Using Learning Outcomes in Recognition of Qualifications -

An online PLA on the role of qualifications frameworks in recognition, hosted by project partners from North Macedonia, took place on 26 May 2021. The speakers at the PLA were experts from North Macedonia, project partners from Bosnia and Herzegovina as well as international experts from Latvia, Ireland and Estonia. Prof. Tatjana Atanasova Pachemska, PhD, gave a presentation on using learning outcomes in the recognition of qualifications with special reference to employability, adjusting study programs to the labor market and on the importance of learning outcomes for employers presenting examples from North Macedonia

Qualification standard of teachers in higher education in Republic of North Macedonia (draft version) and connection with recommendations of Roma Communiqué (Annex III, October 2020)

На почетокот на работилницата претставникот на работната група од Македонија проф.д-р Татјана Атанасова Пачемска со предавањето Qualification standard of teachers in higher education in Republic of North Macedonia (draft version) and connection with recommendations of Roma Communiqué (Annex III, October 2020) ги запозна учесниците на работилницата со изработениот документ-стандард за квалификација на наставник во високото образование, понатамошната постапка за регистрација согласно националната легислатива како и следните чекори во контекст на барањата и препораките на министрите на сите земји членки и придружни членки на ЕУ, содржани во Римското комунике

A manual with examples of good practice in the process of creating qualification standards and programs related to the improvement of teaching competencies of teachers in higher education

The European Qualifications Framework for Lifelong Learning (EQF) is an instrument for establishing qualification levels aimed at recognition and understanding of qualifications among national qualifications frameworks. In the framework of this project, it is important to highlight the Qualifications Framework for the European Higher Education Area (QF-EHEA), which serves to establish qualification levels within the higher education system in order to recognize and understand qualifications among national qualifications frameworks of the European Area of Higher Education. In order to link with EQF and QF-EHEA, Croatia, Montenegro and North Macedonia have developed their own national qualification frameworks, which are described in more detail in the manual. The Manual contains examples of good practice in the process of creating qualification standards and programs related to the improvement of teaching competencies of teachers in higher education. The coordinator and partners created a Manual that describes the process of developing qualification standards, LLL programs and program reviews in each country. The manual also contains general information about the qualification frameworks of the countries and procedures for creating standards and programs, as well as program evaluation processes, as well as links to important legislative and strategic documents

Аssessment report and functional qualitative analysis of the current condition regarding the qualification standard: teacher in higher education in republic of north Мacedonia

The role of a higher education teacher is just one of the dimensions and attributes of the academic profession. Anyone with the necessary qualifications, engaged in the academic world is expected to possess a pool of professional academic roles through the whole career, such as teacher, researcher, manager, contributor etc. We have worked on a development of a Standard of qualification: Teacher in higher education within the international Erasmus + project, where one of the activities was evaluation of the current condition with the proposed key qualifications for the teachers in higher education and their expectations in the future, using mathematical modeling techniques. This resulted in a determination of the current qualitative levels regarding different categories of teachers, in terms of the specific qualifications of the teacher, called key job tasks, provided within the Standard

Assessment Report and Functional Qualitative analysis of the current condition regarding the Qualification Standard: Teacher in higher education in Republic of North Macedonia

The role of a higher education teacher is just one of the dimensions and attributes of the academic profession. Anyone with the necessary qualifications, engaged in the academic world is expected to possess a pool of professional academic roles through the whole career, such as teacher, researcher, manager, contributor etc. We have worked on a development of a Standard of qualification: Teacher in higher education within the international Erasmus + project, where one of the activities was evaluation of the current condition with the proposed key qualifications for the teachers in higher education and their expectations in the future, using mathematical modeling techniques. This resulted in a determination of the current qualitative levels regarding different categories of teachers, in terms of the specific qualifications of the teacher, called key job tasks, provided within the Standard

Evaluation model for the Qualification standard: Teacher in higher education, related to both academic title and scientific field of the teacher

Research for what qualifies faculty to teach an undergraduate, graduate and PhD levels across the world shows that the profession: teacher in higher education is probably one of the least regulated professions in terms of the skillset required for a person to be able to teach. In our country, having a doctoral degree in a relevant field and the teaching / research experience are the only relevant characteristics a teacher must possess in order to be able to progress in his/her academic career. But, questions arise about all the other important skills and competences a teacher must possess, especially from the pedagogical perspective in general. Related to this, new standard for the qualification: Teacher in higher education is proposed. It refers primarily to gaining knowledges, skills and competences related to the teaching in higher education institutions, from formal, informal and non-formal point of view and all of them – improving the teacher. A research was conducted showing the current condition in terms of learning outcomes defined within the standard and related to both the academic level and the scientific field of the teachers. With processing these data into a qualitative assessment tool based on a mathematical modeling, we obtain a clear picture for the learning outcomes with highest need to be improved. The activities conducted within the research were a solid base for creation of a module towards life long learning program: professionalization of the profession: Teacher in higher education (didactical aspect)

Better Academic Qualifications through Quality Assurance (BAQUAL)

The aim of the Better Academic Qualifications through Quality Assurance - BAQUAL project, with Croatia, Northern Macedonia and Montenegro as the participating countries, is to encourage the application of qualifications frameworks in internal and external quality assurance procedures in higher education. All three countries have adopted relevant legislation to implement and make full use of the qualifications frameworks to ensure and increase the quality of higher education within the objectives and principles of the European Higher Education Area

Using world reference level (WRL) in the process of recognizing the learning outcomes – case study

It is greatly important for the international knowledge recognition processes to understand the structure and importance of the learning outcomes, as well as qualification frameworks in different states, thus allowing easier knowledge mobility. European Union works a lot in this field, adopting conventions and regulations to be followed by the member states and aspirants. Probably the most important one is the Lisbon Recognition Convention (1997), concerning the higher education in Europe. Through UNESCO, a specific tool is created in order to suggest completely new approach in translating the qualifications gained in an understandable format for the countries, thus enabling easier and more precisely done mobility knowledge mobility between the countries. In this paper, the tool is applied to concrete study program at the GDU in Stip, MK