Peer Learning Activity on Implementing EQF / NQF in Higher Education

Peer Learning Cluster or other group

Background

The PLA focused on the topic of implementing EQF / NQF in Higher Education. The meeting was hosted by the Bulgarian Ministry of Education and Science.

• Self-certification
• Learning outcomes
• Stakeholder engagement

For each theme the PLA explored both policy and practical issues of implementation. 

Description

Key lessons from the PLA notably include the following items:

Definitions of concepts and terms:

• Crucial to use clear definitions of learning outcomes and competences combined with a method for ministries and HEIs to deal with them
• The standards defined by the EQF and EHEA need to be used as ‘languages’ to which the NQF can refer and perhaps incorporate

Learning outcomes as a tool:

Learning outcomes support transparency for learners, providers and users of the product of programmes. They facilitate flexibility and transfer/mobility, both within and between institutions.

• The need to be conscious of the difficulties which may be associated with defining and articulating learning outcomes, or the criteria of the NQF, across the numerous disciplines was notably pointed out

The scope and harmonisation of the frameworks              

• Important to distinguish between access to learning and continuing professional development

• The way an NQF is developed is important for the approach
• It is the responsibility of each country to decide what its own NQF should look like, how it connects to the European Frameworks and which stakeholders to involve.

Engagement of the stakeholders

• The engagement of the academic staff and students is of vital importance
• A comprehensive approach to HE reforms showing the strong interrelations of the reform areas (curriculum incl. NQF, governance and funding) is needed to gain lasting commitment.