Detailed roadmap for the eqf referencing of the nqf in fyrom

Criterion 3 (EQF)

The national qualifications framework or system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems.
According to the NQF legislation (Law on NQF, Law on Higher Education, Decree for the National Framework for Higher Education Qualifications), learning outcomes are key concept for the MQF and its qualifications. In 2014 analysis of relevant legislation was car­ried-out. According to the findings, there is a need for updating the laws on primary education, secondary education, VET and education of adults with introduction of learning outcomes. Information on the current situation with recommendations was presented to the Government, which concluded that the work in this area should continue. The interventions in the legislation will also address adjustment of assessment to the learning outcomes approach. The current input and process oriented quality assurance will be further improved with focusing on learning outcomes. Actions will follow for strengthening the quality assurance bodies and processes focusing to learning outcomes.

The analysis²⁶ of the current state of learning outcomes implementation in primary, secondary (general and VET) and higher education and education of adults (carried out in 2014) shows that there are differences in the sub-systems.

In primary education learning outcomes have been implemented gradually. As of 2008 the nine year primary education is organized in three periods (I-III grade), (IV-VI grade) and (VII-IX grade). Curricula are designed per period and per grade according to educational goals and expected learning outcomes for each subject. Subject curricula are developed according to specific aims.

In general secondary education curricula are designed according to educational goals and expected learning outcomes for each subject.

In VET, curricula are designed according to educational goals and expected learning objectives for each subject. In the part of VET programmes that was reformed in 2012 (12 programmes of VET-3 years of education), the learning outcomes approach was introduced in a coherent manner: programmes and the qualification standards are described in learning outcomes and linked with occupational standards. Examples of occupational standards and reformed curricula are provided on the website http://mrk.mk/wp-content/uploads/2015/07/Standardi-na-zanimanja-2012.pdf.

In higher education, the learning outcomes approach is generalised at level of programme design and accreditation. All accredited study programmes are learning outcomes based in accordance with the Decree for the National Framework for Higher Education Qualifications. However full implementation of the learning outcomes approach will require further efforts, as learning outcomes are a new paradigm. All higher education institutions are adjusting to the learning outcomes approach and in this process there is still room for improvement as regards the involvement of other stakeholders. Examples of study programmes are provided on the website of the South East European University of Tetovo: http://www.seeu.edu.mk/en/future-students/academics.

In adult education occupational standards are the foundation of the vocational qualifications derived from verified special adult education programmes. A number of different special adult education programmes are clustered around certain occupational standard. The programmes are designed on the basis of learning outcomes.

Credit systems to measure the volume of achieved learning outcomes have been partially implemented in the qualifications system. In higher education the ECTS has been used for all cycles since 2005. One ECTS credit is equivalent to 30 working hours of duration of 60 minutes. Preparations for introduction of ECVET are in progress. In the NQF Law one ECVET credit is defined as workload of 25 working hours of duration of 45 minutes. Development and implementation of MCSGE will follow. One MCSGE is equivalent to 25 working hours of duration of 45 minutes.

According to Article 8 of the Law on the National Qualifications Framework, for each educational programme, module, subject or other unit of studying a certain number of credits is allocated.
The validation of non-formal and informal learning (VNFIL) is supported with the MQF and described in the document Macedonian Qualifications Framework – Baselines.

Currently understanding of validation of non-formal and informal learning is different in different institutions. Good practice example is the Methodology on the Process of Recognition of Prior Knowledge and Skills developed in the framework of the Horizon 2020 regional project “BUILD UP Skills BEET - Builders' Energy Efficiency Training“(Croatia, Greece and the Republic of Macedonia).

With support of the European Training Foundation the Concept for Non-formal Learning of Adults was developed and adopted by the Minister of Education and Science in 2015. The Concept for Primary Education of Adults was developed with relevant stakeholders and adopted in 2015. There is need for further communication, awareness raising and regulation of VNFIL. More information on the efforts of the Republic of Macedonia to develop a system for VNFIL is provided in Chapter 7.
Currently Criterion 3 is not fulfilled for the entire qualifications system in the country, but intensive activities are in progress in the areas of learning outcomes, credit systems and validation of non-formal and informal learning. The next steps in regard to learning outcomes are focused on: updating and enforcement of the legislation aiming at full implementation of learning outcomes. The non-reformed curricula will be revised and modernised and new curricula will be developed according to the learning outcomes approach with effective involvement of stakeholders in their design and implementation. Assessment leading to certification of qualifications will be more coherently linked to learning outcomes. The learning outcomes will also become part of quality assurance processes. The on-going reforms of VET will encompass the implementation of ECVET. The Republic of Macedonia will continue the work on development and implementation of the system for validation of non-formal and informal learning according to the roadmap prepared in accordance with the EU Recommendation (2012) and the new VNFIL Guidelines (2015).