Detailed roadmap for the eqf referencing of the nqf in fyrom
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- Bu səhifədəki naviqasiya:
- Table 40: Summary of the EQF referencing to Criteria 3, 4 and 5
- MQF levels sub-levels EQF level
- Inclusion in MQF (NQF for LLL) VIII
Criterion 5 (EQF)The national quality assurance system(s) for education and training refer(s) to the national qualifications framework or system and are consistent with the relevant European principles and guidelines (as indicated in annex 3 of the Recommendation). All levels of the Macedonian Qualifications Framework are underpinned by quality assurance systems: quality assurance system for primary and secondary education (general/VET/art) and quality assurance for higher education. The quality assurance system is regulated with national legislation. Quality assurance system for primary and secondary education In primary and secondary education (general/VET/art) quality assurance covers: validation of curricula, accreditation of schools, governance of primary and secondary schools, teaching and learning processes, and assessment of students’ achievements. Directors of schools are licenced and continuous professional development of teachers takes place. Schools perform self-assessment organised by the school management, as the basis for self-improvement and integral (external) evaluation. Both evaluations are performed on a regular basis. Integral (external) evaluation is performed by the State Educational Inspectorate on a three year basis. The State Educational Inspectorate is independent from the Ministry of Education and Science. The Inspection Council of the Republic of Macedonia reviews the work of the State Educational Inspectorate. Periodically, the Bureau for Development of Education and the VET Centre perform monitoring and advisory visits to primary and secondary schools focusing on the teaching and learning processes. As described above, quality assurance within primary and secondary education covers context, input, process and output dimensions, including learning outcomes. The achieved learning outcomes are assessed by means of internal and external assessment. The final exam for general secondary education and for arts education is State matura exam, or School matura exam. For 4-year VET the students pass State matura exams or Final exams. For 3-year VET students pass Final exam. For 2-year VET students exam for vocational training (ispit za struchno osposobuvanje). The National Examination Centre organizes and coordinates the external part of the State matura exam, which is based on learning outcomes. School self-evaluation is performed according to the Rulebook with indicators on the quality of the work of the school. The State Educational Inspectorate performs the external evaluations of schools in accordance with the Guidelines. Legal documents relevant for quality assurance in primary education are quoted in the Sub-chapter 2.2.2. Legal documents relevant for quality assurance in secondary education are quoted in the Sub-chapter and 2.2.3. Appropriate resources needed for the functioning of the quality assurance system (National Examination Centre, State Educational Inspectorate, Bureau for Development of Education and the VET Centre) are allocated from the National Budget. Various stakeholders are involved in the quality assurance system. Students and parents are involved in self-evaluation and in integral evaluation of schools. Employers are involved in the development of standards of occupations, standards of qualifications, curricula design, implementation of curricula and in student assessment. Schools have the opportunity to comment the draft reports in the external evaluation performed by the State Educational Inspectorate. Evaluation results contain observations and recommendations for improvement. The State Educational Inspectorate performs control field visits on the follow-up to the recommendations. On a yearly basis, the final evaluation reports on the Matura exams are published on the website of the National Examination Centre. Quality assurance system in higher education As member of the Bologna Process, the Republic of Macedonia has been working on the implementation of the European Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG EHEA) which complies with the EQF common principles for quality assurance. The quality assurance system in higher education consists of accreditation, self-evaluation and external evaluation. Departments/commissions for quality assurance are part of the university management systems. The larger universities have units at the faculty level coordinated by the central quality assurance unit of the university. The internal quality assurance system covers: the design and validation of proposals of study programmes, monitoring and review of existing study programmes, the quality of teaching and assessment, student admission, progression, recognition and certification, quality of teaching staff, learning resources (libraries, ICT environment), student life support (student standard); quality of information relevant for students and information for the public, periodic self-assessment as well as preparations for external evaluation. Self-evaluation should be performed within a three year period. Different stakeholders are involved in these processes: academic staff, administrative staff, students and employers. The self-evaluation reports are published on the websites of the universities. Examples: the Self-Evaluation Report of he “Ss. Cyril and Methodius” University in the period 2010/2011-2012/2013 and the Self-Evaluation Report of the “Ss. Cyril and Methodius” University in the period 2006/2007-2009/2010 are presented on the link http://www.ukim.edu.mk/en_content.php?meni=157&glavno=10. The yearly self-evaluation reports of the South-East European University in the period 2011-2015 are presented on the link http://www.seeu.edu.mk/en/about/important-documents. The findings of the evaluations are guiding the follow-up activities and contribute to building institutional quality culture. The Higher Education Accreditation and Evaluation Board is the key body for external quality assurance. The Board is responsible for development of policy documents, legislation related to quality, defines the methodology of work, ensures resources from the National Budget and from its’ own activities, organizes selection and training of experts for peer reviews who carry-out external evaluations and prepare reports. Representatives of the following stakeholders are members of the Board: academic staff, the Macedonian Academy of Sciences and Arts, students and employers. As of 2010 the design and validation of higher education study programmes is learning outcomes based. In 2011 the Manual with Practical Advices for Writing Learning Outcomes became available to the developers of study programmes. The Manual is published on the following website: http://mon.gov.mk/images/documents/nacionalna_ramka/Practical%20advices%20for%20writing%20Learning%20outcomes%20-%20Manual.pdf. To ensure learning outcomes implementation, the Board establishes peer review commissions for accreditation/re-accreditation of the study programmes. Legal documents relevant for quality assurance in higher education are quoted in the Sub-chapter 2.2.5. In 2012 the Higher Education Accreditation and Evaluation Board became associate member of ENQA. The Board works independently. In 2015 the Ministry of Education and Science became governmental member of the General Assembly of EQAR. Road map was prepared for full membership of the Board in ENQA and in EQAR. Summary of the current status of MQF compliance and fulfilment of the Criteria 3, 4 and 5 is provided in Table 40. Table 40: Summary of the EQF referencing to Criteria 3, 4 and 5 (“LO” stands for “Learning Outcomes”; “QA” stands for “Quality Assurance”)
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