National Qualification Frameworks:National Qualification Frameworks:The Case of the Hungarian Higher EducationThe Case of the Hungarian Higher Education

József József TemesiTemesi, Corvinus University of Budapest, Corvinus University of Budapest

Qualification Framework Embodiment ProjectQualification Framework Embodiment Project

Working SeminarWorking Seminar

February 21-23, 2007 Budapest, HungaryFebruary 21-23, 2007 Budapest, Hungary

OutlineOutline

Overview of the Hungarian Higher EducationOverview of the Hungarian Higher Education

The Hungarian Bologna Process (BP)The Hungarian Bologna Process (BP)

Harmonization of the BP and the EQF-NQF initiative in HungaryHarmonization of the BP and the EQF-NQF initiative in Hungary

ConceptsConcepts

A project on designing learning outcomes for B and M programsA project on designing learning outcomes for B and M programs

NQF working groups and their mandatesNQF working groups and their mandates

Overview of the Hungarian Higher EducationOverview of the Hungarian Higher Education

The first Hungarian university, with faculties of law and medicine, was The first Hungarian university, with faculties of law and medicine, was established in Pécs in 1367. established in Pécs in 1367.

After the WWII: state-owned specialized universities and colleges After the WWII: state-owned specialized universities and colleges supervised by the Ministry of Education. Fragmented higher education supervised by the Ministry of Education. Fragmented higher education system.system.

1993: new Higher Education Law.1993: new Higher Education Law.

Dual system; there are colleges and universities, some colleges are Dual system; there are colleges and universities, some colleges are associated with universities as college faculties of the universities. A associated with universities as college faculties of the universities. A university can offer college level courses, too. university can offer college level courses, too.

Before Bologna-reforms: the length of training at college level Before Bologna-reforms: the length of training at college level (corresponding to B.Sc. level) is minimum 3 years, maximum 4 years; (corresponding to B.Sc. level) is minimum 3 years, maximum 4 years; the length of education at university level (corresponding to M.Sc. the length of education at university level (corresponding to M.Sc. level) is minimum 4 years, maximum 5 years (with the exemption of level) is minimum 4 years, maximum 5 years (with the exemption of medical universities where the tenure of education is 6 years).medical universities where the tenure of education is 6 years).

2000: New network of integrated state-owned higher education 2000: New network of integrated state-owned higher education institutions.institutions.

18 state universities, 12 state colleges (the number of state institutions 18 state universities, 12 state colleges (the number of state institutions was reduced from 55 to 30)was reduced from 55 to 30)

Private sector from 1991: 26 church-owned institutions (some colleges Private sector from 1991: 26 church-owned institutions (some colleges existed before) and 9 foundation colleges.existed before) and 9 foundation colleges.

Before 2006: state-financed degree students did not pay tuition fee.Before 2006: state-financed degree students did not pay tuition fee.After 2006: gradual introduction of tuition fee.After 2006: gradual introduction of tuition fee.

Admission before 2006: high school certificate + entrance Admission before 2006: high school certificate + entrance examinations.examinations.After 2006: with school-leaving certificate. After 2006: with school-leaving certificate.

Number of applicants and admitted students to higher education between Number of applicants and admitted students to higher education between 1990-20051990-2005

Legend: Legend: ▲▲ 18 year-old 18 year-old ◆◆ applicants applicants ∎∎ admittedadmitted

Number of students in state-owned (86%), church-owned (6%) and private Number of students in state-owned (86%), church-owned (6%) and private institutions, 2005/2006 institutions, 2005/2006

Number of students graduated from higher education programs Number of students graduated from higher education programs (full-time, part-time, correspondence and distance education)(full-time, part-time, correspondence and distance education)

Source:Source: Statistical Yearbook, 2005/2006 Statistical Yearbook, 2005/2006

The Hungarian Bologna Process (BP)The Hungarian Bologna Process (BP)

Main results:Main results:

An ECTS-type credit system is in action. The Credit Council plays an An ECTS-type credit system is in action. The Credit Council plays an advisory role.advisory role.

The three-cycle system (Bachelor, Master, Doctoral) has been The three-cycle system (Bachelor, Master, Doctoral) has been introduced. introduced.

Bachelor pilot programs from 2004. General introduction: September Bachelor pilot programs from 2004. General introduction: September 2006.2006.

Master pilot programs from 2007. Master pilot programs from 2007. New Higher Education Act (September 2006): several changes in New Higher Education Act (September 2006): several changes in

managing and financing higher education.managing and financing higher education. Quality assurance (national, institutional) is in focus. Renewal of the Quality assurance (national, institutional) is in focus. Renewal of the

Hungarian Accreditation Board.Hungarian Accreditation Board. Equal opportunity in higher education. Social inclusions.Equal opportunity in higher education. Social inclusions.

Harmonization of the BP and the EQF-NQF initiative in HungaryHarmonization of the BP and the EQF-NQF initiative in Hungary

Main actors:Main actors:

Hungarian Bologna BoardHungarian Bologna Board

Hungarian Rectors’ ConferenceHungarian Rectors’ Conference

Hungarian Accreditation BoardHungarian Accreditation Board

Hungarian Higher Education and Research CommitteeHungarian Higher Education and Research Committee

Ministry of Education and CultureMinistry of Education and Culture

General conceptsGeneral concepts

Qualifications are national according to national legislationQualifications are national according to national legislation

Qualifications are articulated/located in national qualifications Qualifications are articulated/located in national qualifications frameworksframeworks

Vision: national frameworks are linked together through an alignment Vision: national frameworks are linked together through an alignment to a European meta-frameworkto a European meta-framework

Review the education system as a whole (public and vocational, Review the education system as a whole (public and vocational, lifelong learning)lifelong learning)

Re-examine vocational and academic needs and create an integrated Re-examine vocational and academic needs and create an integrated system of qualifications that will gradually bring closer education and system of qualifications that will gradually bring closer education and trainingtraining

The implication of an integrated framework of qualifications should be The implication of an integrated framework of qualifications should be considered at the level of curriculum practiceconsidered at the level of curriculum practice

11 Decision to startDecision to start Taken by the national body responsible for higher Taken by the national body responsible for higher education (minister?)education (minister?)

22 Setting the agenda: Setting the agenda: The purpose of our NQFThe purpose of our NQF

WG-Report nr. 1 (section 2.3)WG-Report nr. 1 (section 2.3)

33 Organising the processOrganising the process Identifying stakeholders; setting up a committee/WG Identifying stakeholders; setting up a committee/WG

44 DesignDesign ProfileProfile. l. leevvel structureel structure,, lleevvel descriptors (learning el descriptors (learning outcomes)outcomes), , Credit rangesCredit ranges

55 ConsultationConsultation National discussion and acceptance of design by National discussion and acceptance of design by stakeholdersstakeholders

66 ApprovalApproval According to national tradition by According to national tradition by Minister/Government/legislationMinister/Government/legislation

77 Administrative set-upAdministrative set-up Division of tasks of implementation between HEI, Division of tasks of implementation between HEI, QAA and other bodiesQAA and other bodies

88 Implementation at institutional/Implementation at institutional/programme levelprogramme level

Reformulation of individual study programmes to Reformulation of individual study programmes to learning outcome based approlearning outcome based approaachch

99 Inclusion of qualifications in the NQFInclusion of qualifications in the NQF Accreditation or similar (Berlin CommuniquéAccreditation or similar (Berlin Communiqué))

1010 Self-certification of compatibilitySelf-certification of compatibility with the EHEA framework with the EHEA framework (Alignment to Bologna cycles etc.)(Alignment to Bologna cycles etc.)

WG Report nr. 1WG Report nr. 1Pilot projectsPilot projects

Continental traditionsContinental traditions Several subsystems (not frameworks) co-existSeveral subsystems (not frameworks) co-exist Facing a lot of new challenges (internationalization, student numbers, Facing a lot of new challenges (internationalization, student numbers,

social and economic expectations)social and economic expectations) Advantages: an opportunity to review qualifications and the whole Advantages: an opportunity to review qualifications and the whole

qualification systemqualification system An evolving framework for higher education (effects of the Bologna An evolving framework for higher education (effects of the Bologna

Process)Process) Public education: lessons from international assessments (PIPublic education: lessons from international assessments (PISSA)A) Vocational education: new competence requirements – needs of the Vocational education: new competence requirements – needs of the

labour marketlabour market CoordinationCoordination: : No single agency as yetNo single agency as yet

Hungarian backgroundHungarian background

AA clear understanding of the conceptual foundation clear understanding of the conceptual foundation ((levels, levels, descriptors, etc.)descriptors, etc.)

AA shift from standardized content, organization and delivery of shift from standardized content, organization and delivery of qualificationsqualifications

In terms of components In terms of components the frameworkthe framework will include levels and outcome will include levels and outcome focused indicators (credits)focused indicators (credits)

Traditional models give way to systems based on explicit reference Traditional models give way to systems based on explicit reference points using learning outcomes and competencies, levels, level points using learning outcomes and competencies, levels, level indicators, subject benchmarks, qualification descriptorsindicators, subject benchmarks, qualification descriptors

The use of a common language and approach - consistency will The use of a common language and approach - consistency will improve transparencyimprove transparency and quality and quality

Even if we think of one particular sector to start with, it is important to Even if we think of one particular sector to start with, it is important to promote multiple pathways into and through that sector – LLLpromote multiple pathways into and through that sector – LLL

There should be public understanding of the achievements There should be public understanding of the achievements represented by different qualifications to achieve public confidence in represented by different qualifications to achieve public confidence in standards.standards.

((SourceSource: Éva Gönczi, NQF seminar, Budapest, September 2006): Éva Gönczi, NQF seminar, Budapest, September 2006)

ExpectationsExpectations

Project on qualification framwork and on learning outcomes in the Project on qualification framwork and on learning outcomes in the Hungarian higher educationHungarian higher education

Approach: Approach:

TUNING philosophyTUNING philosophy

Participation of HE experts and employersParticipation of HE experts and employers

Learning outcomesLearning outcomes

Contribution to the Hungarian Bologna-process starting Contribution to the Hungarian Bologna-process starting in September 2006in September 2006

Analysis of the existing Bachelor programmesAnalysis of the existing Bachelor programmes

Focus is on the development of new Master programmesFocus is on the development of new Master programmes

AimsAims

To provide technical assistance in order to produce new qualification To provide technical assistance in order to produce new qualification descriptions that are justified both form an academic point of view and by descriptions that are justified both form an academic point of view and by potential employers in the given fieldpotential employers in the given field

Start: March, 2006Start: March, 2006

Project organizationProject organization

Steering GroupSteering GroupWorking groups (subject areas)Working groups (subject areas)

Background materialsBackground materials::

international project descriptions and resultsinternational project descriptions and results,,

national and foreign descriptions by subject areasnational and foreign descriptions by subject areas,,

recommendations and considerations from the labour market team recommendations and considerations from the labour market team members members

Higher Education Act in Hungary: „training and qualification Higher Education Act in Hungary: „training and qualification requirements”requirements” for every degree programme in collaboration with the for every degree programme in collaboration with the Hungarian Accreditation Board and the Ministry of Education.Hungarian Accreditation Board and the Ministry of Education.

The projectThe project approach was to create a balance between the academic and approach was to create a balance between the academic and labour market requirements, and between the input and output (curriculum-labour market requirements, and between the input and output (curriculum-oriented and learning outcome-oriented) elements.oriented and learning outcome-oriented) elements.

The major goal was to concentrate on a competence-based description of The major goal was to concentrate on a competence-based description of the training and qualification requirements.the training and qualification requirements.

The professional level of qualification descriptions will improve and The professional level of qualification descriptions will improve and requirements will move towards practical realizationrequirements will move towards practical realization

The recommendations from different study fields for qualification The recommendations from different study fields for qualification descriptions expressed in learning outcomes and competencies will descriptions expressed in learning outcomes and competencies will take into account progression from Bachelor to Master cycle in a take into account progression from Bachelor to Master cycle in a consistent wayconsistent way

The involvement of the labour market representatives will ensure The involvement of the labour market representatives will ensure sound application of the output based approachessound application of the output based approaches

A core group will develop that will be able to contribute to designing A core group will develop that will be able to contribute to designing qualification descriptors as future advisors in Hungaryqualification descriptors as future advisors in Hungary

Guidelines, manuals, technical descriptors will be designed, which will Guidelines, manuals, technical descriptors will be designed, which will help for curriculum design and planning, in the various institutionshelp for curriculum design and planning, in the various institutions

AAs a result of the projects a result of the project

Level description (Bachelor, Master): Level description (Bachelor, Master): amendment to the Higher Education amendment to the Higher Education LawLaw

Subject area descriptionSubject area description:: general professional competencies for a particular general professional competencies for a particular subject areas (e.g. engineering, business)subject areas (e.g. engineering, business)

Programme descriptionProgramme description:: specific competencies for a particular programme specific competencies for a particular programme (e.g. mechanical engineering, marketing)(e.g. mechanical engineering, marketing)

Training and qualification description (official version):Training and qualification description (official version):

Competencies + knowledge areasCompetencies + knowledge areas

Hierarchy of requirementsHierarchy of requirements

Designing process (recommendation for the institutions)Designing process (recommendation for the institutions)

Competencies and learning outcomesCompetencies and learning outcomes

generalgeneral subject areasubject area programmeprogramme

Assigning to knowledge areasAssigning to knowledge areas

Composition of knowledge areas in a curriculum (in Composition of knowledge areas in a curriculum (in credits)credits)

Institutional curriculumInstitutional curriculum

Qualified personnelQualified personnel

InfrastructureInfrastructure

guarantee for guarantee for a quality outputa quality outputLaunching Launching

a programmea programme

Programme Programme accreditationaccreditation

for the Ministry of Education: structure and content of the legal for the Ministry of Education: structure and content of the legal regulationregulation

for the Hungarian Accreditation Board: subject area and programme for the Hungarian Accreditation Board: subject area and programme descriptorsdescriptors

for the institutions: competence-based curriculafor the institutions: competence-based curricula

RecommendationsRecommendations::

Project outcomeProject outcome::

methodology papers, guidebooks, sample descriptionsmethodology papers, guidebooks, sample descriptions

studies on labour market requirementsstudies on labour market requirements

recommendationsrecommendations

trained expertstrained experts

NQF working groups and their mandatesNQF working groups and their mandates

Working Group 1:Working Group 1: detailed level descriptions (Higher Education: level 6-8) detailed level descriptions (Higher Education: level 6-8)

Conceptual frameworkConceptual framework

Structure of NQFStructure of NQF

Analysis of the NQF descriptors and the sectorAnalysis of the NQF descriptors and the sector iial output requirementsal output requirements

Harmonization of the NQF descriptors and the existing requirementsHarmonization of the NQF descriptors and the existing requirements

Assigning the NQF descriptors to the EQF descriptorsAssigning the NQF descriptors to the EQF descriptors

Deadline: June 2007Deadline: June 2007

Working Group 2:Working Group 2: mechanisms, regulation, financial tools mechanisms, regulation, financial tools

Institutional and procedural questions – legal proposalsInstitutional and procedural questions – legal proposals

Preparations to introduce the NQF: designing projects to be incorporated Preparations to introduce the NQF: designing projects to be incorporated into the National Development plan 2007-2013into the National Development plan 2007-2013

Deadline: June 2007Deadline: June 2007

Working Group 3:Working Group 3: recommendations for the educational sub sectors recommendations for the educational sub sectors

Detailed output requirements – primary and secondary education, Detailed output requirements – primary and secondary education, vocational education, higher education, adult education (LLL)vocational education, higher education, adult education (LLL)

Review and development of the output requirementsReview and development of the output requirements

Deadline: December 2007Deadline: December 2007