ESIB Statement on Qualifications Frameworks

ESIB broadly welcomes the idea of developing national qualifications frameworks as
well as a European qualifications framework in the course of the Bologna Process.

The biggest advantage that ESIB sees at the moment is the support such
frameworks can provide towards a system that is based on learning outcomes and
the implied shift from a teaching based system to a learning based system. ESIB
does not regard qualifications frameworks as the only means to achieve this shift of
paradigms but also considers other tools such as ECTS as tools to achieve that end.

However, ESIB considers the use of learning outcomes in qualifications frameworks
as a conditio sine qua non for their development and implementation. It is essential
that learning outcomes are set in such a way that they reflect all purposes of
education.

ESIB is aware of the possible added value of qualifications frameworks in terms of
transparency, flexibility and the comparability and compatibility of degrees, which
would also have positive effects in promoting the recognition of qualifications and
degrees, mobility and a number of other objectives of the Bologna Process. However,
ESIB does not regard qualifications frameworks as the primary means of achieving
these objectives, but rather as contributing to achieving them. Thus ESIB regards
Qualifications Frameworks as an interrelated element that contributes together with
other elements such as tools for recognition and quality assurance to a more
cohesive, comparable and compatible system for the European Higher Education
Area. Therefore ESIB restates its position regarding the implementation of the ECTS,
the Diploma Supplement and the ratification and implementation of the Lisbon
Recognition Convention. Furthermore ESIB stresses emphasis on implementing
qualifications frameworks should not lead to a loss of focus on implementing the
other mandates of the Bologna Process.

ESIB would welcome the transparency and transition points that a national
qualifications framework would provide between different types of education such as
that provided by universities and other institutions of higher education and
vocational education as well as facilitating the lifelong learning agenda and its
inclusion in the European Higher Education Area. Therefore ESIB welcomes the
inclusion of education other than higher education into a qualifications framework. In
particular the level that provides the qualification for accessing higher education
needs to be included.

ESIB stresses the importance of the involvement of students both in establishing
qualifications frameworks and in also in its usage, and review and maintenance
processes. ESIB also underlines the importance of the involvement of institutions, as
the involvement of the whole higher education community is a prerequisite for any
changes in higher education. But also only through the involvement of institutions
the concept of qualifications frameworks can become part of the institutional culture
instead of being regarded as another top-down initiative imposed on the sometimes
already reform-tired HEIs that need to implement it. The acceptance of new tools
and their proper implementation is dependent on the involvement of those who have
todeliver that implementation.

ESIB sees an overarching framework at the European level as a framework of
frameworks that builds on the experience of national frameworks, allowing
comparability without imposing uniformity. Thus such a framework must not be too
rigid, but at the same time it must not be too narrow in order to be meaningful. It
should also be mainly descriptive instead of prescriptive. A European framework
must be the result of a European process of discussions and deliberations, which is
inclusive in terms of countries and stakeholders.

ESIB notes that the Bologna Process is gaining pace whilst more and more countries
get involved and the topics increase and become broader. Therefore it is crucial not
to rush with implementation of reforms that are still very new initiatives in the
majority of countries, but rather to encourage broad discussions and exchange that
will finally allow for the establishment of qualifications frameworks, which will are
effectively implemented and will be accepted and welcomed by all stakeholders in all
countries.

This statement was adopted at the 46th Board Meeting in Banja Luka, Bosnia-
Herzegovina, April 2004