Detailed roadmap for the eqf referencing of the nqf in fyrom

6 Response to the QF-EHEA self-certification criteria and procedures

In 2008 the Ministry of Education and Science endorsed two international projects in the field of qualifications frameworks:

• 
  TEMPUS Structural measure on NQF – Designing and Implementing of the NQF²⁹;
  
• 
  EU CARDS Project – Technical assistance to the Ministry of Education and Science on Lifelong Learning.
  

The working group of the TEMPUS Structural measure on NQF – Designing and Implementing of NQF (TEMPUS ETF-SM-00050-2008 Project, 2009-2012 http://www.dinaquf.uklo.edu.mk/), was composed of representatives of:

• 
  Ministry of Education of Science
  
• 
  Ministry of Labour and Social Policy
  
• 
  “Saint Clement of Ohrid” University in Bitola
  
• 
  “Ss. Cyril and Methodius” University in Skopje
  
• 
  South East European University in Tetovo
  
• 
  “Goce Delchev” University in Shtip
  
• 
  State University of Tetovo
  
• 
  Linkoping University, Sweden (Mr. Janerik Lundquist)
  
• 
  Ghent University, Belgium (Mr. Luc François)
  
• 
  Fachhochschule Osnabrück, University of Applied Sciences (Mr. Volker Gehmlich).
  

The main responsibilities of the working group were:

• 
  Development of a model of NQF and making the Macedonian higher education harmonized with the QF-EHEA
  
• 
  Design and development of a model of National Qualifications Framework for the HE, verified by regulation at ministerial level
  
• 
  Practical implementation of the NQF through accepted set of levels, in which all learning achievements may be measured and related to each other in a coherent way and which defines the relationship between all education and training awards in the HE in the Republic of Macedonia.
  

During the preparatory phase and later in the implementation phase, the working group had wide consultations and collaboration with representatives of:

• 
  Higher education institutions
  
• 
  Student organizations
  
• 
  Higher Education Accreditation and Evaluation Boards
  
• 
  Local communities authorities
  
• 
  Employers
  
• 
  Chambers
  
• 
  Trade Union
  
• 
  Employment Service Agency.
  

As result of the public debates, comments received from the letters of the stakeholders, the comments from the participants invited at the workshops and the questionnaires, the Manual - Practical Advices for Writing Learning Outcomes and the National Framework for Higher Education Qualifications of the Republic of Macedonia – Guide were prepared. In May 2010 both documents were adopted by the Ministry of Education and Science. NQF HE was also presented to the Socio-Economic Council - the highest policy consulting body of the Government, consisted of highest representatives of the Government, employers and the Trade Union, for reviewing and comments.

In November 2010, the Decree on the National Framework for Higher Education Qualifications was adopted by the Government, and published ("Official Gazette" No.154, 30/11/2010).
After entering into force of the Decree, respective amendments to the Higher Education Law were made and all study programmes were restructured and re-accredited as learning outcomes based study programmes.

Criterion 1 (QF-EHEA)

The national framework for higher education qualifications and the body or bodies responsible for its development are designated by the national ministry with responsibility for higher education.
Fulfilment of this Criterion has been addressed within the explanation of the EQF Criterion 1.

Criterion 2 (QF-EHEA)

There is a clear and demonstrable link between the qualifications in the national framework and the cycle qualification descriptors of the European framework.

Besides the explanation provided for the Criterion 2 (EQF) we have decided to also present the specificities of the level descriptors of the qualifications in the NQF HE and the Dublin descriptors under this chapter. The development of this Framework started in 2008 and entered into force in 2010. With Macedonian Qualifications Framework – Baselines and the Law for NQF the descriptors for the respective levels were adjusted without changing the text by restructuring them from five into the three domains of the Macedonian Qualifications Framework. Therefore they are fully identical.

The correspondence between the NQF HE and the Dublin Descriptors was examined and confirmed by nationals and experts from Sweden, Germany and Belgium included as partners within the Tempus project³⁰. In the Report on the implementation of the EHEA in 2015³¹, under the indicator 3 “Implementation of national qualifications frameworks, 2013/14” the Republic of Macedonia is ranked in steps 7-9 (defined as qualifications have been included in the NQF, study programmes have been re-designed on the basis of learning outcomes and the implementation of NQF has started with agreement on the roles and responsibilities of HEI, QA and other bodies).
Comparison between the NQF HE and QF-EHEA cycles is provided in Table 41.
Table 41: NQF HE and QF-EHEA cycles comparison

NQF HE	V	VI		VII		VIII
	VA	VIB	VIA	VIIB	VIIA
QF-EHEA cycles	Short cycle	First cycle		Second cycle		Third cycle

The coherence between the NQF HE descriptors and the Dublin descriptors is presented in Table 42.

Table 42: Schematic Comparison between the NQF HE and the Dublin Descriptors

NQF HE descriptors		Dublin Descriptors
5	Demonstrates knowledge and understanding in the field of study or work that is built upon general secondary education supported with professional literature. Possesses specialist theoretical and professional knowledge and understanding of certain basic theories from the narrow scientific and professional area. Possesses limited knowledge of contemporary developments in the area of work or study which provides support to the field of work or profession, possibility for personal development and a basis for further studies for completion of the first cycle of higher education. Applies skills that are based on understanding of theoretical principles and their application in solving problems and in the execution of complex and specific tasks in the field of work and study, with selection and use of relevant data, methods, procedures, techniques, instruments, devices, tools and materials. Possesses skills to study in order to be able to undertake further studies with a certain degree of independence. Possesses ability to communicate and discuss with target groups from the narrow profession or the area of study, with colleagues, superiors and clients. Has a higher level of personal and professional responsibility, and ability to evaluate the own work and the work of the group based upon criteria in the field of work. Capability to transfer knowledge to others, to organize, communicate and to control the own work and the work of others. Takes responsibility for the own results, but also shares responsibility for the activities, results and the work of others in the group.	Short cycle (within the first cycle)	Have demonstrated knowledge and understanding in a field of study that builds upon general secondary education and is typically at a level supported by advanced textbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle; Can apply their knowledge and understanding in occupational contexts; Have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems; Can communicate about their understanding, skills and activities, with peers, supervisors and clients; - have the learning skills to undertake further studies with some autonomy.
6	Demonstrates knowledge and understanding in the scientific field of study that builds upon previous education and training, including knowledge in the domain of theoretical, practical, conceptual, comparative and critical perspectives in the scientific field according to the relevant methodology; Understanding of a certain area and knowledge of current issues in relation to scientific research and new sources of knowledge. Demonstrates knowledge and understanding of different theories and methodologies necessary for the wider area of research. Is able to apply knowledge and understanding in a manner that shows a professional approach to the work or the profession; Demonstrates ability to identify, analyse and solve problems; Capability to find and support arguments within the profession or the field of study; Capability to collect, analyse, evaluate and present information, ideas and concepts from relevant data; Capability to assess theoretical and practical issues, provide explanations for the reasons and to select an appropriate solution; Takes initiative to identify the requirements for acquiring further knowledge and study with a high degree of independence; Capability to communicate and discuss information, ideas, problems and solutions, when the decision criteria and the scope of the task have been clearly defined, both with (professional?) and the non-expert public. Takes responsibility for the own results and shared responsibility for the collective results; Capability for independent participation, with a professional approach, in specific scientific and interdisciplinary discussions. Makes relevant judgement by taking into consideration the personal, social, scientific and ethical aspects.	First cycle	- have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; - can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; - have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues; - can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; - have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
7	Demonstrates knowledge and understanding of the scientific field of study that builds upon the first cycle, by applying methodologies appropriate for resolving complex problems, both in a systematic and in creative manner, which provides the basis or the possibility for originality in the development and/or application of autonomous ideas in the context of the research; Presents a high level of professional competence in one or in several specific scientific fields; Possesses knowledge from one or more subject areas, which in the given scientific fields are based on the most renowned international research in that scientific field, as well as capability to connect wider and deeper knowledge in related professions or fields of science. Capability for critical, independent and creative problem-solving with a certain degree of originality in new or unknown environments and in multi-disciplinary contexts, related to the field of study; Capability to synthesize and integrate the knowledge and to handle complex issues, in a systematic and creative manner; Capability to evaluate and select scientific theories, methodologies, tools and general skills from the subject areas, and to put forward new analyses and solutions on scientific basis; Capability to recognize the personal need for further knowledge and capability for independent and autonomous actions when acquiring new knowledge and skills in the social framework; Capability to exchange conclusions and proposals by clearly and unambiguously arguing and rationally underpinning the stance, both with experts and non-experts. Demonstrates significant responsibility for the own and the joint results, for leading and initiating activities; Capability for solid evaluation, even in the case of incomplete and limited information, which includes the personal, social and ethical responsibilities in the application of the acquired knowledge and evaluation thereof; Capability for taking responsibility for further professional development and education, both for personal and for the group with which cooperates.	Second cycle	- have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research3 context; -can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; - have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements; - can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; - have the learning skills to allow them to continue to study in a manner that maybe largely self-directed or autonomous.
8	Demonstrates a systematic understanding of the field of research and perfect knowledge of research methods and skills within the respective field in accordance with the highest international standards; Possesses knowledge gained with own research or work, thus significantly contributing to the professional and scientific field of research, but also in the related fields. Demonstrates ability to interpret, design, apply and adapt the essential subject of the research with scientific integrity; Uses the knowledge as a basis for original ideas and research that exceed the current boundaries of knowledge, developing new knowledge, valued on the level of national and international peer-reviewed publications; Ability for critical analysis, evaluation and synthesis of new and complex ideas, necessary for solving complex problems in the field of research; Ability for independent initiation and participation in national and international research networks and events with scientific integrity; Ability for independent initiation of research and development projects, through which new knowledge will be generated, as well as skills for development in the field of research; Expected to be capable of self-promotion in academic and professional context and in the technological, social or cultural development in a knowledge-based society; Capable for communication with the colleagues, the wider academic community and with the society as a whole within the field of expertise. Takes maximum responsibility for the results of the own work, but also for the work of the others in the group; Takes responsibility for managing complex processes, while, in the same time, ensuring the professional development of the individuals and the group as a whole.	Third cycle	- have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; - have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; - have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; - are capable of critical analysis, evaluation and synthesis of new and complex ideas; - can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; - can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society;

In summary, for Criterion 2 it can be concluded that there is a clear and verifiable compatibility between the descriptors of the NQF HE and the QF-EHEA.