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NQF in Austria

TEMPUS PROJECT KICK-OFF MEETING Tempus Project INARM Veronika Nitsche, WUS Austria Lublin, 13/2/2013

HIGHER EDUCATION IN AUSTRIA


22 public Universities (292.000 students) 13 private Universities (6.000 students) 21 Universities of Applied Sciences (40.000 students) The Austrian HE sector is currently being converted in accordance with the objectives of the Bologna Declaration. The 2002 University Studies Act (UG 2002) brought complete autonomy for public universities as well as new steering instruments such performance agreements.
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The Austrian National Qualifications Framework (NQF)


2006 Governments decision to implement an NQF in Austria Working groups were set up to prepare an NQF 2007 Surveys & Analysis

National steering group was established First fact-finding phase Information and public awareness work Analysis by ordering diverse studies Preparing a consultation paper
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The National Qualifications Framework


2008 Consultation Process Public consultation process until 11/2008, all stakeholders have been involved Commentaries evaluation by experts: The report identified a number of open questions and challenges for the further NQF development. Report to the national steering group which presented the conclusions and recommendations end 2008
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The National Qualifications Framework


2009 Analysis of consultation Council of Ministers

Preparation of a policy paper of the both ministries (BMWF & BMUKK) involved to devise the strategy for the Austrian NQF implementation.

The National Qualifications Framework


2010 - Decision about a general framework - Development criteria and process of allocation of non-HE-qualifications to NQF (Draft Handbook) - First steps to present informal and non formal qualifications - Establishing a national contact point (NCP)
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The National Qualifications Framework


2011 - Start of the simulation of allocation of selected nonHE-qualifications - Testing of critical parts of process of allocation - Peer learning activity for the steering committee - Extended PR activities (road show, seminars Fit for NQF, and individual counselling)
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The National Qualifications Framework


2012 - Completion of the Austrian EQF classification report 2013 - All Austrian qualifications will be referenced to a NQF level by 2013

Organisation
National steering group Representatives of all ministries and social partners and the Lnder Defines general framework and guidelines

Organisation
Advisory board in the BMWF Representatives of the tertiary education sector Exchange of information Defining general strategy to follow

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Aims of the NQF


- Promotion of mobility, lifelong learning and learning outcome orientation - Easier transparent allocation to the EQF levels - Neutral benchmark, who makes transparency and comparability of qualifications possible, which were gained in different systems and at different levels - Positioning if Austrian qualifications through the NQF and EQF in the national and European labor market

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QUALIFICATION PROFILES
Need to be developed for each curriculum; Related to the occupational area; based on meetings/surveys with alumnis, with representatives from the labour market, et al. (bottom-up approach); Defines the qualifications a graduate should have at the end of his studies (professional and social/generic competences); This qualification profil is the basis for the definition of the learning outcomes of the study program and its modules.

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FRAMEWORKS QUALIFICATION PROFILES


Development of Qualification Profils European Qualifications Framework National Qualifications Framework Dublin Descriptors Standards by Law: 2002 University Studies Act (UG 2002)

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EUROPEAN QUALIFICATION FRAMEWORK (EQF)


Acts as a translation device Makes national qualifications more readable accross Europe Promotes workers and learners mobility between countries The core of the EQF concerns eight reference levels describing Knowledge, Skills and Competences.

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AUSTRIAN NATIONAL QUALIFICATIONS FRAMEWORK (NQF)


Based and very much connected to the EQF, also with 8 reference levels.

Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Each level ist described on the basis of knowledge, skills and competences, whereas the levels 6-8 in higher education are described along the Dublin Descriptors.

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DUBLIN DESCRIPTORS
provide very general statements of typical expectations of achievements and abilities associated with awards that represent that represent the end of a Bologna Cycle. General level decriptors have been developed for the first, second and third cycle.

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Dublin Descriptors:
= set of criteria The following five sets of criteria are distinguished: Knowledge and understanding Application of knowledge and understanding Ability to make judgements Ability to communicate Learning skills
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Dublin Descriptors:
e.g. 2) Application of knowledge and understanding Qualifications that signify completion of the 1st, 2nd, 3rd cycle are awarded to students who 1st) 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; 2nd) can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments withing broader (or multidisciplinary) contexts related to their fields of study; 3rd) have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity.
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LEARNING OUTCOMES
Bologna related features: Efficiency and effectiveness of higher education Improve the traditional ways of describing qualifications All modules and programmes should be (re)written in terms of learning outcomes

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Learning Outcomes
. are used to express what learners are expected to achieve, and how they are expected to demonstrate that achievement

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Approaches
teacher-centered approach focused on the teachers input on assessment in terms of how well the students absorbed the material taught difficult to identify precisely what the student has to be able to do in order to pass the module or programme student-centered approach focuses on what the students are expected to be able to do at the end of the module or programme
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Learning Outcomes
Definition Learning outcomes are statements of what a learner is expected to know, understand and/or, be able to demonstrate after the completion of a process of learning
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To be continued

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Thank you for your attention!

www.wus-austria.org Veronika Nitsche, veronika.nitsche@wus-austria.org


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