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Bologna instruments in the Czech Republic: National qualification framework Regional seminar on Qualification Framework Bologna instruments in the Czech Republic: National qualification framework Regional seminar on Qualification Framework 10 – 11 November 2011 Bishkek Vera Stastna Charles University, Prague Vera. [email protected] cuni. cz

NQF – Czech Republic • • • Individual national Project (European Social Fund) called NQF – Czech Republic • • • Individual national Project (European Social Fund) called QRam It partly codifies status quo, partly modification instrument Reform of tertiary professional education – short cycle qualification to be established Modernisation of HE degrees To frame all levels of tertiary education – transparancy of the system (tertiary vocational and higher education): – HE almost 9 000 accredited degree specialisations • almost 8 000 provided by HEIs • More than 1 000 accredited in cooperation with TPSs (bachelor level) Academy of science (doctoral level) – TVE- about 360 programmes. – No single system

National qualification framework for tertiary education (NQF-TE) • 3 levels of descriptors – – National qualification framework for tertiary education (NQF-TE) • 3 levels of descriptors – – – • • National descriptors – based on Dublin descriptors and descriptors of EQF Descriptors for fields of studies Degree programmes described by the methodology of LOs Methodology for implementation of the NQF TE at HEIs Pilot phase will be finished soon- great interest of institutions

National qualification framework for tertiary education (NQF-TE) • • • National descriptors – Derived National qualification framework for tertiary education (NQF-TE) • • • National descriptors – Derived from the Dublin descriptors and descriptors for EQF – Approved by the Ministry of education in November 2010– – considered minimum level Descriptors for fields of studies – under development – considered a benchmark – At present there about 40 fields of study defined by the project (still under discussion) – The descriptors for the fields of studies should be used mainly at national level – for accreditation process - shift form programme accreditation towards field of study accreditation Degree programmes described by the methodology of LOs – Together with the field of study level benchmarks used for accreditation viewed as a threat from the side HEIs – curriculum reform

10 steps towards NQF Step 1. Decision to start developing the NQF has been 10 steps towards NQF Step 1. Decision to start developing the NQF has been taken by the national body responsible for HE and/or the minister Step 2. The purpose(s) of the NQF have been agreed and outlined Step 3. The process of developing the NQF has been set up, with stakeholders identified and committee(s) established Step 4. The level structure, level descriptors (learning outcomes), and credi ranges have been agreed Step 5. Consultation / national discussion has taken place and the design o the NQF has been agreed by stakeholders Step 6. The NQF has been adopted in legislation or in other high level policy Step 7. Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency (ies) and other bodies Step 8. Study programmes have been re-designed on the basis of the LOs included in the NQF Step 9. Qualifications have been included in the NQF Step 10. The Framework has self-certified its compatibility with the European Framework for HE

Where we are? • Development the NQF – longer time • The status of Where we are? • Development the NQF – longer time • The status of the Czech Republic – between the step 6: The NQF has been adopted in legislation or in other high level policy (adopted by the Ministry of Education) and step 7: Implementation of the NQF has started with agreement on the roles and responsibilities of HE institutions, QA agency(ies) and other bodies (pilot implementation within Q-Ram) • Two steps that need time and a lot of discussions with stakeholders still ahead – most important: – Step 8: Study programmes have been re-designed on the basis of the LOs included in the NQF – Step 10: The Framework has self-certified its compatibility with the European Framework for HE • At the time being referencing of the national qualification system to the EQF

10 criteria to reference the national system (framework) to EQF 1. Clearly defined responsibilities 10 criteria to reference the national system (framework) to EQF 1. Clearly defined responsibilities of the relevant institutions; 2. Clear and demonstrable link between EQF levels and national qualification levels; 3. The principle of learning outcomes; 4. Transparent inclusion of qualifications in the educational and qualifications system; 5. Quality assurance consistent with European principles; 6. Agreement of the quality assurance bodies; 7. Participation of international experts; 8. Writing of the referencing report and certification; 9. Publication of the report on the web; 10. Listing of EQF level on all diplomas and qualification certificates

Referencing the national system to the European Qualification Framework for Lifelong Learning • The Referencing the national system to the European Qualification Framework for Lifelong Learning • The Referencing Report : Decision of the Cabinet of the Czech Republic meeting on 20 July 2011, no. 557 on the National Referencing Report of the Czech Republic • The Cabinet I. approves the National Referencing Report of the Czech Republic, contained in Part III, ref. no. 700/11 (hereinafter refered to as the Report); II. entrusts the Minister of Education, Youth and Sports with submitting the Report to the European Commission by 31 December 2011; III. orders the Minister of Education, Youth and Sports to keep the Report up to date and to make the latest version publicly available in electronic format. To be implemented by: the Minister of Education, Youth and Sports Karel Schwarzenberg First Deputy Prime Minister, standing in for the Prime Minister Petr Nečas

Important Consequence If referencing of the Czech HE system is completed successfully (expected in Important Consequence If referencing of the Czech HE system is completed successfully (expected in December 2012) It is suggested to extent the information in part 3. 1. just adding the level of EQF Higher Education/Vysokoškolské vzdělání, Bachelor's studies/Bakalářské studium, level of the European Qualification Framework for Lifelong Learninh - 6/ úroveň Evropského rámce kvalifikací pro celoživotní vzdělávání - 6

 • Important for recognition • Important to be on map • ENIC Network: • Important for recognition • Important to be on map • ENIC Network: http: //www. enic-naric. net/

 • Comparison of leaning outcomes for bachelor’s programmes with QF EHEA and EQF • Comparison of leaning outcomes for bachelor’s programmes with QF EHEA and EQF descriptors • Bachelor’s study programmes are described as follows in the Higher Education Act: Section 45 (1): “Bachelor’s study programmes focus on preparation for performing an occupation and for subsequent studies in a master’s programme. Bachelor’s study programmes directly utilize current knowledge and methods; they also include theoretical knowledge in the scope required. ”

 • Comparison of leaning outcomes for master’s programmes with QF EHEA and EQF • Comparison of leaning outcomes for master’s programmes with QF EHEA and EQF descriptors • Master’s study programmes are described in Section 46 (1) of the Higher Education Act: • (1) “Master’s study programmes focus on acquiring theoretical knowledge based on the current state of scientific knowledge, research and development, on mastering their application and developing an aptitude for creative work; in the field of fine arts, master’s programmes focus on specialized artistic training and developing of the students’ talents. ”

 • Comparison of leaning outcomes for doctoral programmes with QF EHEA and EQF • Comparison of leaning outcomes for doctoral programmes with QF EHEA and EQF descriptors • Doctoral study programmes are described in Section 47 (1) of the Higher Education Act: 1. Doctoral degree programmes are aimed at scientific research and independent creative activities in the area of research or development, or independent theoretical and creative activities in the area of the fine arts. 4. Doctoral studies are completed with a doctoral state examination and the defence of a doctoral thesis. These are intended to show the ability of the candidate to carry our independent activities in the area of research or development, or independent theoretical and creative artistic activities. The thesis must contain original as well as published results or results accepted for publication

Level of tertiary education EQF level EHEA cyclus Tertiary vocational education 3 – 3, Level of tertiary education EQF level EHEA cyclus Tertiary vocational education 3 – 3, 5 years Graduation degree „diplomovaný specialista“/ diploma specialist (abbreviation „Di. S. “ behind the name) 180 -240 ECTS No access to Master's degree programme 6 Higher education - Bachelor's degree 1 3 -4 standard years (180 – 240 ECTS credits) academic degree of “bakalář” (“Bachelor”, abbreviated as “Bc. ”) an equivalent academic degree in the area of the fine arts – “bakalář umění” (“Bachelor of Fine Arts”, abbreviated as “Bc. A. ” used in front of the name Higher education – Master´s degree 1 -3 standard years (60 – 180 ECTS credits) if there is a consequent Master 4 -6 standard years (240 – 300 ECTS credits) , if the Master's programme is not consequent to a Bachelor's one Academic degree: “Inženýr” (“Engineer”, abbreviated as “Ing. ”, used in front of the name) in the fields of economics, technical sciences and technologies, agriculture and forestry and in military fields of study; “Inženýr architekt” (“Engineer Architect”, abbreviated as “Ing. arch. ”, used in front of the name) in the field of architecture; “Magistr umění” (“Master of Fine Arts”, abbreviated as “Mg. A. ”, used in front of the name) in the area of the fine arts „ „Magistr“ (“Master”, abbreviated as “Mgr. ”, used in front of the name) in other areas of study with the exception of medicine, dental medicine, veterinary medicine, and pharmacy. “Doktor medicíny” (“Doctor of Medicine”, abbreviated as “MUDr. ”, used in front of the name) in the field of medicine; “Zubní lékař” (“Doctor of Dental Medicine”, abbreviated as “MDDr. ” used in front of the name) in the field of dental medicine; “Doktor veterinární medicíny” (“Doctor of Veterinary Medicine”, abbreviated as “MVDr. ”, used in front of the name) in the field of veterinary medicine ; After passing the Rigorosum (Advanced Master) exam: “Doktor práv” (“Doctor of Law”, abbreviated as “JUDr. ”, used in front of the name) in the field of law; “Doktor filozofie” (“Doctor of Philosophy”, abbreviated as “Ph. Dr. ”, used in front of the name) in the area of the humanities, teacher education and the social sciences; “Doktor přírodních věd” (“Doctor of Natural Sciences”, abbreviated as “RNDr. ”, used in front of the name) in the area of the natural sciences; “Doktor farmacie” (“Doctor of Pharmacy”, abbreviated as “Pharm. Dr. ”, used in front of the name) in the field of pharmacy; “Licenciát teologie” (“Licentiate of Theology”, abbreviated as “Th. Lic. ”, used in front of the name) or “Doktor theologie” (“Doctor of Theology”, abbreviated as “Th. Dr. ”, used in front of the name) in the field of theology; for the field of Catholic theology “Licenciát teologie” 7 Higher education – doctoral studies 3 – 4 standard years Graduates of doctoral degree programmes are awarded the academic degree of “Doktor” (“Doctor”, abbreviated as “Ph. D. ”, used after the name), or “Doktor teologie” (“Doctor of Theology”, abbreviated as “Th. D. ”, used after the name) in the field of theology 60 -120 ECTS usually 90 – 120 ECTS Total Bachelor + Master level usually 300 ECTS credits 2 3 -4 standard years 8 3

Curricular reform - Learning outcomes and ECTS – possibilities • • • At all Curricular reform - Learning outcomes and ECTS – possibilities • • • At all HEIs the degree programmes were restructured according to the Bologna scheme Time to evaluate how this restructuralisation how successful it was? LOs (including standards for students´ assessment) +ECTS methodology could improve evaluation of degree programmes – how the programmes serve the needs of students (emancipation of students – more flexibility, more responsibility), – how they serve the labour market requirements If defined rightly they help – innovation of degree programmes – diversification of study offer – for future some appropriate modules could happen a partial qualification recognised by the labour market (developed in collaboration with employers) Could improve drop-out – when students leave institution without any degree as well as without a certificate Improved methodology of internal evaluation of degree programmes

LOs + ECTS + QF = possibility for recognition of prior learning • • LOs + ECTS + QF = possibility for recognition of prior learning • • LOs, rightly defined, could enable defining set of standards against which the informal/nonformal learning could be validated for further study purposes Basic frame at national level Recognition in autonomous competency of HEIs (in the Czech system of public HEIs) It has to be accompanied by further steps – – – clearly defined procedures included in the internal regulations of HEIs

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