1. NQF Referencing Experience
Macedonia
Borcho Aleksov
Ministry of Education and Science
Macedonia
Neum, Bosnia and Herzegovina, 2-3 June 2016

2. Legal documents
recall
− Recommendation of the European parliament and
of the Council of 23 April 2008 on the establishment
of the European Qualifications Framework for
lifelong learning
− Criteria and procedures for referencing national
qualifications levels to the EQF (EQF AG)
• Berlin Communiqué (2003)
• Bergen Communiqué (2005)
• Dublin Descriptors (2005)
Bologna Follow-Up Group (2005) Framework for Qualifications of the
European Higher Education Area. Kopenhagen, p. 9

3. Considerations
researches, anticipations, visions

4. Skills based education
1
Education systems, including
HE are not keeping up with
needs of labour market
2
Entrepreneurs overcome skills
shortage by founding their
own schools
3
Education systems to find new
ways to help develop cross-
cutting skills
− system that prioritises skills
over credentials
− skills-based model will
require conscious efforts

5. High-skilled jobs
65%
of children entering primary schools
today will end up working in job types
that don’t yet exist
45%
of the active individuals are paid to
perform can be automated by adapting
currently demonstrated technologies
think critically, solve complex
problems, interact with others,
innovate, learn how to learn,
preserve and overcome failure

6. Transferable skills
Acquired in one work setting that can
be productively applied in another
PhD
Especially relevant:
analyses, research, project
management, writing,
teaching and
communication

7. Precautions

8. Macedonian Qualifications
Framework
Decisions
• NQF
− Transparency
− Comparability
− Reforming tool

9. National Qualifications Framework
• national standard that regulates the acquisition and use
of qualifications
• instrument for establishing a system of qualifications acquired in
the Republic of Macedonia
• bases for the transparency, access, transfer, acquisition
and quality of qualifications
− presents national educational system
− boosts reforms and modernization of the educational and training
system in the context of LLL
• tool that supports the employers and other stakeholders in
understanding the education and training system and the
qualifications
• gives confidence to students and parents in the quality of the
education system and of the qualifications

10. NQF objectivesNQF objectives
− To clearly define learning outcomes
− To establish a system of valuing different qualifications
within the overall system of qualifications
− To encourage and promote lifelong learning
− To enable horizontal and vertical progression through
formal, non-formal and informal learning
− To enable international comparability of qualifications
− To ensure the mobility of participants in the process of
education and training, and inclusion in the labour
market at the national and international level
− To support a comprehensive system for quality
assurance
− To ensure the cooperation of all stakeholders

11. NQF development process
− 2002-2005, initiatives and proposals
− 2008-2010, NQF-EHEA
− 2012 – 2013, Macedonian Qualifications Framework -
Baselines
− October 2013, National Qualifications Framework Law
− May 2014, Starting the Referencing process
− April 2015, State of play presented to AG EQF
− February 2016, Referenced MKQF
− IPA NQF Project ongoing

12. Tempus project
NQF-EHEA 2008-2010
Partners
− Linkoping University, Sweden
− University St. Clemente of Ohrid, MK
− Ministry of Education and Science, MK
− Ministry of Labour and Social Policy,
MK
− University Sts Cyril and Methodius,
MK
− South East European University, MK
− Goce Delcev University, MK
− State University of Tetovo, MK
− Ghent University, Belgium
− Fachhochschule Osnabrück, University
of Applied Sciences, Germany
 National Framework for
Higher Education
Qualifications Decree,
2010
 Higher Education Law
Amendments, 2011
 Reaccreditation of all
study programmes
(learning outcomes
based), 2011-2013

13. MKQFMKQF
levellevel
DescriptionDescription
EQFEQF
levellevel
VIIIVIII
III cycle (doctoral) studies
(≥3 years, 180 ECTS)
8
VIIVII
VIIA
II cycle academic studies
(60/120 ECTS)
7
VIIB
II cycle professional studies
(60/120 ECTS)
VIVI
VIA I cycle studies (240 ECTS)
6
VIB I cycle studies (180 ECTS)
VV
VA
Professional studies (60/120 ECTS)
Short cycle studies within I cycle of studies 5
VB Post-secondary education (60/120)
IVIV TVET and General secondary education, 4 years (240) 4
IIIIII
Vocational Education for Occupations,
3 years (180)
3
IIII Vocational Training, 2 years (60–120) 2
II Primary Education, 9 years 1

14. Comparison of MKQF HE
with QF-EHEA
MKQF HEMKQF HE
levellevel
DescriptionDescription
QF-EHEAQF-EHEA
levellevel
VIIIVIII
III cycle (doctoral) studies
(≥3 years, 180 ECTS)
3rd
cycle
VIIVII
VIIA
II cycle academic studies
(60/120 ECTS)
2nd
cycle
VIIB
II cycle professional studies
(60/120 ECTS)
VIVI
VIA I cycle studies (240 ECTS)
1st
cycleVIB I cycle studies (180 ECTS)
VV VA
Professional studies (60/120 ECTS)
Short cycle studies within I cycle of
studies
short cycle

15. Structure of the
Macedonian Qualifications Framework
• The Macedonian Qualifications Framework comprises of:
– Levels/sub-levels of qualifications;
– Level descriptors and learning outcomes;
– Types of qualifications and documents serving as evidence for
the acquired qualification and
– Volume of the qualification.
• Descriptors of the learning outcomes for:
NQF LLL NQF EHEA
Knowledge and
understanding
Knowledge and understanding
Skills Application of knowledge and
understanding
Competence Ability for assessment
Communication skills
Learning skills

16. Examples of level descriptors
criterion 2

17. Examples of level descriptors

18. Quality assurance criterion 5
 QA system for primary and secondary education
• accreditation, self-evaluation and external evaluation
• final exam/state matura in Secondary Education
QA system for higher education
• Consists of accreditation, self-evaluation and external
evaluation
criterion 6
Active involvement of representatives of the external quality
assurance bodies:
• National Examination Centre
• State Educational Inspectorate and
• Higher Education Accreditation and Evaluation Board
Annex 4 - written agreements of these bodies on the Report

19. NQF Governance
• Macedonian Qualification Framework National Board
− 11 members
− establishes Sectoral Committees
− adopts documents, methodologies, policies
− qualifications levelling, register
• Ministry of Education and Science (NCP)
• Ministry of Labour and Social Policy
• Competent institutions for development of
qualifications
– Centre for Vocational Education and Training, Centre for
Education of Adults and Bureau for Development Education for
levels I to V-B;
– Higher education institutions for development of qualifications
from level V-A to VIII.

20. Main Challenges
in implementing NQF
− weak employers impact in qualifications
designing
− awareness of NQF Mechanisms
− issues related to professional qualifications and
old qualifications
− short cycles qualifications almost unknown
− academic and professional master qualifications
− odd qualifications weak employability

21. Referencing process
Inspiration
− Criteria and procedures for referencing study
− National Reports
National Reports are very unique, different background, date
− Referencing report and NQF purposes
• Transparency
• Comparability
• Other (NQF Reforming tool, Recognition etc)

22. Working Group
• Ministerial Decision (2013) criterion 1
− Ministry of Education and Science
− Ministry of Labour and Social Affaires
− Centre for Adult Education (national institution)
− VET Centre (national institution)
− Bureau for Development of Education
− Employment Service Agency
− Chambers of Commerce
− Organisation of Employers
− Chamber of Crafts
− Higher Education Accreditation and Evaluation Board
− National Examination Centre
− State Educational Inspectorate
− National Agency for European Educational Programmes
and Mobility
− VET school
− Students’ Union
National Board for the Macedonian Qualifications Framework

23. Referencing Core Group
• Organizer (boosting, influenced)
• Cunning (decision maker)
• Experienced (educational reforms/policies)
• Report writer (sharp minded)

24. Referencing Roadmap
(May 2014 – May 2015)
− Minimum requirements to reference the NQF to
the EQF
− Structure of EQF referencing reports
− Procedure for the presentation in the EQF
Advisory Group
− Oral presentations
− Typical questions and comments
− Typical challenges and how to overcome them

25. Roadmap Milestones
− Draft roadmap
− Motivation and capacity building on referencing to
the EQF
− Completed and agreed roadmap
− Draft structure of the EQF referencing report
− Mapping of main qualifications
− State-of-play presentation on the NQF
developments and EQF referencing prepared
− Expert opinion (note) on the Referencing process
and report to be shared at the AG EQF
− Final draft of the EQF referencing report

26. Inventory and Analysis of a Sample of Existing
Qualifications
– includes 241 qualifications from general education,
formal VET and non-formal verified programmes;
– includes 1,190 higher education qualifications
– analysis of a sample of qualifications
– findings
– conclusions for EQF Referencing
(criteria 3 and 4)
Prepared with support of the European Training Foundation

27. VET4 Qualifications issues
criterion 3
− sample of 5 qualifications out of 52 active
qualifications
− qualifications are not based on occupational and/or
qualification standards
− these qualifications contain expressions of learning
objectives, rather than learning outcomes
− temporary levelling (4-IV), conditional to future
improvements of these qualifications
− employers should be better involved in
assessment of qualifications: development,
organisation and grading

28. NQF portal
www.mrk.mk
• General
information
• Qualifications
• MQF Bodies
• EQF AG
• Register

29. Promotions
− NQF Developments presentations
(Poland, Montenegro, Croatia, Turkey . . .)
− many, frequent: home, abroad
− Benefits
•Questions, comments, remarks
•Exercising its intelligibility for not familiar
•Improving visibility and quality

30. Involvement of international experts
Criterion 7
October 2014, a workshop was
held with participation of
members of the AG EQF from
− ETF,
− Austria,
− Croatia
− Hungary
− Montenegro
NQF EHEA
− Luc François, Ghent
University, Belgium
− Janerik Lunquist, Linköping
University, Sweden
− Volker Gehmlich,
Osnabrück University,
Germany
− Eduarda Castel Branco – ETF, EQF AG member
− Prof. Mile Dzelalija, PhD – University of Split,
Croatia, EQF AG member
− John O’Connor – QQI, Ireland, EQF AG member

31. Referencing Report
 A working
group of all
relevant
stakeholders
was
established by
the Minister of
Education and
Science
 One unified
Report
(referencing
and self-
certification
Development of the Referencing Report
− May 2014 – 2 workshop: ETF,
international expert, NQF development
group, other stakeholders; meetings
with relevant institutions
− June 2014 – 2 days workshop: ETF,
international expert, EQF referencing
group, NQF development group, other
stakeholders
− October 2014 – 2 days workshop for all
stakeholders from the EQF referencing
group with AG EQF group members
from ETF, CRO, AT, HU, ME; several
technical meetings with the core
referencing group
− February 2015 – ETF technical meetings
with VET centre, core team for EQF
referencing
− March 2015 – ETF meeting with core
team for EQF referencing

32. Structure of the Referencing Report
− Introduction
− National Qualifications System
− Referencing and self-certification process
− National Qualifications Framework
− Response to the EQF referencing criteria and
procedures
− Response to QF-EHEA self-certification criteria and
procedures
− System for validation of non-formal and informal
learning
− Challenges and next steps

33. Process at EQF AG
− State of play:
30th
Meeting of EQF AG, 14-16 of
April 2015, Brussels
− Referencing of the
Macedonian Qualifications
Framework to EQF:
34th
Meeting of EQF AG, 3rd
-4th
of
February 2016, Brussels

34. Preparatory phase - May-June 2014 – ETF, international expert
• meetings with relevant institutions and different
stakeholders
• workshops and
• ROADMAP
Referencing Report phases
Development phase - July 2014 – January 2016
• meetings with relevant institutions and different stakeholders
• national workshops and conferences
• presentations and thematic debates on parts of the draft
Report (with relevant institutions and different stakeholders)
• presentations at regional and international events
• April 2015 - state of play
• presentation of the final draft Report
Final phase - January 2016
• opinions of international EQF experts
• adoption by the National NQF Board
• adoption by the Government (26 January)

35. Main conclusions EQF AG
CEDEFOP, CoE, ETF, EQF
− The report is comprehensive, well-structured and clearly
depicts the current state-of-play in the development and
implementation of the MQF
− The current scope of the MQF and the referencing report is
clear
− Very well structured chapter on Education system (external audience)
− Criterions 1,2,5,6,7,8,9, 10 are met
− Criterions 3, 4 : The report addressed these criterions to a
certain degree. However, the necessary steps for making
progress in this area are clearly presented.

36. Table 40: Summary of the EQF referencing to Criteria 3, 4 and 5
MKQF
levels &
sub-
levels
EQF
level
Summary info on
types of
qualifications, cycles,
awards
Criterion 3
Principle of Learning
Outcomes (LO); linked to
arrangements VNFIL;
credit systems
Criterion 4
Procedures for
inclusion of
qualifications in
NQF or for
describing the
place of
qualifications in
NQS are
transparent
Criterion 5
National quality
assurance systems for
education and training
refer to the NQF and are
consistent with relevant
European principles and
guidelines
(Annex III)
Inclusion in MKQF
(NQF for LLL)
VIA 6
1st cycle:
a)Academic
b)Vocational
Diploma and Diploma
Supplement
ECTS: 240(Exception for
the regulated professions):
100 % of programmes are
LO-based. (Re)-
Accreditation pegged to
adoption of
LO.Qualification not
accessible via VNFIL.
In Register
accredited HE
Qualifications
(titles) following
legal procedure of
Accreditation
QA: see chapters 2 and
4.8
Accredited
qualifications:
included in MQF
III 3
a) Vocational
(3 years)Students with
special education
needs: 4 years.b)
Non-formal (type:
vocational qualification
– CVET)
a) 12 qualifications out of
48 are based on LO (25%
of the active VET-3
qualifications)75% based
on educational objectives
(36 out of 48 active VET-3
qualifications)b) Based on
LO (occupational
standards)No credit system
in application (but planned)
a) - Diploma- In
Inventory b) - State
(official) certificate
awarded by
authorized
providers - In
Inventory (update
needed)
a) QA – see chapters 2
and 4.8b) Verified
programmes, authorized
providers – see chapters
2 and 4.8
a) i) 12 new (from
2012-2013)
qualifications LO-
based: can be
included.ii)
According to the Law
on NQF, VET-3
qualifications (non-
reformed) are
allocated to the MQF
at the level III.b) Can
be included upon
formal leveling
procedure (Type:
vocational)

37. Other issues
− Levels and sub-levels
− Types of qualifications, non-formal qualifications,
‘vocational type’ qualifications
− Credits
− Progression, lifelong learning, flexibility, permeability
between different subsystems and pathways
− Stakeholders involvement
− Links to relevant policies: employment and labour
market
− Language diversity
− Sustainability of the framework
framework is put into practice therefore it is desirable that a
comprehensive strategy and a detailed action plan for MQF
implementation with further activities for the coming years
would be included in the report

39. Response
− Roadmap for further improvement of
MKQF
− VNFIL Roadmap (95% completed)(VNFIL-Report chapter 7)
− updating and fine-tuning of the legislation
− fine-tuning the institutional setup for
implementation of MKQF

40. Benefits and impacts of NQF
− Redesigning of existing qualifications
− Reforming educational system, modernizing
teaching methods and learning approaches
− Developing culture for employable
qualifications
− Ameliorate the employability
− Enhance the trust among all stakeholders and
internationally
− Transparency in our qualification system

41. Main benefits and impacts
of the referencing to the EQF
• Awareness raising on NQF
• Learning together and stakeholder involvement:
– What is EQF referencing
– Roadmap of EQF referencing
– Participation in EQF AG
– Core group on EQF referencing
– Workshops, training sessions and conference with focus
on LO, QA, NQF structures, role of stakeholders
• Elaboration of evidence
– Inventory and analysis of the qualifications until
September 2014
– Report with supporting annexes
– Identifying key learning outcomes VET 3, VET4
• Feedback loop into action
– Key learning outcomes for three TVET qualifications
– Website

42. Suggestions and recommendation
− original and realistic approach, short and clear sentences
− show political determination, strategies related and
social consensus (citizens benefit)
− frequent and many promotions and discussions
− pay attention to any suggestion − wisely choose relevant
ones only
− fair leveling of qualifications
− avoid quotation of numbers of laws, decisions etc
− evidence based statements/explanations
− establish dedicated Referencing Core Group (3-4
members)
− preferably write in English

43. Acknowledgments
• ETF support from the very beginning up to
now and in the future, especially thanks to
Mrs. Eduarda Castel Branco
• British Council support, Stephan John
• Prof. Mile Dželalija, PhD, Croatia
EQF referencing was not very expensive exercise due to the support

44. Thank you for your attention
borco.aleksov@mon.gov.mk
www.mrk.mk