growth in demand
• Constrained funding
• Demographic change
• Increased competition
• Globalisation

COMPLEX UNIVERSITY REFORM CHALLENGES…

Rethink role + autonomy Modernisation agenda Restructure Staff training

Regulations, policies, governance

1. Creating decorative, isolated and non-implementable NQF 2. Poor NQF level descriptors + no supporting subject specific descriptors 3. Using disjointed, poorly integrated educational reform tools + ignoring the lifelong learning agenda 4. Absence of detailed, resourced, timetabled reform implementation plans 5. Failure to embed internal and external quality assurance within the whole system 6. Omitting key stakeholders from the reform process 7. Disjunctions between top-down and effective bottom-up reform 8. Failure to reform university structures, processes and policies 9. Unresolved tensions between academic/institutional autonomy and national system control 10. Lack of trained national/local experts to support higher education reform 11. Poor understanding of the role and impact of ‘learning

• utcomes’

12. Cosmetic reform qualifications + no serious qualifications rethink 13. No clear strategy to implant ‘employability’ into HE qualifications 14. Confusions/animosity between academic and the vocational education sector interface 15. Failure to eradicate defects of the old educational system 16. Deep opposition to reform by academics, institutions and employers 17. Other problems ………… 1. Create detailed Implementation plans 2. Test, refine + develop SBS/Sectoral statements + Occupational Standards (detailed descriptors required) 3. Adopt a simultaneous reform agenda that embraces all NQF sectors of education + shows linkages between tools 4. Review progress and identify measurable outcomes + adjust if no progress 5. Evaluate the effectiveness of quality assurance processes and procedures + use ESG as a catalyst for change 6. Involve students and employers + embed them in systems 7. Integrate policies + ensure any new educational laws are fully implemented and are workable 8. Re-think higher education institutions + re-examine status, missions, typology, number and functions 9. Phased autonomy for selected institutions + rigorous external quality assurance control 10. Select and rigorously train local/national experts in all EHEA reforms + meticulously assess/test trainees 11. Develop proper national/local training and support mechanisms - including QA tools 12. Adopt (and evaluate) robust internal and external quality assurance processes - reject unreformed qualifications 13. Structure ‘employability skills’ into the curriculum development and approval systems 14. Identify real and imagined differences between academic and VET professional qualifications 15. Acknowledge problems + expose high profile examples 16. Provide better information and materials + actively engage any opposition in the debate? 17. Suggested solutions …………

SOME COMMON HE REFORM IMPLEMENTATION PROBLEMS SOME POSSIBLE SOLUTIONS ?

1. The successful implementation of NQF is very difficult. 2. NQF should sit at the centre of multiple linked and integrated educational reforms. 3. Create a NQF implementation plan with detailed measurable staged outcomes. 4. Ensure the NQF promotes flexible educational pathways and lifelong learning (School-VET-HE links) 5. Employing ‘learning outcomes’ are vital key to successful reforms. 6. Implement new bottom-up university reform policies and mechanisms + rethink current HEI - structure, priorities, process, governance, qualifications, QA, etc. 7. Immediately start work on NQF self-certification/referencing (to EQF/QF-EHEA) - a deep evidence based study + beware this is set to be more challenging in the future. 8. Belarus must develop solutions and ways forward that are consistent with the EQF and EHEA but that are effective, appropriate and tailored to the needs and realities

• f the country.

SOME FINAL THOUGHTS…