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European and National tion of the learning outcomes in eight
Qualifications Frameworks areas of study: humanities; social sci-
in the system ences; the sciences; natural sciences;
of higher education technical sciences; medical sciences,
health sciences, and physical education
T he system of higher education obtained in a given country with qualifi- and sport sciences; agricultural sciences,
in Europe has undergone sig- cations obtained in another. forest sciences, and veterinary sciences;
nificant changes in the past few and art. Moreover, it contains the de-
years. The first attempts to in- The EQF is being put into practice across scription of the learning outcomes that
crease its compatibility and comparabil- Europe with each member state adopt- lead to engineering qualifications.
ity were undertaken in the course of the ing National Qualifications Frameworks
Bologne Process, which ended with the (further called NQF). Consequently, NQF necessitates the modifications
signing of the Bologne Declaration on higher educational system in Poland has of the existing educational programs.
June 19th, 1999 by the ministers from faced important changes brought about Hence, a modified course card compris-
29 European countries, and with the by the Regulation of November 2nd es the following elements:
creation of European Higher Education 2011, as a result of which it has been
Area. Further meetings of ministers took based on National Qualifications Frame- 1. Prerequisites defined in terms of knowl-
place in Prague (2001), Berlin (2003) work. According to Professor Andrzej edge, skills and social competencies
and Bergen (2005). Their aim was to Kraśniewski (2011: 6), NQF, broadly 2. Course objectives
make European systems of higher edu- speaking, can be viewed as a compre- 3. Learning outcomes
cation more comparable, and more hensible, in the national and internation- 4. The evaluation methods
competitive and attractive in the whole al context, description of qualifications 5. Course description
world as well. obtained in the higher educational sys- 6. Bibliography
tem of a given country. The main objec- 7. ECTS distribution
On April 23rd, 2008, the European Par- tive of NQF is to create the educational
liament and the Council of Europe for- system based on the learning outcomes It is believed that appropriately defined
mally adopted European Qualifications defined in terms of what the student learning outcomes and its connection
Framework (further called EQF), which should know, understand and be able to with a didactic process constitute the
acts as a comparative tool that makes perform after completing the education- basis of the introduced changes and of
national qualifications more readable al process. They are defined within the a transition from teacher- to learner-
across Europe, thus promoting univer- following three categories: knowledge centered approach. To conclude, we
sities’ graduates’ and students’ mobil- (knowledge of theory and facts), cogni- may state that the implementation of
ity between countries, and facilitating tive and psychomotor abilities (the abili- NQF into the Polish system of higher
their lifelong learning. The core of the ty to implement the acquired knowledge education will lead to the enhancement
EQF encompasses eight reference lev- in particular problem solving activities), of its quality and … hopefully, it is not a
els, which range from basic (level 1) to and social competencies (the ability to wishful thinking.
advanced (level 8). These levels describe perform on a given task independently
the knowledge and skills acquired by and in a responsible manner). dr Anna Zwierzycka-Raulinajtys
students in the educational process in Koordynator ds. metodyki nauczania
terms of the learning outcomes. This The Regulation of November 2nd, 2011
enables one to compare qualifications in the case of NQF includes the descrip- Studium Języków Obcych PP
Bibliography:
Kraśniewski, Andrzej. 2011. Jak przygotowywać
programy kształcenia zgodnie z wymaganiami
wynikającymi z Krajowych Ram Kwalifikacji dla
Szkolnictwa Wyższego? Publikacja współfinan-
sowana ze środków Unii Europejskiej w ramach
Europejskiego Funduszu Społecznego. Minister-
stwo Nauki i Szkolnictwa Wyższego.
European and National tion of the learning outcomes in eight
Qualifications Frameworks areas of study: humanities; social sci-
in the system ences; the sciences; natural sciences;
of higher education technical sciences; medical sciences,
health sciences, and physical education
T he system of higher education obtained in a given country with qualifi- and sport sciences; agricultural sciences,
in Europe has undergone sig- cations obtained in another. forest sciences, and veterinary sciences;
nificant changes in the past few and art. Moreover, it contains the de-
years. The first attempts to in- The EQF is being put into practice across scription of the learning outcomes that
crease its compatibility and comparabil- Europe with each member state adopt- lead to engineering qualifications.
ity were undertaken in the course of the ing National Qualifications Frameworks
Bologne Process, which ended with the (further called NQF). Consequently, NQF necessitates the modifications
signing of the Bologne Declaration on higher educational system in Poland has of the existing educational programs.
June 19th, 1999 by the ministers from faced important changes brought about Hence, a modified course card compris-
29 European countries, and with the by the Regulation of November 2nd es the following elements:
creation of European Higher Education 2011, as a result of which it has been
Area. Further meetings of ministers took based on National Qualifications Frame- 1. Prerequisites defined in terms of knowl-
place in Prague (2001), Berlin (2003) work. According to Professor Andrzej edge, skills and social competencies
and Bergen (2005). Their aim was to Kraśniewski (2011: 6), NQF, broadly 2. Course objectives
make European systems of higher edu- speaking, can be viewed as a compre- 3. Learning outcomes
cation more comparable, and more hensible, in the national and internation- 4. The evaluation methods
competitive and attractive in the whole al context, description of qualifications 5. Course description
world as well. obtained in the higher educational sys- 6. Bibliography
tem of a given country. The main objec- 7. ECTS distribution
On April 23rd, 2008, the European Par- tive of NQF is to create the educational
liament and the Council of Europe for- system based on the learning outcomes It is believed that appropriately defined
mally adopted European Qualifications defined in terms of what the student learning outcomes and its connection
Framework (further called EQF), which should know, understand and be able to with a didactic process constitute the
acts as a comparative tool that makes perform after completing the education- basis of the introduced changes and of
national qualifications more readable al process. They are defined within the a transition from teacher- to learner-
across Europe, thus promoting univer- following three categories: knowledge centered approach. To conclude, we
sities’ graduates’ and students’ mobil- (knowledge of theory and facts), cogni- may state that the implementation of
ity between countries, and facilitating tive and psychomotor abilities (the abili- NQF into the Polish system of higher
their lifelong learning. The core of the ty to implement the acquired knowledge education will lead to the enhancement
EQF encompasses eight reference lev- in particular problem solving activities), of its quality and … hopefully, it is not a
els, which range from basic (level 1) to and social competencies (the ability to wishful thinking.
advanced (level 8). These levels describe perform on a given task independently
the knowledge and skills acquired by and in a responsible manner). dr Anna Zwierzycka-Raulinajtys
students in the educational process in Koordynator ds. metodyki nauczania
terms of the learning outcomes. This The Regulation of November 2nd, 2011
enables one to compare qualifications in the case of NQF includes the descrip- Studium Języków Obcych PP
Bibliography:
Kraśniewski, Andrzej. 2011. Jak przygotowywać
programy kształcenia zgodnie z wymaganiami
wynikającymi z Krajowych Ram Kwalifikacji dla
Szkolnictwa Wyższego? Publikacja współfinan-
sowana ze środków Unii Europejskiej w ramach
Europejskiego Funduszu Społecznego. Minister-
stwo Nauki i Szkolnictwa Wyższego.
