Outcomes of a recent study: National Qualifications Framework – a possibility for having level 5 in Higher Education (Polish Rectors Foundation and Pearson.

Outcomes of a recent study:

National Qualifications Framework –

a possibility for having level 5 in

Higher Education (Polish Rectors

Foundation and Pearson Company)

Katarzyna Trawinska-Konador, expert for the Polish Qualifications Framework, Educational Research Institute (IBE), Poland

Polish Qualifications Framework and Polish Qualifications System – where we

are?

• Since 2010, work on the PQF and integration of the national qualifications system is being carried out by the Educational Research Institute (IBE) in Warsaw

• Modernising the national qualifications system in Poland will be based on its integration by implementing two instruments:

- the Polish Qualifications Framework (reforming framework)

- the integrated qualifications register.

Polish Qualifications Framework and Polish Qualifications System – where we

are?• PQF development created an impulse to modernise

all areas of education and life-long learning system in Poland

• 2008-2011 - wave of reforms in formal education (general, VET, HE)

• Changes in non-formal sector are in the pipe-line: learning-outcomes approach standards in validation standars in quality of qualifications

Polish Qualifications Framework and Polish Qualifications System – where we are?

29.05.2013 – The polish referencing report has been presented at the meeting of the EQF Advisory Group of the

European Commission in Brussels

„Level 5 of the NQF. Higher education”Aims, methods

• Interviews in 12 higher education institutions

• Aim: obtain the opinions of the academic community about level 5.

• Interview script – set of 14 questions: Topic I: legitimacy of introducing PQF level 5 study

programmes to higher education. Topic II: possibilities of introducing level 5 study programmes

to the respondent’s institution. Preparing respondents for the interview.

Studies at level 5 – influx of students to HEIs and ensuring the quality of level 6? (Introductory question)

• Level 5 can favourably supplement levels 4 and 6 – agreement regardless of type of HEI

• population decline

• remedy for „the stampede to higher education”

• response to labour market needs

Who will benefit the most from the introduction of level 5 study programmes: higher education

institutions/students/employers?

All groups will benefit from this innovation, but

students and employers are in first place.

• the right to a good education at various levels• maturity of the decision to study at levels 6 and 7• the need for mid-level specialists• fulfils the gap between the competencies of an

upper secondary school graduate and the requirements of a first year student

Level 5 students: young upper secondary school graduates or

adults looking to supplement their qualifications?

• Studies targeted to both groups

• Various motives for undertaking such studies• Improving qualifications • Re-qualifying• Attaining a specialist’s diploma • Flexible career and educational planning

Level 5 qualifications:state diploma or HEI certificate?

• Diploma for level 5 studies with the same characteristics as the diploma for levels 6 and 7

• „Associate degree”?

What are the factors differentiating levels 5 and 6?

• Level 5 is more „practical” than level 4 and less „theoretical” than level 4

• Noted progress of requirements between levels 4-5-6

• Level 5 is more „replicative” than level 6

RPL in the context of level 5 studies?

• Agreement for the need to validate learning outcomes attained outside of the formal education system in the context of level 5

• Especially important in the case of level 5 – students with professional experience

• Appropriate, reliable validation methods and ensuring the quality of these methods

• Increasing the attractiveness of level 5 studies as a result of RPL

Will the idea of level 5 studies be accepted by the academic community?

• Academic higher education institutions expressed greater apprehension than vocational higher education institutions

• Representatives of vocational HEIs distance themselves from their collegues at academic HEIs

What could be the potential reasons for resisting the idea in the HEI community?

• Academic fatigue in the face of constant change (among others, implementation of the NQF)

• Fear of losing prestige – the profile of the new study programmes may be too „vocational”

• Concern that this innovation will not be cost-effective

• Lack of an "adjustment process" – a pilot programme

• Lack of an information campaign

Which arguments should be used to convince others about the merits of introducing level 5

study programmes?

• Hard data from other countries where education is effectively implemented at level 5

• Forecasts of the demand for qualifications at level5

• The risk of reducing employment due to population decline

• Ensuring the appropriate level of study at levels

6 and 7

• Broad information and promotional campaign

• Solutions for financing these studies

SUMMARY

• Respondents support study programmes at level 5

• Influx of students to higher education institutions

• Ensure the quality of studies at levels 6 and 7

• Meet the needs of students, the labour market and higher education institutions

• This direction is in accordance with the idea of LLL – students of various backgrounds, acceptance of RPL

Project co-financed by the European Union under the European Social Fund

The Educational Research Institute research institute8 Górczewska St, 01-180 Warsaw phone.: +48 22 241 71 70 | [email protected] | www.ibe.edu.pl

Thank you for your attention.

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