Detailed roadmap for the eqf referencing of the nqf in fyrom
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Criterion 4 (EQF)The procedures for inclusion of qualifications in the national qualifications framework or for describing the place of qualifications in the national qualification system are transparent. The national legislation foresees establishment of transparent procedures for inclusion of qualifications in the Macedonian Qualifications Framework. Standards of qualifications, as fundamental elements in the Macedonian Qualifications Framework are described in Article 6 of the Law on NQF and include: title, code, type, level or sub-level, credit value, description and contents of the qualification, which includes learning outcomes and assessment criteria. According to the Methodology for Allocation of Qualifications into the Macedonian Qualifications Framework, the respective Sectoral Qualifications Council analyses the content of the proposed standards of qualifications, including the allocation of levels according to level descriptors. The National Board for MQF adopts the standards of qualifications. Qualification standards and other relevant documents are further used for development, validation of programmes and allocation of the qualifications in MQF. The bodies that validate programmes are described in Criterion 5. The development of qualifications is prescribed in the document Procedures for Development of Qualifications. The inclusion of qualifications in MQF is partially described in Chapter 4 of the Macedonian Qualifications Framework – Baselines. Sectoral Qualifications Councils: analyse the situation and the needs of the labour market and identify the needs for all types of qualifications in line with the requirements of the labour market & society as a whole, and prepare basic profiles of qualifications. The National Board for MQF adopts decisions for the inclusion of the qualifications in the MQF. Current implementation of learning outcomes in programmes has been deeply analysed and published in 2015 within the project supported by the ETF27, and with the active participation of national stakeholders, Ministry of Education of Science, VET Centre, Centre for Adult Education, Bureau for Development of Education, schools, universities, and professional associations. The findings of the Analysis are based on a technical analysis of documentation following agreed criteria. The document was finalised following an inclusive stakeholders’ consultation. Other aspects, beyond compliance with Article 6 of the NQF Law, analysis of content (learning outcomes) and of inherent quality, can be taken into consideration in levelling and insertion processes, such as: volume, role and place in the education and training structures and traditions, perception of employers on the value of certain qualifications. The analysis covered the main features related to the content of qualifications and to the quality of qualifications. The analysis of the content of qualifications consisted of comparison between the expressions of learning outcomes of the selected qualifications and the expressions of MQF level descriptors of the relevant levels. The process followed the steps:
The analysis of the quality of qualifications includes: relevance of the qualification for the labour market; standards on which the qualification is based; structure of the qualification; involvement of labour market actors in the different stages of the qualification process (development, learning process, assessment); institutional setting of the qualification. Aspects related with institutional quality assurance (accreditation and approval of the qualification) are regulated with legislation. Steps of the analysis:
Findings of the analysis: Primary education, general secondary and art education The documentation for these qualifications is based on learning objectives that partly cover MQF level descriptors in all domains – knowledge and understanding, skills and competence. According to the Law on NQF, primary education, general secondary and art education are allocated to the MQF at the level I and the IV level respectively. Vocational education for occupations (3-year VET) and Vocational training (2-year VET) Analysis was performed for the reformed 3-year VET qualifications (and one 2-year VET qualification)28. It showed that these qualifications are clear and complete: they are based on occupational standards, qualification standards, have consolidated information in the full curriculum collection (programme overview of teaching hours across years of education, subject curricula, examination programme for the final exam). These qualifications are closely matching the MQF descriptors on level III (and level II, respectively) and meet the respective occupational standards. The process of reforming the remaining 3-year and 2-year VET qualifications is to follow.
The 4-year VET qualifications are based on learning objectives. They are based on educational standards, standards of profiles of occupations according to the Nomenclature of occupations, sectoral standards (standard na struka) and standards of educational profiles. First analysis of learning objectives within these qualifications shows that some of the statements can be categorised as knowledge and understanding, skills and competence. One component of the on-going Skills Development and Innovation Support Project addresses the modernisation of 4-year VET, including implementation of learning outcomes.
Adult education programmes are based on occupational standards, and the qualification is described through learning outcomes. Occupational standards used for the development of these qualifications are the ones used for the development of 3-years or 2-years VET qualifications. Developers of the programmes apply different approach in using the occupational standards, and diverse coverage of the occupational standard. The learning outcomes described in the occupational standards are relatively direct and close to the respective MQF level descriptors. Craftsman master professional qualification The qualification is based on learning objectives that partly cover NQF level descriptors. According to the Law on NQF, the craftsman master professional qualifications are allocated to the NQF level VB. Higher education qualifications Since 2010 and in accordance with the Decree for the National Framework for Higher Education Qualifications, the curricula are developed based on learning outcomes. The allocation of higher education qualifications in the MQF is described in Chapter 2.2.5 and in Chapter 4. Next steps related to levelling of qualifications in the MQF Following the establishment of the complete MQF governance structure the transparent allocation of qualifications in MQF will continue depending on the relevance of the qualifications for the socio-economic development of the society. The on-going cooperation and support from renowned European institutions/organisations and bodies (European Commission, ETF, British Council, etc.) will be strengthened. Table 40 shows which qualifications are currently ready to be included in the MQF, which are conditionaly included and which are not yet ready to be included. Moreover, the table articulates information from Criteria 3, 4 and 5, level by level – and links this to the MQF inclusion decisions. Yüklə 10,31 Mb. Dostları ilə paylaş:
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