Comparative study report

COMPARINGQUALIFICATIONS FORRELIABLE RECOGNITION

The study was conducted by the Academic Information Centre (Latvia) in cooperation with National
Centre for Information and Documentation (Bulgaria), Archimedes Foundation (Estonia), UK NARIC(United Kingdom) and National Information Center for Academic Recognition and Mobility (Armenia)
from 2018 to 2020.

Academic Information Centre –Latvian ENIC/NARIC
Valnu Street 2
Riga LV-1050, Latvia
Telephone: +371 67225155
E-mail: aic@aic.lv
Website: www.aic.lv

The experts involved in conducting the study and preparing this report:
Baiba Rami a
Gunta Kinta
Mat ss L cis
Gayane Harutyunyan
Kostadin Tonev
Gunnar Vaht
Zara GreenJon WaldenThis report was prepared with the support of Erasmus+ NARIC project No 595635-EPP-1-2018-1LV-EPPKA3-NARIC “Comparing qualifications for reliable recognition (QUATREC)” (2018-2020).

The opinions expressed are those of the author(s) only and should not be considered as
representative of the European Commission’s official position.

Table of contents
Abbreviations........................................................................................................................................4

Introduction ..........................................................................................................................................5

1. Education systems and National Qualifications Frameworks in the partner countries .................... 9

2. Role of learning outcomes in education system and recognition of foreign qualifications ............ 15
3. Recognition procedures in the partner countries ...........................................................................21

4. Methodology of the horizontal comparison ...................................................................................25
5. Horizontal comparison of three selected qualifications .................................................................31
5.1. Analysis of contextual information ....................................................................................31
5.2. Learning outcome analysis ...............................................................................................34
6. Conclusions ....................................................................................................................................49

7. Recommendations and proposals for a more effective use of learning outcomes and NQFs inrecognition process ............................................................................................................................55
Appendices ........................................................................................................................................58
Annex 1. Schemes of higher education systems .....................................................................61
Annex 2. National Qualifications Frameworks for HE (EQF levels 5/6-8) .................................65
Annex 3. NQF level descriptors (EQF levels 5/6-8) ..................................................................69
Annex 4. Template of the fiche .................................................................................................85

Annex 5. Agenda of the comparative study .............................................................................87
Annex 6. Contextual information of the qualifications .............................................................89
Annex 7. Completed fiches of the partner countries ...............................................................99
Annex 8. The results of keyword analysis in the learning outcomes .....................................139
Annex 9. The results of the content analysis of the learning outcomes .................................149

Abbreviations
AIC

Academic Information Centre (Latvia)

ARMENICNational Information Center for Academic Recognition and Mobility (Armenia)

CAE

Cambridge Certificate in Advanced English

CATS

Credit Accumulation and Transfer Scheme

CPE

Cambridge Certificate of Proficiency in English

DS

Diploma Supplement

ECTS

European Credit Transfer and Accumulation System

EHEA

European Higher Education Area

EKKA

Estonian Quality Agency for Higher and Vocational Education (Estonia)

ENIC

European Network of National Information Centres on academic recognition
and mobility

ENQA

European Association for Quality Assurance in Higher Education

EQAR

European Quality Assurance Register for Higher Education

EQF

European Qualifications Framework

EstQF

Estonian Qualifications Framework

FCEFirst Certificate in English

HEhigher education

HEI

higher education institution

ICT

information and communication technologies

IELTS

International English Language Testing System

IT

information technologies

LO

learning outcomes

LQF

Latvian Qualifications Framework

NACID

National Centre for Information and Documentation (Bulgaria)

NARIC

National Academic Recognition Information Centres

NQF

National Qualifications Framework

PTE

Pearson Test of English

QF-EHEA

Qualifications Framework of the European Higher Education Area

QUATREC

Comparing qualifications for reliable recognition

TOEFL

Test of English as a Foreign Language

UNESCO

United Nations Educational, Scientific and Cultural Organization

UNESCO/CEPES UNESCO European Centre for Higher Education
WRL

World Reference Levels
4Introduction
International documents regulating the recognition of foreign qualifications, e.g. subsidiary
text to the Lisbon Recognition Convention (LRC) “Recommendation on the Use of Qualifications
Frameworks in the Recognition of Foreign Qualifications” (2013), Council Recommendation on
promoting automatic mutual recognition of higher education and upper secondary education
diplomas and the outcomes of learning periods abroad (2018), increasingly emphasise theimportance of learning outcomes and qualifications frameworks during the evaluation of
credentials. However, more evidence and guidance on practical use of learning outcomes inrecognition would be necessary in order to ensure that learning outcomes are considered whenevaluating qualifications.
Regarding the emphasis on the role of learning outcomes in recognition, the Erasmus+
NARIC project “Comparing qualifications for reliable recognition” (QUATREC) (January 2018 –February 2020) aims to encourage the use of learning outcomes in credential evaluation forimproved recognition in line with existing and emerging qualifications frameworks. Further aims ofthis comparative study are to promote examples of good practice and provide recommendations
for a methodology on how learning outcomes and qualifications frameworks may be used during
the recognition of qualifications; thus, fostering easier and simplified recognition procedures leading
towards automatic recognition in future.
In order to achieve this aim, three qualifications and their learning outcomes awarded in the
project partner countries – Armenia, Bulgaria, Estonia, Latvia and the United Kingdom – wereselected for horizontal comparison to investigate whether the learning outcomes of the same level
qualifications have no substantial differences and the qualifications are comparable. Samples of thefollowing qualifications were analysed from each partner country: a Bachelor’s degree in Physics, a
Master’s degree in Psychology and a Master’s degree in Business Administration.
This report outlines study conducted on horizontal comparison of learning outcomes
focusing on the succeeding topics:
Education systems and National Qualifications Frameworks in the partner countries;
Role of learning outcomes in the education system and in the recognition of foreign
qualifications;
Recognition procedures in the partner countries;
Methodology of the horizontal comparison, i.e. methods and tools used to analyse thelearning outcomes of the selected qualifications;
Horizontal comparison of three selected qualifications;
Recommendations for a more effective use of NQFs and learning outcomes in recognition
process.
Since the report includes various national contexts and experiences, the concepts andterms used in this report are interpreted in accordance with the terminology of the LRC and its
subsidiary texts.
The QUATREC project partners are the ENIC/NARIC offices from Latvia (Academic
Information Centre – project coordinator), Bulgaria (National Centre for Information andDocumentation, NACID), Estonia (Archimedes Foundation), and the United Kingdom (UK NARIC)
and Armenian ENIC office (National Information Center for Academic Recognition and Mobility,
ARMENIC). This report was prepared by the experts from the partner organisations, and reviewed
by the project Steering Group: Vanya Grashkina, NACID (Bulgaria), Janne Pukk, Ministry of
Education and Research (Estonia), Anita Vahere-Abra une, Ministry of Education and Science(Latvia), Cloud Bai-Yun, UK NARIC (United Kingdom).
5All the partner countries have joined the Bologna Process, and are Parties to the LRC. In thecourse of implementing the Bologna Process, all the partner countries have developed NQFs
compatible with the EQF and QF-EHEA, which provide essential information on qualifications
undergoing recognition.
The report may serve as a source of reference for ENIC/NARIC offices, credential evaluators,
higher education institutions (HEIs), students, and policy makers to raise awareness of learning
outcomes and NQFs in recognition. Thus, the QUATREC project promotes a common
understanding of the use of the learning outcomes and qualifications frameworks in recognition,
improves fair recognition of qualifications, as well as raises awareness of prerequisites for using
learning outcomes and qualifications frameworks in the recognition of qualifications.

67

1. EDUCATION SYSTEMS AND NATIONALQUALIFICATIONS FRAMEWORKS IN THE
PARTNER COUNTRIES

8

1. Education systems and National Qualifications Frameworks in thepartner countries
The results of the comparative study indicate that no substantial differences may beobserved in the education systems and National Qualifications Frameworks (NQF) in all five partnercountries. See Annexes 1, 2 and 3 about the education systems and NQFs in the partner countries.
Higher education in Armenia, Bulgaria, Estonia, Latvia, and the United Kingdom (partner countries)
is organised mainly in the structure of three cycles (EQF levels 6-8) as defined by the Bologna
Process. In addition, in Latvia and the United Kingdom short cycle (EQF level 5) higher education
programmes are provided.
The workload of short cycle (EQF level 5) studies in Latvia varies from 120 to 180 ECTS
credits leading to a Diploma of first level professional higher education. Studies are more focusedon the acquisition of professional skills needed in labour market. In the United Kingdom, short cycle
studies range from 60 to 120 ECTS credits depending on the qualification (since the responsibility
for education is devolved in the United Kingdom, England, Wales, Scotland and Northern Ireland
have different qualifications and different qualifications frameworks).
The workload of first cycle (EQF level 6) studies in the partner countries varies from 180 to
240 ECTS credits; except, in Estonia the workload of a study programme in Midwifery is worth 270
ECTS credits. The first cycle is Bachelor level studies. Specific qualifications of first cycle awardedin the partner countries are outlined in Annex 2. Holders of first cycle qualification have access tothe second cycle programme in any field of study, and HEIs may set up additional admission
requirements to the applicants. However, in Bulgaria, the holders of Degree of “Professional
Bachelor in…” (180 ECTS credits) have direct access only to the same field of master study
programmes, while the holders of Bachelor’s degrees (240 ECTS credits) have no restrictions as
regards access to master level studies.
The workload of second cycle (EQF level 7) studies in the partner countries varies from 60 to
120 ECTS credits. The titles of qualifications awarded are rather varied and are listed in Annex 2. To
obtain a Master’s level qualification, in Bulgaria and Latvia, total workload of studies in first andsecond cycles should be no less than 300 ECTS credits (5 years of full-time studies); in the United
Kingdom, workload of integrated Master's degrees typically is 240 ECTS credits. In Estonia, withthe amendments to the Higher Education Act 1 in 2019, the requirement of five years studies in total
to obtain a Master’s degree will be withdrawn starting from 2019/2020 academic year. Graduates ofthe second cycle have access rights to doctoral level studies. However, in the United Kingdom
access rights to doctoral level studies are not regulated by law.
Additionally, in all partner countries, long cycle study programmes are provided in specificfields such as medicine, dentistry, veterinary medicine, pharmacy etc. These programmes lead to
EQF 7 level qualifications with direct access rights to doctoral studies, except for in the United
Kingdom where direct access rights do not exist in legislation and admission is at the discretion of
the autonomous HEIs. The workload of long cycle study programmes varies from 300 to 360 ECTS
credits.
The third cycle (EQF level 8) qualifications are awarded on the basis of original research.
Although the nominal length of doctoral studies is three to four years, workload varies by country. In
Latvia and Estonia, the workload is from 180 to 240 ECTS credits; in Armenia – 180 ECTS credits(three years studies full-time). In Bulgaria and in Estonia (since September 2019), no credits areawarded for doctoral studies; while in the United Kingdom, the majority of Doctoral degrees do notconfer ECTS credits.

1 Higher Education Act (Kõrgharidusseadus), RT I, 19.03.2019, 12.

9

Table 1. Profile orientation of HE study programmes in the partner countries
Cycle

ARM

BG

EE

LV

UK

Bachelor

A and P

A and P

A and P

A and P

A and P

MasterA and P

A and PB

A and P

A and P

DoctorA and P

AA

A and P

A and P

Notes: P – professionally oriented HE programmes, A – academically oriented HE programmes, B – binary HE
programmes

In all partner countries, the HE system includes both academically and professionallyoriented higher education programmes. In Latvia, academic higher education programmes focus
more on developing student’s individual research skills whereas professional higher education
programmes foster in-depth practice oriented knowledge and skills in a particular sector. Since
2019, a new qualification has been introduced in Latvia – professional Doctor’s diploma in arts –thus, academic and professional division of study programmes refers also to EQF level 8.
Placement of academically and professionally oriented HE programmes is summarised in Table 1.
In terms of the assessment of students’ achievements, different systems are used in every
country. In Armenia, HEIs use different scales because they are quite autonomous in terms ofgrading systems. In Bulgaria a 6-point grading scheme exists where 6 (excellent) is the highest and
1 (fail) is the lowest mark (lowest positive grade is 3). In Estonia, a 5-point grading scale is used
where 5 or A (excellent) is the highest and 1 or E (sufficient) is the lowest grade (lowest positive
mark is 1 or E). In Latvia, a 10-point grading scale is used where 10 (with distinction) is the highest
mark and 1 (unsatisfactory) – the lowest mark (lowest positive mark is 4). In the United Kingdom,
the grading scales vary from cycle to cycle. The grading systems in the partner countries arepresented in the table below.

10Table 2. Grading scales in the partner countries
Country

Grading scheme

Armenia

HEIs are quite autonomous in terms of grading system and most of them use different scales:• 100 percentage scale• scale of 1-20 (1-7 unsatisfactory, 8-12 satisfactory, 13-17 good, 18-20 excellent)• grade point average 1-4 scale (1-2 unsatisfactory, 3 satisfactory, 4 good)

Bulgaria

6-point grading scale (6 – excellent, 5 – very good, 4 – good, 3 – fair, 2-1 – fail), lowest passgrade – 3 (fair)

Estonia

5-point grading scale, highest grade – 5 (or A) – excellent; 4 (or B) – very good; 3 (or C) – good; 2(or D) – satisfactory; 1 (or E) – sufficient

Latvia10-point grading scale (10 – with distinction, 9 – excellent, 8 – very good, 7 – good, 6 – almost
good, 5 – satisfactory, 4 – almost satisfactory, 3-1 – unsatisfactory), highest grade – 10, lowest –1, lowest pass grade – 4

UnitedKingdom

Grading scales vary between the different cycles:• Bachelor’s degrees are graded out of 100, with grades of 40% and above constituting a Pass
• Third class honours 40%-49% – Pass, 50-59% – Lower Second Class Honours, 60-69% –Upper Second Class Honours, 70-100% – First Class Honours• At Master’s level, the grading system used varies by HEI. Typically, a percentage-based system
is used in conjunction with a degree class: 40-49% – Borderline Pass/Fail, 50-59% – Pass,
60-69% – Merit, 70%+ – Distinction. However, these grade boundaries can vary between
institutions• Doctorates are awarded a Pass or FailAll the partner countries have developed their National Qualifications Frameworks (NQF),
and most countries, except Armenia2, have referenced their NQF’s to the European Qualifications
Framework (EQF). Latvia and the United Kingdom (except Scotland) have eight level NQFs.
Scotland (United Kingdom) has the Scottish Credit and Qualifications Framework (SCQF), which
consists of 12 levels. Higher education qualifications are located either on EQF levels 6-8 (Armenia,
Bulgaria and Estonia) or levels EQF 5-8 levels (Latvia and the United Kingdom).

2 Armenia has no obligation to reference the NQF to the EQF as non-European Union country.

11

Table 3. Brief overview of NQFs in the partner countries 3Country

Armenia

Bulgaria

Estonia

LatviaUK
EnglandandNorthern
IrelandUK
Scotland

Established,referenced
to EQF

Est. 2011

Scope of NQF

Number oflevelsComprehensive NQF
including all level
qualifications gained
through various
pathways

8Comprehensive NQF
including all levels
8 and aEst. 2012,
and types ofpreparatory
qualification from
2013
level
formal education andtraining.
Comprehensive NQF
including all levels
and types ofEst. 2010,
qualification from2011,
formal education and82016 update training and from thesystem ofoccupational
qualifications.
Comprehensive NQF
Est. 2010,
including all levels
2011,
and types of
8qualification from2019 update
formal education.
Regulated
qualifications
Est. 2008,
framework (RQF)
2010
covering all regulated
8 including
Joined UK
academic andentry levels
referencing
vocational
report,qualifications and a2019 update
higher education
framework (FHEQ).
Est. 2001,
Comprehensive
2010
credit andqualifications
Joined UK
framework (SCQF)
referencing
report and including all level and2018 update types of qualification.

12

Placement ofHEqualifications

Level descriptors

EQF 6-8levelsNQF 6-8levelsknowledge – 1) knowledge
and understanding; 2)applying knowledge andunderstanding
skills – 3) communication, ICT
and numeracy skills; 4) genericcognitive skills (including
making judgements)
competence – 5) autonomy
and responsibility (including
learning skills

NQF/EQF 6-8
levelsknowledge
skillscompetences (personal andprofessional)

NQF/EQF 6-8
levelsknowledge
skillsscope of responsibility andautonomy

NQF/EQF 5-8
levelsknowledge
skillscompetences

NQF/EQF 5-8
levelsLevel descriptors of the RQF:
knowledge and understanding
skillsEQF 5-8levelsNQF 8-12levelsknowledge and understanding
practice: applied knowledge,
skills and understanding
generic cognitive skills
communication numeracy and
ICT skills
autonomy, accountability andworking with others

3 Adapted from: Cedefop (May 2019). Overview of national qualifications framework developments in Europe.

12Country

Established,referenced
to EQF

Scope of NQF

Number oflevelsPlacement ofHEqualifications

Level descriptors

Credit andqualifications
Level descriptors of regulated
framework of Wales
Est. 2008,
qualifications:(CQFW) includes all
2010
knowledge
and understanding
level and types of
8 including NQF/EQF 5-8 skills of lifelong learning pillar:
UK Wales Joined UK
qualification,
entry levels
levelsreferencing
consisting of threeknowledge and understanding
report,pillars: regulated
application and action2019 update
qualifications, HEautonomy and accountability
qualifications andlifelong learning pillar

Level descriptors are based on learning outcomes and in most cases based on thedimensions of knowledge, skills and competences. For more detailed information about leveldescriptors of NQFs see Annex 3.

13

2. ROLE OF LEARNING OUTCOMES INEDUCATION SYSTEM AND RECOGNITION OF
FOREIGN QUALIFICATIONS

14

2. Role of learning outcomes in education system and recognition offoreign qualifications
The Yerevan Communiqué (2015) stresses that enhancing the quality and relevance oflearning and teaching is the main mission of the European Higher Education Area (EHEA) 4. The
Bologna Process is focused on effectively supporting students in acquiring knowledge, skills andcompetences that best meet their self-development goals and social needs. Therefore, learning
outcomes are one of the tools of the Bologna Process for improving mobility, transparency andrecognition in the EHEA (in addition to NQFs, ECTS, Diploma Supplement (DS) and quality
assurance). In general learning outcomes may be considered as a basis for a common
understanding when comparing, assessing and recognising qualifications offered in different
education and qualification systems.
In terms of the EQF and QF-EHEA, which are metaframeworks covering entire EHEA,
learning outcomes serve as the foundation to determine the complexity, scope and context ofqualification levels. These metaframeworks are used as reference points for NQFs, where leveldescriptors based on learning outcomes serve as comprehensive guidelines for both qualification
providers and credential evaluators. The results of this study indicate that in all partner countries
learning outcomes are used in recognition process (see Table 4).
The horizontal comparison exercise (see Annexes 4 and 7) carried out by Bulgaria, Estonia,
Latvia, the United Kingdom and Armenia in terms of learning outcomes focused on the following
aspects:
visibility of learning outcomes – information about sources where the provided learning
outcomes are published or are available;
formulation of learning outcomes – information about who defines, approves and owns theprovided learning outcomes;
whether learning outcomes are subject to quality assurance – positive or negative reply;
terminology of learning outcomes – concepts or categories used when formulating theprovided learning outcomes.
During the comparison of the selected three qualifications (Bachelor’s degree in Physics,
Master’s degree in Psychology and Master’s degree in Business Administration) many similarities
were observed.
Ensuring visibility of learning outcomes is the responsibility of qualification provider. One of
the most significant obstacles regarding horizontal comparison is identifying sources of learning
outcomes of qualifications since in every partner country the system of publishing learning
outcomes is slightly different. For the three qualifications analysed in this study learning outcomes
could be mostly found on the websites of HEIs (i.e. providers), which are all publicly available. In
Estonia, the generic learning outcomes are included in Diploma Supplements; learning outcomesare also published on database of study programmes and link to the database is included in the
Diploma Supplement. In Latvia, learning outcomes are published in the study field self-assessment
report and in the Latvian Qualifications Database5. In the United Kingdom, the subject benchmark
statements are available on the website of Quality Assurance Agency6, as well. Subject benchmark
statements, which are written by subject specialists and coordinated by the Quality Assurance
Agency, define the standards graduates should achieve in specific subject areas.
4 European Commission, EACEA, Eurydice (2018). The European Higher Education Area in 2018: Bologna Process Implementation

Report. Luxembourg: Publications Office of the European Union. https://eacea.ec.europa.eu/national-policies/eurydice/sites/
eurydice/files/bologna_internet_0.pdf, p. 57.
5 Latvian Qualifications Database, https://www.latvianqualifications.lv
6 The website of Quality Assurance Agency, https://www.qaa.ac.uk

15

When analysing who formulates the learning outcomes in all the partner countries, the HEI
providing the particular qualification is responsible for the formulation of learning outcomes. In the
United Kingdom, Quality Assurance Agency defines subject benchmark statements in addition to
the learning outcomes formulated by the HEIs.
In all five partner countries the learning outcomes are subject to quality assurance and playa crucial role in quality assurance.
As regards terminology of learning outcomes, in all the partner countries the structure ofknowledge, skills and competences is used when formulating learning outcomes. The definitions ofknowledge, skills and competences vary by country and, for instance, in some partner countries
the definition for knowledge is shorter and simpler and in other countries the definition is longer andmore complex, e.g. in Latvia knowledge is described as a set of cognitive items acquired during
learning, work and life experience, while in Bulgaria knowledge refers only to theoretical and factual
knowledge, independent knowledge interpretation and critical perception. In Bulgaria skills aredescribed as the mastered methods and means in the field of study, whereas in Armenia, thedimension of skills refers to skills as all the generic cognitive skills, ICT and numerical skills, applied
knowledge and understanding communication. The collected data of horizontal comparison are
outlined in Annex 7. The results of analysis of the learning outcomes of the selected qualifications
are described in the Section 5.2 of this report.

Role of learning outcomes in recognition
Learning outcomes have an important role not only in education process, but also inrecognition procedures. The results of the analysis on the use of learning outcomes in recognition in
the partner countries are summarised in the table below. All the partner countries use learning
outcomes in recognition, as well as all ENIC or/and NARIC offices use generic learning outcomes,
but not specific learning outcomes. Generic learning outcomes are referred to being transversal,
soft or social knowledge, skills or competences whereas specific learning outcomes are more
related to the particular field or subject of qualification. The most significant differences may beobserved in terms of cases when learning outcomes are used and sources of learning outcomesdiffer by the partner country. Thus, the conclusion may be drawn that more attention should be paid
to clear identification of sources for learning outcomes that may be used in recognition.

16

Table 4. Role of learning outcomes in recognition procedures

Are learning
outcomes used inrecognition? (yes/no)
If yes: whichlearning outcomesare used?
Generic (yes/no)
Specific (yes/no)
If yes: In whatcases learning
outcomes areused?

If yes: What is thesource of learning
outcomes used forrecognition
purposes?

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Yes

Yes

Yes

Yes

Yes

Generic – Y
Specific – N

Generic – Y(by Estonian
ENIC/NARIC)
Specific – Y(by HEIs)

Generic – Y
Specific – N

Generic – Y
Specific – N

Generic – Y(by Armenian
NARIC)
Specific – Y(by HEIs)
To compare
qualifications,programmes

NQFs

All recognition
In admission to
purposes,
HEIs use
next cycle ofincluding forlearning
To compare
HE, HEIs use
access tooutcomes inqualifications to thelearning
further studies,
assessment for
UK standards
outcomes inlabour market,
admissionassessment
etc.
DS, if such
DS, HEI
information is
NQF, DS, official
website andavailable, or HEI
DS
information fromprogramme
website/course
HEI
description
catalogue, etc.

Furthermore, since learning outcomes are used in all five countries in recognition process,the content, formulation and structure of learning outcomes are highly significant.

Challenges in using learning outcomes in recognition
The use of learning outcomes in recognition procedures is a rather complex exercise;
therefore, during the study major challenges were identified in the partner countries. In terms offocus, the challenges may be divided into two parts: 1) challenges regarding recognition
procedures with an indirect impact on learning outcomes; and 2) challenges referring to the issues
related to learning outcomes.
Challenges in terms of recognition procedures with indirect impact to learning outcomes:• Credential evaluators have insufficient knowledge about how to use and compare
learning outcomes.
•

The methodology for using the learning outcomes of qualification in recognition
has not been elaborated.

•

Credential evaluators often cannot use the learning outcomes of qualifications
since the information about the learning outcomes is not provided in the education
documents, or qualification does not have Diploma Supplement; therefore,
the information about the learning outcomes of qualification has to be searched inother sources.

Challenges in terms of learning outcomes:• Poorly articulated learning outcomes are subject to interpretation,
meaning the skills, knowledge and competences are not always clearly
defined in the learning outcomes. Furthermore, not always the categories ofknowledge, skills and competences are used to describe learning outcomes.
• Many HEIs still do not use learning outcomes for designing of study programmes,and no descriptions of learning outcomes are available.
17• When carrying out recognition, in practice HEIs compare subjects and hoursof two education programmes.
• Getting reliable information about learning outcomes is difficult.
• Learning outcomes are not formulated in the same language, different terminology isapplied to describe learning outcomes and their categories which hinders thecomparison of them.
This is not a complete list of challenges, but the provided examples may serve as basis forwork on recommendations how learning outcomes could be used in recognition more efficiently.

18

19

3. RECOGNITION PROCEDURES IN THE
PARTNER COUNTRIES

20

3. Recognition procedures in the partner countries
The main international legal instrument for academic recognition is the Convention on the
Recognition of Qualifications Concerning Higher Education in the European Region (the Lisbon
Recognition Convention) adopted on April 11, 1997 in Lisbon. Lisbon Recognition Convention
covers the academic recognition of access qualifications to higher education, higher education
qualifications and study periods.
The ENIC/NARIC offices and Armenian ENIC office in all partner countries function inaccordance with the principles of the Lisbon Recognition Convention and its subsidiary texts. The
main tasks, work and activities of the Bulgarian, Estonian, Latvian, United Kingdom’s ENIC/NARIC
offices and Armenian ENIC office correspond to the guidelines expressed in the Joint ENIC/NARIC
Charter of Activities and Services. However, some minor differences occur in the main tasks
regarding national contexts and associated legislation (see Table 5). The Estonian, Latvian, United
Kingdom’s ENIC/NARIC offices and Armenian ENIC office provide assessment of qualifications
giving access to higher education. The Bulgarian ENIC/NARIC office does not provide legallybinding recognition decisions of this type of secondary school leaving qualifications, but on
demand may provide non-binding recognition statements about them. Another difference is that the
Bulgarian, Estonian ENIC/NARIC offices and Armenian ENIC office assess periods of study uponrequest, what is not a case in Latvia and the United Kingdom. All ENIC/NARIC offices in the partnercountries, except the Armenian ENIC office, have the status of designated assistance centre forprofessional recognition. Since no legislative basis for regulated professions has been establishedin Armenia, the Armenian ENIC office does not have an official status of competent body, but they
provide advice regarding qualifications and the professional rights of their holders. The status ofstatements issued by the ENIC/NARIC offices and Armenian ENIC office is mostly non-binding,
except in Bulgaria where the ENIC/NARIC office issues both legally binding decisions as competentauthority and non-binding recognition statements as recommendation to HEIs and other competentauthorities. In Latvia, the statements of the ENIC/NARIC office is required by law for HEIs to admit
students with foreign qualifications, but the final decision about recognition is taken by HEIs.
Table 5. Tasks of the ENIC/NARIC offices 7
Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Providing information
about education
systems (Y/N)

Y

Y

Y

Y

Y

Providing information
about HE accessqualifications (Y/N)

Y

Y

Y

Y

Y

Providing information
about HE qualifications
(Y/N)

Y

Y

Y

Y

Y

Assessing HE accessqualifications (Y/N)

Y

Y

Y

Y

Y

Assessing periods ofstudies (Y/N)

Y

Y

Y

N

N

Assessing higher
education
qualifications (except
doctoral degrees) (Y/N)

Y

Y

Y

Y

Y

Assessing doctoral
degrees (Y/N)

Y

Y

Y

Y

Y

7 Adapted from: Ramia, B., Kinta, G., Prikule, Dz., Vaht, G., Valeikien , A., Sutkut , Kr., ilinskait , R. (2015). Automatic Recognition
between Estonia, Latvia and Lithuania. Riga: Academic Information Centre, Archimedes Foundation, Centre for Quality Assessment
in Higher Education. http://www.aic.lv/portal/content/files/AURBELL_report_EN.pdf.
21

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Providing information
about regulated
professions (Y/N)

Y

Y

Y

Y

Y

Designed assistancecentre for professionalrecognition (Y/N)

Unofficially, yes

Y

Y

Y

Y

Archimedes
Foundation
http://
archimedes.ee

Academic
Information
Centrehttp://aic.lv

UK NARIC
https://
www.naric.org.uk/
naric/

Non-binding
recommendation

Non-binding
recommendation

Non-binding
recommendation

National ENIC/
NARIC (title ofinstitution)

National
Information
Center for
National Centre for
Academic
Information and
Recognition andDocumentation
Mobility
http://nacid.bg
http://
www.armenic.am

Status of the document
issued by the ENIC/
Non-binding,
NARIC offices (legally
recommendation
binding/non-binding/both)
Additional tasks as
regards recognition

Both

Assistance andtraining ofcredential
evaluators of HEIs
and otherrecognition
Responsible forauthorities, IMI
the EHEA relateddelegatedissuescoordinator PQ,
IMI competent
Regular trainings
authority forfor HEIs
certifying
Bulgarian
qualifications in
non-regulated
professions,
including EPC

Assistance centre
for regulated and Assistance centre forregulated and nonnon-regulated
regulated
professions
professions,
Latvian NCP for
including EPC
EQF
National contact
Quality Agency
point for ECVET
for Higher
Education

All five countries use similar a methodology and a practise in the recognition ofqualifications, based upon the Council of Europe and UNESCO Revised Recommendation on
Criteria and Procedures for the Assessment of Foreign Qualifications (2010) adopted by the Lisbon
Recognition Convention Committee. Common recognition criteria and procedures are also
stipulated by the European Area for Recognition Manual (EAR Manual, 2012). Criteria forassessment and recognition used in Bulgaria, Estonia, Latvia, United Kingdom and Armenia aresummarised in Table 6. In section A of the table all the partner countries have responded positively
in all aspects. Thus, all the ENIC/NARIC offices and the Armenian ENIC office are responsible fordetermining the type and competence of the awarding institution, recognition of the awarding
institution in the home country and accreditation or any other quality assurance of the awarding
institution. However, in Armenia the accreditation of study programmes is a voluntary process at
the moment.
In the recognition of qualifications, the Estonian ENIC/NARIC office does not consider
particular type of graduation requirements (e.g. whether these are final examinations, practical workor thesis), as more important is the outcome and formal right for further study. Since therequirements of graduation are usually very general, during the evaluation of qualifications, theArmenian ENIC considers them only when additional requirements of graduation are formulated.

22

Table 6. Use of criteria for assessment and recognition 8
Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

A. Status of institution
Type and competence of theawarding institution (Y/N)

Y

Y

Y

Y

Y

Recognition of the awarding
institution in home country (Y/N)

Y

Y

Y

Y

Y

Accreditation or any other quality
assurance of the awarding institution
(Y/N)

Y

Y

Y

Y

Y

B. Assessment of individual qualification
General access requirement to theprogramme (previous education) (Y/
N)

Y

Y

Y

Y

Y

Accreditation or any otherquality assurance of the
programme (if exists/if applicable)(Y/N)

Yes, if it exists

Y

Y

Y

Y

Nominal duration and/or workload of the programme (Y/N)

Y

Y

Y

Y

Y

Graduation requirements (Y/N)

Yes, if relevant

Y

N

Y

Y

Profile9 (Y/N)(academically/professionally/binaryoriented)

Y

Y

Y

Y

Y

Level of the programme in thenational education system(qualifications framework) (Y/N)

Y

Y

Y

Y

Y

Function of the qualification (formal
rights the qualification gives to theholder for further studies or work) (Y/
N)

Y

Y

Y

Y

Y

Students’ performance (grades) (Y/
N)

N

N

Y

Y

N

Other

In case of
improperly
documented
qualifications,
other
instruments areused: interview,questionnaire

Recognitionof academic
degree alongwithprofessional
qualification if
presented in
the awarded
final degree
certificate/
diploma

8 Adapted from: Ramia, B., Kinta, G., Prikule, Dz., Vaht, G., Valeikien , A., Sutkut , Kr., ilinskait , R. (2015). Automatic Recognition
between Estonia, Latvia and Lithuania. Riga: Academic Information Centre, Archimedes Foundation, Centre for Quality Assessment
in Higher Education. http://www.aic.lv/portal/content/files/AURBELL_report_EN.pdf
9 Nuffic (2016).European Recognition Manual for Higher Education Institutions: Practical guidelines for credential

evaluators and admissions officers to provide fair and flexible recognition of foreign degrees and studies abroad. Second edition.
http://eurorecognition.eu/Manual/EAR%20HEI.pdf
23

4. METHODOLOGY OF THE HORIZONTALCOMPARISON

24

4. Methodology of the horizontal comparison
The purpose of the horizontal comparison was to explore three HE qualifications in order toclarify whether these qualifications are similar and comparable in all the partner countries. The
results of the study are expected to provide a foundation for developing recommendations on amethodology for using learning outcomes in the recognition of foreign qualifications. The timeline of
the study is described in Annex 5.
First, two HE qualifications – one Bachelor level and one Master level qualification – for thein-depth analysis had to be selected according to the QUATREC project proposal. In order toensure objective comparison of qualifications, the following criteria for selecting qualifications forthe in-depth study were formulated:
1. Study field or sector – this criterion involved two aspects for discussion, i.e. 1) whether
both qualifications on first and second cycle should be from the same field or different
fields; and2) if qualifications are selected from different fields, one qualification could represent
the field of science, technology, engineering or mathematics, other – soft or social
sciences.
2. Non-regulated professions – selected qualifications should be non-regulated in order
to avoid risk of previously harmonised learning outcomes due to international standards
and EU directives.
3. Popular study programmes (or fields of study) attracting many foreign students – if
the selected qualification is awarded to many foreign students and provided by several
HEIs, the results of comparison would gain greater interest among credential evaluators.
4. Awarded in all the partner countries – this criterion is important in order toensure comprehensive comparison of the selected qualifications.
5. Availability of learning outcomes for the selected qualifications – learning outcomes are
the main part of the analysis; therefore, their availability is crucial.
With the reference to these criteria, the project team agreed to conduct the in-depth analysisof three HE qualifications representing different sectors:
Bachelor’s degree in Physics;
Master’s degree in Psychology;
Master’s degree in Business Administration.
As a result of the discussion in the QUATREC project kick-off meeting in August 2018, thedecision was made to analyse three qualifications in order to have a wider perspective on thecomparison of learning outcomes. The respective qualifications were chosen from various fields toensure larger coverage of study fields. A Bachelor’s degree was selected from the field of science,technology, engineering and mathematics, while Master’s degrees – from social sciences. All three
qualifications are provided in all the partner countries; in addition, Master’s degree in Business
Administration may be considered rather popular in terms of HE export.

In order to conduct horizontal comparison, a common template for describing qualifications(fiche) was elaborated. The content of the template was based on the fiche designed by the EQF
Advisory Group pilot horizontal comparison working group coordinated by Educational ResearchInstitute (Poland) in 2016-201710 . Academic Information Centre as Latvian National Coordination
Point for EQF was also involved in the pilot working group, and could apply experience from theprevious horizontal comparison.
10 The pilot project on the horizontal comparison of levelled qualifications (2016). Draft of the final report for discussion at the AG38

meeting. Warsaw: Instytut Bada Edukacyjnych. https://ec.europa.eu/transparency/regexpert/index.cfm?
do=groupDetail.groupDetailDoc&id=28730&no=1125

During the QUATREC project kick-off meeting in August 2018, the project team adopted thefiche for the purposes of this study. The fiche includes the following main categories:
Title of qualification;
Level of NQF/EQF;
Information about studies leading to the qualification;
Formal rights;
Information about awarding institution;
Information about Diploma Supplement;
Information about quality assurance;
Information about learning outcomes;
Learning outcomes as defined by qualification authority.
These aspects for qualification comparison where chosen regarding the objectives of the
project; therefore, in the analysis NQFs and learning outcomes were explored in particular detail.
This fiche was drafted taking into account the criteria used in the assessment and recognition offoreign qualifications. Thus, comparing to the tool designed by the EQF Advisory Group pilot
horizontal comparison working group, the QUATREC fiche is more focused on the needs ofrecognition of qualifications.
According to the partner countries, information for the fiches was gathered from various
sources. Primarily websites of HEIs were explored, as well as HEIs were contacted for them toprovide requested data, especially the learning outcomes for the qualifications in question.
Additionally, in Latvia, self-assessment reports of particular study fields were reviewed to collectinformation.
The project partners completed separate fiches for each qualification, and thereafter the AIC
as the coordinator of the project compiled comparison tables for each qualification. These tables
were reviewed and discussed by partners both electronically and during the project meeting in
Bulgaria in April 2019.
In parallel to collecting information on qualifications, the project partners elaborated themethodology for analysing the results of the fiches. The analysis of qualifications regarding thestructure of the fiche was split into two parts:
Analysis of the contextual information of the qualification;
Analysis of the learning outcomes.
The results of the fiche analysis are outlined in Chapter 5 of this report.

Analysis of contextual information
In order to highlight the results of the study focusing on learning outcomes, otheraspects outlined in the fiche – contextual information – were explored separately. Furthermore,in most cases the contextual information was repetitive reflecting particular characteristics ofnational education and qualification systems. Although learning outcomes are the main focus of thisstudy, contextual information may not be neglected as during recognition of the qualification
several criteria are considered.
When contextual information from the partner countries on the selected qualifications was
integrated in the comparative tables, similarities and differences were explored among thecountries and the respective qualifications. The analysis was done in order to better understand26

whether the qualifications could be described as being similar and comparable in terms ofrecognition.

Analysis of learning outcomes
According to the structure of the fiche, information about learning outcomes may be divided
into two parts: 1) data about learning outcomes; and 2) expected learning outcomes of particularqualification. When the project partners had completed fiches for the three qualifications, data
about the learning outcomes similar to contextual information was compiled in comparative tables.
Analysis of learning outcomes was carried out into two distinctive directions:
1. Quantitative analysis;
2. Qualitative analysis.
In the quantitative analysis the exact number of learning outcomes was investigated andcompared between the partner countries for every qualification. Thus, a clearer view was obtained
regarding the number of statements of learning outcomes, as well as their length and extent ofdetail.
Furthermore, the quantitative analysis was focused on the frequency of words in the learning
outcomes. This exercise was carried out with the help of a free software AntConc toolkit developedby Dr Anthony Laurence11. AntConc is a freeware, multiplatform tool for corpus linguistic research,
for comparing and analysing texts. AntConc comprises in total seven tools of which for the
purposes of this study two tools were used – word list tool and concordance tool. The word list toolcounts all the words in the selected text and presents them in an ordered list. The concordance tool
– used for the qualitative analysis of this study – shows search results in the context format
displaying how the words and phrases are commonly used in the corpus of text. Using the AntConc
toolkit allowed making conclusions about how concepts are commonly used in the learning
outcomes, identifying the common expressions and frequency of the most used words andcompare them with the keyword list.
The qualitative analysis of the learning outcomes imparted several steps and use of various
tools, which mostly relied on the content analysis. The first, the learning outcomes were broken
down into two categories: 1) generic, i.e. referring to transversal, soft or social knowledge, skills orcompetences; and 2) specific, i.e. those learning outcomes that could be related to the particularfield or subject of qualifications. This approach allowed drawing conclusions in which countries
learning outcomes focus more on specific knowledge, skills and competences relevant to the futureoccupation and in which countries the learning outcomes are described in more general way.
The second, the learning outcomes were grouped by topic, which was considered to be oneof the most important parts of the study. The grouping was done by drafting a list of keywords usedin learning outcomes statements. The keywords were selected with a reference to the mostfrequently used dimensions of learning outcomes (knowledge, skills and competences) andconcepts associated with them. The other source was Council Recommendation of 22 May 2018
on key competences for lifelong learning12 (2018) providing the list of eight key competences.
Thereafter, the keywords were used to find similar learning outcomes for each qualification in allpartner countries, and then all the learning outcomes that were similar were grouped by a specifictopic. Arranging learning outcomes by topic allowed structuring information to provide a basis forthe in-depth analysis of the content of qualification.

11 Laurence, A. (2019). Website. https://www.laurenceanthony.net.
12 Council of Europe (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. 2018/C 189/01.

https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN
27

The potential groups of the learning outcomes were further analysed using the software
AntConc toolkit. In this part of the study commonly used phrases were analysed to determine
similarities and differences in the phrasing and content of the learning outcomes. The use of a toolassisted in increasing the objectivity of the results of analysis.
The third, additional content analysis of the learning outcomes was done with the online
World Reference Level (WRL) tool 13 developed by UNESCO since 2014, which provides possibility
to analyse the learning outcomes of qualifications according to 11 elements of capabilities. The
WRL tool creates the profiles of the sets of learning outcomes using newly developed definitions ofcompetences, capacities and levels. The tool was piloted during this study by the qualification
authorities in the South Africa, Sweden, and Norway; therefore, the final version of the tool later
may be different. The 11 elements of WRL are based on the factors commonly found in the leveldescriptors of qualifications frameworks, and other structures which define the levels of
qualifications, credentials and competences. The WRL elements are descriptions of different kindsof individual capability covered by the learning outcomes.
Each WRL element is arranged in four broad hierarchical reference levels A, B, C and D,
which represent commonly recognised cycles or gradations in education and in genericemployment or career pathways. Each level is divided into a lower and higher stage of progression,e.g. A1 and A2, with D2 being the highest and A1 being the lowest stage. As a result of the
profiling, each element is given a score in a four grade scale – higher the score, greater theimportance of the element in the learning outcomes – or the element is identified as being not fully
relevant.
The WRL elements are organised in three clusters: accountabilities, capabilities andcontingencies. Accountabilities refer to carrying out and managing activities, capabilities – using
skills, knowledge and know-how, and contingencies impart abilities responding to contextual
factors. These clusters, which overlap to some extent, represent different perspectives from which
the learning outcomes can be analysed. When using WRL tool, the elements may be freely selected
depending on the qualification and purpose of analysis. For the Bachelor’s degree in Physics, theMaster’s degrees in Psychology and Business Administration all 11 WRL elements were chosen toprovide as large perspective as possible.
The increasing complexity of learning outcomes associated by the WRL elements is briefly
described below:
I.

Accountabilities – carrying out and managing activities
1. Scope and nature of activities – from simple, highly structured activities, which do not
require knowledge or specific skills, to complex and advanced technical activities
requiring various expertise and being highly specialised, strategic or critical.
2. Scope and nature of responsibilities – from carrying out activities under direct instruction
with very limited responsibilities to assuming full responsibility for planning,
implementing, evaluating and strategic improvement across fields or organisations.
3. Role in working with others – from working with others under instruction to leadinggroups, being a leader in terms of influencing an idea, collaborating on strategic andcritical activities.
4. Role in monitoring performance and learning to improve quality – from a situation where
an individual should follow their own performance using particular standards to thesituation where the individual has research oriented and strategic responsibilities for
improving quality across groups or organisations.

II. Capacities – using skills, knowledge and know-how

13 UNESCO (2019). World Reference Level website. https://worldreferencelevels.org

28

5. Scope and nature of skills and procedures – from practical/technical or simple androutine skills and procedures to cognitive and creative or complex and highly specialised
skills and procedures.
6. Scope and nature of skills in communication – from using basic skills and procedures toaccess and record simple practical information and report it to a limited audience tocritically analysing and evaluating the significance of advanced ideas and presenting
them accordingly to diverse audiences.
7. Scope and nature of skills for accessing and using data – from using simple numeracy
skills, procedures and programmes in order to access or record raw data to selecting or
specifying advanced processes and programmes to generate and evaluate complex,
technical and specialised data.
8. Scope and nature of knowledge and know-how – from general knowledge that are notrelated to the specific field of activity to the most advanced theoretical knowledge andtheory-based know-how.
III. Contingencies – responding to contextual factors
9. The nature of contexts of activity – from stable and highly structured contexts tounsettled and problematic contexts.
10. Role in addressing problems and issues – from dealing with familiar problems arising instandard activities to developing new methods in order to deal with the most challenging
and abstract issues.
11. Role in addressing issues relating to values – from situations when an individual does notencounter unexpected ethical, social or environmental to the situations where theindividual has responsibility for addressing emerging issues that are not covered byexisting policies, procedures or codes.
The project team is aware of potential subjectivity as regards content analysis of learning
outcomes; however, such exercise is necessary to highlight the complexity of using the learning
outcomes of qualifications in the recognition procedures. The results of the analysis indicate trends
how the learning outcomes for the selected qualifications are formulated in the partner countries
and reveal their strengths and weaknesses.

29

5. HORIZONTAL COMPARISON OF THREE
SELECTED QUALIFICATIONS

30

5. Horizontal comparison of three selected qualifications
This chapter outlines the main analysis of the horizontal comparison of the three selected
HE qualifications: Bachelor’s degree in Physics, Master’s degree in Psychology and Master’s
degree in Business Administration. The analysis of the horizontal comparison is arranged into twoparts regarding the structure of the fiche (see Annex 4): 1) contextual information; and 2) learning
outcomes.

5.1. Analysis of contextual information
The analysis of contextual information conducted for the three HE qualifications indicatesthat despite some differences between the partner countries, the qualifications have moresimilarities. Thus, the three qualifications in the partner countries are comparable and theinformation provided by the partners in the country fiches is very useful for understanding theessence of these qualifications and can be used for the purposes of the recognition of therespective qualifications.
The contextual information of three selected HE qualifications was explored in terms of:similarities among the eleven contextual information categories;
differences among the eleven contextual information categories.
The following three tables present the main similarities and differences for Bachelor’s degreein Physics, Master’s degree in Psychology and Master’s degree in Business Administration in thepartner countries (see Annex 6). These qualifications are real examples of qualifications provided by
a HEI in the project partner countries.
Table 7. Comparative analysis of the context information: Bachelor’s degree in Physics

Level of NQF/EQF

Accessrequirements

Admissionrequirements

Workload (amountof ECTS credits)
Mode of study

Similarities

Differences

All partner countries – the same levelof EQF (level 6)

ARM, BG, EE, LV – NQF level 6
UK – NQF level 6 in England, Wales andNorthern Ireland, NQF levels 9 or 10 in
ScotlandAll partner countries – secondary
school qualification with accessrights to HE

LV and UK – more detailed requirements, e.g.
specific grades or points in certain study
subjects
UK – IELTS exam score 6.5 overall (minimum
6.0 in all elements) for non-native speakers ofEnglishARM, EE and LV – national language
exam results
ARM, BG, EE and LV – exam inphysics or mathematics (UK not
specified)
ARM, BG, EE and LV – a specificgrade in the state exams andaverage school grades (UK not
specified)

UK – in some cases an interview and an
admission test

ARM, EE, LV, UK – 180 ECTS credits

BG – 240 ECTS credits

ARM, LV – only full-time studies

BG, EE and UK – full-time and part-timestudies31

Similarities

Differences

ProfileAll partner countries – academicallyoriented profile

ARM and EE – both academically andprofessionally oriented profile

Access to further
studies

All partner countries – access to thesecond cycle programmes

UK – access to the third cycle programmes isdiscretion of HEIs

Professional rights

ARM, BG, EE and LV – thequalification leads to a nonregulated profession

UK – the qualification leads to a charteredphysicist, which is a regulated profession

ARM, BG, EE and LV – final thesis

ARM, BG, EE and LV – final thesis is worth
different amount of ECTS credits
UK – every study year different requirements

Requirements forgraduation

Awarding of qualification
Awarding body

All partner countries – HEI

Diploma
Supplement isawarded (Yes/No)

BG, EE, LV and ARM – Y
BG, EE, LV and ARM – DS innational language and in English

UK – N (some HEIs issue the DS but it is notmandatory)

According to the results of contextual information analysis of the Master’s degree in
Psychology, the only categories being the same for all the partner countries were the level of EQF(level 7), the access to further studies (access to the third cycle (doctoral) studies) and the awarding
body (particular HEI). Although a part of the categories were similar for all the countries – theaccess requirements (EQF level 6 bachelor level qualification), the admission requirements (the firstcycle degree in psychology), the mode of study (full-time studies), the requirements for graduation(graduation thesis), – in each case the qualification samples comprised additional information.
Comparing to the Bachelor’s degree in Physics, more similarities in the contextual information
could be observed, yet in four categories differences were identified between the qualification
samples.
Table 8. Comparative analysis of the context information: Master’s degree in Psychology
Similarities

Differences

All partner countries – the same levelof EQF (level 7)

ARM, BG, EE, LV – NQF level 7
UK – NQF level 7 in England, Wales andNorthern Ireland, NQF level 11 in Scotland

All partner countries – EQF level 6
bachelor level qualification

BG – 240 ECTS credits or 4 years of priorstudies

All partner countries – the first cycle
degree in psychology
BG, LV, UK (in some cases) – anessay or a personal statement
BG, EE, LV – average grade frombachelor level studies

EE – interview
UK – English language requirements for nonnative English speakers

ARM, BG and EE – 2 year full-timestudies or 120 ECTS credits

LV – 3 year studies or 180 ECTS credits; and2 year studies or 120 ECTS credits
UK – 75 ECTS credits

Level of NQF/EQF

Access requirements
Admissionrequirements

Workload (amount of
ECTS credits)32Mode of study
ProfileAccess to further
studies
Professional rights

Requirements forgraduation

Similarities

Differences

All partner countries – full-timestudiesARM, EE – also part-time studies

ARM, BG and EE – both academicallyand professionally oriented profile

LV – only professionally oriented profile
UK – no profile

All partner countries – access to thethird cycle (doctoral) studies
ARM, BG and EE – the qualification
leads to a non-regulated profession

LV and UK – the qualification leads to aregulated profession

All partner countries – graduation
thesis

LV, BG – state exams
UK – a research projectAwarding of qualification
Awarding body
Diploma supplement
is awarded (Yes/No)

All partner countries – HEI
ARM, BG, EE and LV – Y
UK – N (some HEIs issue the DS, but it is not
ARM, BG, EE and LV – DS in national
mandatory)
language and in English

The results of the contextual information analysis for the Master’s degree in Business
Administration seem to be the most homogeneous comparing to the other qualification samples.
Similar information was provided in five categories by all the partner countries. The full fit of
information was stated in such categories as the level of EQF (level 7), the access requirements(EQF level 6 bachelor level qualification), the access to further studies (access to the third cycle(doctoral) studies) and the awarding body (particular HEI). The category “the mode of study (fulltime studies)” was noted as similar with some variations in the information provided. Thus, aconclusion may be drawn that the examples of this qualification regarding the contextual
information could be easier comparable for the recognition.
Table 9. Comparative analysis of the context information: Master’s degree in Business
Administration
Similarities

Differences

All partner countries – the same level of
EQF (level 7)

ARM, BG, EE, LV – NQF level 7
UK – NQF level 7 in England, Wales andNorthern Ireland, NQF level 11 in Scotland

Level of NQF/EQF

Accessrequirements

All partner countries – a bachelor level
qualification

Admissionrequirements

ARM and EE – at least 40 ECTS credits
bachelor level courses in the field of
economics
ARM, EE, LV, UK – work experience
starting from 2 years in LV and 3 years in
the field in ARM, EE, UK

Workload (amountof ECTS credits)
Mode of study
ProfileBG, LV – entry test, average grades, grade
for thesis
LV – CV and English language test
UK – English language test for non-native
English speakers

All partner countries – full-time studies

BG – 60 ECTS credits or 90 ECTS credits
UK – 90 ECTS credits
ARM and EE – both part- and full-timestudiesARM, BG and EE – both academicallyand professionally oriented profile

LV – only professionally oriented profile
UK – no profile

ARM, EE, LV – 120 ECTS credits

33

Access to further
studies
ProfessionalrightsAll partner countries – access to the third
cycle (doctoral) studies
ARM, BG, EE and LV – the qualification
leads to a non-regulated profession

UK – the qualification leads to a regulated
profession

Requirements forgraduation

BG, EE, LV – master thesis and/or exam

ARM – thesis
UK – not specified, only certain amount ofcredits

Awarding body
Diploma
supplement isawarded (Yes/No)

All partner countries – HEI
ARM, BG, EE and LV – Y
ARM, BG, EE and LV – DS in national
language and in English

Awarding of qualification
UK – N (some HEIs issue the DS, but it is notmandatory)

To summarise the analysis of the contextual information, tendencies could be observed asregards the categories, which always or in the most cases, include similar information between thepartner countries, i.e. the EQF level of the qualification and the awarding body. In general, theaccess requirements make a reference to the qualification one EQF level below, but some
additional requirements may be stated. Similarly, the qualifications ensure the right to access to thenext cycle, with one exception in the case of the British Bachelor’s degree in Physics. Therefore,
rapid assumptions should not be made that the qualification examples in terms of the contextual
information are fully similar, yet further discussion should be conducted about the aspects which
are critical for a reliable recognition of qualifications and whether the indicated variations in themost of categories are substantial differences.

5.2. Learning outcome analysis
The analysis of the learning outcomes included both quantitative and qualitative approach.
Regarding the structure of the samples of particular qualifications from the partner countries,
in the most cases a list of learning outcomes statements were observed without any differentiationof the dimensions used for the national level descriptors. As exceptions may be listed the sample ofthe Master’s degree in Psychology from Latvia, where the learning outcomes are divided in three
dimensions: knowledge and understanding; skills (ability to apply knowledge, communication,
general skills); and competences, and the British sample of the Bachelor’s degree in Physics, where
the learning outcomes are grouped in three dimensions: knowledge and understanding; practicalskills; and transferable skills. Interesting example of the organising learning outcomes is the
Master’s degree in Business Administration from the United Kingdom – the learning outcomes aredifferentiated as knowledge and understanding (A) and subject specific intellectual and researchskills (B). The content of the learning outcomes from both groups is very similar, comprising thesame concepts and ideas, with only some slight differences in wording. This repetition of thelearning outcomes has an influence on the results of further quantitative and qualitative analysis.
For five of the samples of qualifications, the learning outcomes have an introductory
sentence which indicates particular dimensions of learning outcomes. In the case of the Bachelor’s
degree in Physics and the Master’s degree in Psychology from Armenia, the dimensions ofknowledge and skills are mentioned. The introductory sentence for all the three Bulgarian
qualifications impart reference to “knowledge, skills and competencies”. The learning outcomes of
the three qualification samples do not have any introduction or explanatory sentence. For instance,
the Estonian qualification samples have a sentence “the student who has passed the programme”
for two qualifications and for one qualification – no introduction. When comparing the samples of
the qualifications from the same partner country, the most homogenous approach may be observedwith the qualifications from Bulgaria (almost the same introduction). Although the structure oflearning outcomes may seem to be irrelevant in the recognition of qualifications, the results of34

analysing the learning outcomes may be impacted. The form and content of introductory statement(or its absence) determines how the learning outcomes are formulated and organised.

Quantitative analysis
To start the quantitative analysis of learning outcomes, the number of learning outcomesstatements, and the number of generic and specific learning outcomes for each qualification was
explored. After the analysis of the first qualification, i.e. Bachelor’s degree in Physics, the following
conclusions were made: in general, only small differences could be observed between the numbersof learning outcomes statements by country. Estonia had the least amount of learning outcomes forthis particular qualification (seven), whereas the United Kingdom had the highest amount oflearning outcomes (12). Respectively Armenia has eight, Bulgaria – nine, Latvia – 10 learning
outcomes statements. The numbers of the learning outcomes are summarised in the table below.
Regarding the Master’s degree in Psychology, quantitative differences were more evident:
the United Kingdom has significant number of learning outcomes (21) comparing to other partnercountries. The next highest number was in Latvia – 18, then Armenia – 10, Bulgaria – seven, andEstonia – six. Both in the United Kingdom and Latvia, this qualification leads to a regulated
profession, which could explain the greater number of learning outcomes.
In terms of the Master’s degree in Business Administration, a closer correlation was seen in
number of learning outcomes: from five learning outcomes in Latvia to 13 in Armenia. However,
although Latvia has the least number of learning outcomes, the depth and length of each learning
outcome statement was significant, i.e. learning outcomes statements are more complex andlonger comparing to other countries.
The results of analysing generic and specific learning outcomes for the Bachelor’s degree inPhysics indicate that Bulgaria and Armenia focus more on specific learning outcomes than Estonia,
Latvia and the United Kingdom. Out of nine learning outcomes statements, the Bulgarian
qualification example has eight specific learning outcomes, whilst in the Armenian example – out ofeight learning outcomes, seven are specific. The example of Estonian qualification has almost evendivision, whereas the Latvian qualification sample has two more generic learning outcomes thanspecific, and the qualification from the United Kingdom has eight generic learning outcomes andfour specific learning outcomes.
For the Master’s degree in Psychology the same trends may be observed, i.e. the Armenian
qualification has one of the greatest differences between the number of generic and specificlearning outcomes (nine learning outcomes of 10 were specific learning outcomes). The learning
outcomes for the Armenian qualification seem to be more focused on describing the professional
field of particular qualification. The British qualification sample has 15 generic learning outcomes
within a total of 21 learning outcomes statements.
An interesting trend was observed when examining the Master’s degree in Business
Administration – the qualifications from all the partner countries have more specific learning
outcomes than generic learning outcomes. The qualifications from Bulgaria, Latvia and the United
Kingdom do not have any generic learning outcomes; whilst the example of Estonian qualification
has one generic learning outcome statement and the Armenian qualification sample – four genericlearning outcomes. This fact could be explained by the particular field of the qualification.

35

Table 10. Number of learning outcomes statements by qualification

Bachelor’s degree inPhysics

Master’s degree in
Psychology

Master’s degree inBusiness
Administration

Type of learning outcomes

ARM

BG

EE

LV

UK

Generic

1

1

4

6

8

Specific

7

8

3

4

4

Total

8

9

7

10

12

Generic

1

3

2

7

15

Specific

9

4

4

11

6

Total

10

7

6

18

21

Generic

4

0

1

0

0

Specific

9

6

7

5

10

Total

13

6

8

5

10

In general, the results of numerical analysis point out that on average the qualifications of
the United Kingdom have the greatest number of the learning outcomes (on average 14
statements), the Latvian and Armenian qualifications have similar average number of the learning
outcomes (11 learning outcomes and 10 learning outcomes accordingly). The samples ofqualifications from Bulgaria and Estonia on average have the smallest number of learning outcomes– seven learning outcomes in both cases. Comparing the three selected qualifications, the samplesof the Master’s degree in Psychology have the largest number of learning outcomes (on average 12
statements), other two qualifications have similar number of learning outcomes – the Bachelor’s
degree in Physics on average has nine learning outcomes and the Master’s degree in Business
Administration on average is described with eight learning outcomes.
The following part of quantitative analysis was performed with a free software AntConc
toolkit 14. When processing of the text, the tool provided the list of the most frequently used words
in the learning outcomes of each of the qualifications. The table below reflects 24 of the most often
mentioned words in the descriptions of learning outcomes, less used words were not included. The
word lists have been ordered starting with most often mentioned words, excluding articles (the, a),auxiliary verbs (to be, to have), prepositions (in, of, for, with), connectives (and, but), and leaving
nouns, verbs and adjectives.
For the Bachelor’s degree in Physics words such as physics (29), use/using (17), knowledge(13), methods (10), data (7) and understanding (7) were among the most frequently included in thedescriptions of the learning outcomes. The results of frequency analysis lead to the conclusion thatthe Bachelor’s degree in Physics in all the partner countries is more oriented towards the use ofknowledge in physics, and using various methods to solve the problems related to physics. The
least often used words denote carrying out analysis and communication skills; although the term
“to analyse” could be linked to “analysis”, which would increase its frequency.

14 AntConc homepage, https://www.laurenceanthony.net/software/antconc

36

Table 11. Frequency of words used in the learning outcomes
Bachelor’s degree in Physics

Master’s degree in Psychology

Master’s degree in Business
Administration

Frequency

Word

Frequency

Word

Frequency

Word

29

physics30

research37

management

17

use/using

29

able

29

business

13knowledge

22knowledge

11able/can10

methods

20

psychology

8

problems

9

problems

19

professional

7

issues

7

data

17

use/using7

marketing7

understanding

15

graduates7

research

6

able

14

skills6

economics

6

information

13

work

6

effective

6

scientific11

methods

6

knowledge

5demonstrate

9

apply

5

decisions5

measurements

9psychological5

environment

5

results

9

results5

including4ability9

scientific5innovative

4

analysis8

specific

5

know

4

classical

7

critically5

making4

experimental

7

present

5

skills4

fundamental

7

understand

5

tools

4

mechanics

6

appropriate

4

approaches

4

principles

6

assessment

4

different

4

students

6

conduct

4

finance

3

carry

6

development

4

innovation

3

analyse6

evaluate

4

solve

3

communicate

5analyse3

apply

For the qualification of the Master’s degree in Psychology the most frequently used words inthe learning outcomes are research (30), able (29), knowledge (22), psychology (20), professional(19), use/using (17). The frequency of these words indicates that the qualification in all the partnercountries is rather research oriented, and the holder of qualification should be able to use theirknowledge in the professional work in the field of psychology. However, less important in terms of
the learning outcomes are such words as appropriate (6), assessment (6), conduct (6), development(6), evaluate (6) and analyse (5) that are related to cognitive operations. Yet words “assessment”
and “evaluate” represent similar notions, which increases their frequency. Interestingly the learning
outcomes rarely impart the word “problem”, as problem solving may be considered as one ofprofessional duties.
The learning outcomes of the Master’s degree in Business Administration the most often
mentioned words were management (37), business (29), able/can (11), and problems (8) (followed37

by issues (7)). Regarding the results of word frequency analysis, the sample of this qualification islargely oriented towards professional activities, which involve managing business and being able tomanage (but not solve) problems and issues at work. Meanwhile, the most frequent words do notinclude word “use”, and term “apply” is mentioned only three times. Other less used words areapproaches (4), different (4), finance (4), innovation (4) and solve (4).
Comparing the frequency lists between all the three qualifications, word “knowledge” isoften mentioned in the learning outcomes of the Bachelor’s degree in Physics and Master’s degree
in Psychology, while in the case of the Master’s degree in Business Administration, this term israther rarely used. The words related to the profession or field (physics, psychology, management
or business) are frequent in the examples of the Bachelor’s degree in Physics and Master’s degreein Business Administration, but the Master’s degree in Psychology seems to be more “research”
oriented.

Qualitative analysis
The qualitative analysis of the learning outcome relied on the content analysis using various
tools and methods:
1. Grouping of the learning outcomes on basis of the keywords;
2. Text analysis with the software AntConc toolkit15;
3. UNESCO World Reference Levels (WRL) online tool16 for the profiling of learning outcomes.
The grouping of the learning outcomes by the keyword revealed several correlations

between the learning outcome statements of the qualifications. The learning outcome statements
representing the same topic (or keyword) were rather similar in terms of concept and idea. Thus,
conclusion may be drawn that the learning outcomes of the qualifications were designed using
similar references as regards knowledge, skills and competences necessary for the qualifications.
Meanwhile, some national or institutional characteristics may be observed as some qualifications
comprise unique learning outcomes. Part of the learning outcomes included several topics;
therefore, they were classified in more than one group. Some examples of qualifications have arather balanced division of the learning outcomes between the topics, while others are more
focused on particular areas. However, the total number of the learning outcomes per qualifications
has to be considered, too. In fact, the grouping of learning outcomes by topic provided moreevidence whether the qualifications are comparable between the partner countries in terms of thelearning outcomes. Additionally, keyword analysis allowed structuring information to strengthen abasis for more thorough content analysis of the learning outcomes using the software AntConc
toolkit.

Grouping of the learning outcomes
The following most common keywords or topics for all the three selected qualification weredistinguished:knowledge;
research;
problem solving;data analysis;
communication;
self-education and professional development;
professional activity.
15 AntConc homepage, https://www.laurenceanthony.net/software/antconc.
16 World Reference Level website (2019). https://worldreferencelevels.org.

38

The keyword analysis of the Bachelor’s degree in Physics (see Annex 8) led to the division oflearning outcomes in nine topics and some unique learning outcomes which did not belong to anyof the topics. The learning outcomes focused on such topics as knowledge, researchand innovation, mathematics, measurement methods, IT skills, data analysis, problem solving,
physics terminology and presentation skills, communication and management. All thequalifications have learning outcomes in relation to research (and innovation) skills and data
analysis. The most of qualifications (except one in each case) foresees learning
outcomes about knowledge, mathematics, measurement methods, IT skills, data analysis, andproblem solving. The sample of qualification from Armenia shows rather knowledge oriented
approach to formulating the learning outcomes. The Bulgarian example of the qualification is
the only one which imparts learning outcomes related to the teaching activities. The British
example of the qualification has the greatest number of learning outcomes (three) that were notclassified in any of the groups.
The learning outcomes of the Master’s degree in Psychology were grouped according to six
topics and also some unique statements were noted (see Annex 8). The learning outcomes coversuch dimensions as knowledge, analysis, communication and social skills, research, professional
work, self-education and professional development. The learning outcomes from all the partnercountries impart only the topic of knowledge; other frequent topics (represented in all thequalifications except one in each case) are analysis, communication and social skills, research, andprofessional work. Regarding the fact that the average number of the learning outcomes for thisqualification is rather high, each of the topics is well-represented. However, the qualification sample
from Armenia has more emphasis on the professional work. The example of qualification from
Bulgaria is oriented towards research, but aspects of communication are excluded. The Estonian
example of qualification has focus on knowledge, but no research related learning outcomes. The
Latvian example of the qualification is more focused on the communication and social skills, andprofessional work; and the British example of the qualification is evidently research oriented, but
the concepts related to the professional work are not mentioned.
The keyword analysis of the Master’s degree in Business Administration revealed seven
topics of learning outcomes; the learning outcomes are rather diverse as each topic (with some
exceptions) may include small number of the statements (see Annex 8). The learning outcomes ofthis qualification comprises the following topics: knowledge, research, problem solving,communication and presentation skills, data analysis, professional work (management, planning),
self- education and professional development. The most frequent topic (included in all the partnercountries) are the research skills and professional work (management, planning). The samples of
the qualifications from Armenia and the United Kingdom are clearly oriented towards professional
work. The Estonian qualification is more focused on the aspects of knowledge, while the British
sample does not have any statement about this topic. The qualification samples from Bulgaria andLatvia do not have evident emphasis on either of the topics.
Since many learning outcomes could be grouped following these topics, a conclusion may
be drawn that, regardless some (national) specific features, more similar trends than differences in
the formulation of the learning outcomes may be observed. Thus, the authors of the learning
outcomes may have referred to similar sources or standards when designing their qualifications.

The content analysis with the AntConc toolkit
Further text analysis of the learning outcomes statements was performed with the AntConc
toolkit 17 in order to gain more thorough evidence as regards the content of the learning outcomes
and their formulation.

17 AntConc homepage, https://www.laurenceanthony.net/software/antconc.

39

The tables in Annex 9 outline how the words and phrases are commonly used in corpus oftexts in the specific learning outcomes of the qualifications analysed in this report. The learning
outcomes were grouped by knowledge, skills or competences they represent. The learning
outcomes were shortened to reflect the idea they comprise more clearly. The summaries of theanalysis are reflected in the tables below.
In the case of the Bachelor’s degree in Physics (see table below), only the Armenian
qualification does not have any examples of the learning outcomes concerning the ability to use
something (e.g. to use equipment or software, methods, scientific texts etc.) and research, while
the British qualification includes four learning outcomes in each of the both fields. Concerning theconcepts of knowledge, problem solving, analysis and critical thinking in the description of thelearning outcomes, the qualification sample of Bulgaria does not have any learning outcomes in thementioned fields. The most of qualification samples seem to be focused on various fields without
any specific emphasis, as only exceptions could be mentioned the qualification of the United
Kingdom, which has a slight focus on the ability to use and research, and the Latvian qualification
sample, with a slight emphasis on the analysis and critical thinking. Regarding the results of theanalysis, the learning outcomes of the Bachelor’s degree in Physics can be compared between all
the partner countries, but the qualification cannot be automatically recognised between the partnercountries considering the content of the learning outcomes.
Table 12. The summary of the content analysis of the learning outcomes: Bachelor’s degreein Physics (frequency of concepts)
Short version of learning
outcomes

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Ability to use

0

2

3

3

4

Knowledge

1

0

2

1

1

Problem solving

1

0

2

2

2

Analysis and critical thinking

1

0

1

4

3

Communication

0

0

2

2

2

Ability to develop

1

2

0

0

0

Research

0

2

1

1

4

Professional work

0

1

0

0

0

In the case of the Master’s degree in Psychology (see table below), a similar trend may beobserved – no correlations exist as regards the content of the learning outcomes for all the partnercountries. For instance, in the case of the British qualification, no learning outcomes describe andinvolve some sort of assessment and evaluation skills, analysis skills, applying knowledge andprofessional work and development. The qualification sample from Armenia also does not comprisethe learning outcomes focusing on the skills in applying gained knowledge from the studies in real
life, the professional work and development compared to the qualifications from other countries.
The Estonian qualification has no learning outcomes related to research skills. Regarding the resultsof analysis of the learning outcomes, some qualification samples seem to be focused on various
fields without any specific emphasis, e.g. the Armenian and partly the Estonian qualifications. The
examples from Bulgaria, Latvia and the United Kingdom have focus on the research, and in
addition the Latvian qualification – on applying knowledge. To summarise, the content analysis oflearning outcomes indicates that the learning outcomes comprise rather varied concepts and ideas,
which may hinder recognising the qualifications automatically between all the partner countries.
40

Table 13. The summary of the content analysis of the learning outcomes: Master’s degree in
Psychology (frequency of concepts)
Short version of learning
outcomes

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Assessment andevaluation

1

1

1

2

0

Argumentation, discussion
and presentation

1

1

1

2

1

Analysis

2

2

1

2

0

Apply knowledge

0

1

3

5

0

Research

2

5

0

4

8

Professional workand development

0

2

2

3

0

When analysing the Master’s degree in Business Administration (see Annex 9), the learning
outcomes were divided in 11 fields of skills: ability to apply, ability to integrate, ability to use,analysis, argumentation (discussions and presentation), decision making, knowledge andunderstanding, problem solving, professional development, business skills and research skills. The
analysis led to a result that not a single case was observed when all the partner countries have
similar learning outcomes for at least one field. Only in the fields of decision making and research,
the correlations between four partner countries were noted. The learning outcomes of thequalifications are rather diverse covering too many fields to be easily compared. Thus, thepossibility to agree on the automatic recognition of the Master’s degree in Business Administration
regarding the content of learning outcomes is rather insignificant.

41

Table 14. The summary of content analysis of the learning outcomes: Master’s degree inBusiness Administration (frequency of concepts)
Short version oflearning outcomes

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Ability to apply

0

0

0

1

1

Ability to integrate

0

0

0

1

1

Ability to use

1

1

0

0

0

Analysis

1

0

1

0

1

Argumentation,
discussion andpresentation

2

0

0

1

1

Decision making

1

1

0

1

1

Knowledge andunderstanding

2

0

3

1

0

Problem solving

2

1

0

0

1

Professional
development

0

0

1

2

0

Business skills

0

0

0

0

2

Research

2

0

1

1

1

The profiling of the learning outcomes with the UNESCO WRL tool
The learning outcomes of the three selected qualifications were profiled according to theonline World Reference Levels (WRL) tool 18 developed by the UNESCO. The tool was still piloted
during this study. The tool provides opportunity to profile the learning outcomes regarding 11
elements of capabilities grouped in three clusters (accountabilities, capabilities and contingencies).
Each WRL element consists of four broad hierarchical reference levels A, B, C and D, which each
includes a lower and higher stage of progression (e.g. A1 and A2), with D2 being the highest and A1
being the lowest stage. When analysing the learning outcomes of the Bachelor’s degree in Physics
and the Master’s degrees in Psychology and Business Administration, all 11 WRL elements wereselected to provide wider perspective on these qualifications.
Regarding the profile of the Bachelor’s degree in Physics, some correlations among all theelements and levels could be observed between partner countries – usually at least two countries
have a similar reference level and for some elements a maximum of three similar levels for therespective element. For an instance, responsibilities, knowledge and know-how and context
elements have the same level in three partner countries and for the rest of the elements at least two
partner countries have the same stage of progression. The last element of values was not relevant
for the examples of all the partner countries; in addition, the elements of working with others andcontext are rather poorly developed for the qualifications of all the partner countries. The Latvian
example of the qualification has the highest amount of D1 stages – six; while the qualification
sample from Armenia has the greatest number of B1 – four. The most common level for all thepartner countries is C, with the stages of C1 and C2. The summary of the qualification profile isoutlined in the table below.

18 World Reference Level website (2019). https://worldreferencelevels.org.

42

Table 15. Profiling of the learning outcomes: Bachelor’s degree in Physics
Element

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Activities

N/R

C1

C2

D1

C2

Responsibilities

C1

B2

C1

C2

C1

Working with others

N/R

N/R

B2

B2

C1

Quality

B1

C2

A2

D1

B1

Skills and procedures

B1

D1

B2

D1

C1

Communication

B1

C1

C2

D1

D1

Data

C2

B2

C1

D1

C2

Knowledge and know-how

C2

C2

C2

D1

C1

Context

B1

B1

B1

C1

N/R

Problems and issues

C2

N/R

C1

C2

B2

Values

N/R

N/R

N/R

N/R

N/R

Notes: A1, A2, B1, B2, C1, C2, D1, D2 – stages of the WRL elements (A1 – the lowest, D2 – the highest), N/R –the element is not relevant.

The results of the profiling the Master’s degree in Psychology indicate that the majority of all
the elements belong to the D1 stage. Few of the exceptions include the element of working withothers, which was evaluated as B2 for the descriptions of learning outcomes of the qualificationfrom Armenia, and as not fully relevant in case of the qualifications from Bulgaria and Estonia. As
showed in the table below on the stage of D1, the descriptions of the learning outcomes of the
Armenian qualification sample has – six elements, the Bulgarian qualification – eight elements, theEstonian qualification – 10 elements, the Latvian qualification – six elements, and the British
qualification – nine elements. Thus, the conclusion may be drawn that the in terms of thecomplexity of the learning outcomes according to the 11 WRL elements, the descriptions oflearning outcomes for this qualification are rather similar in all the partner countries. Although thegrouping of the learning outcomes revealed that the qualification, except the case of the Latvian
qualification, does not include the topic of solving problems, the analysis with WRL tool led to thestage of D1 for all the partner countries.

43

Table 16. Profiling of the learning outcomes: Master’s degree in Psychology
Element

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Activities

D1

D1

D1

D1

D1

Responsibilities

C2

C2

D1

D1

D2

Working with others

B2

N/R

N/R

C2

D1

Quality

C1

C2

D1

D2

D1

Skills and procedures

C1

D1

D1

D1

D1

Communication

D1

D1

D1

D2

D1

Data

D1

D1

D1

D1

D1

Knowledge andknow-how

D1

D1

D1

D1

D1

Context

D1

D1

D1

D2

C2

Problems and issues

D1

D1

D1

D1

D1

Values

C2

D1

D1

D2

D1

Notes: A1, A2, B1, B2, C1, C2, D1, D2 – stages of the WRL elements (A1 – the lowest, D2 – the highest), N/R –the element is not relevant.

Similarly, in the profile of the learning outcomes of the Master’s degree in Business
Administration, almost all the elements for the partner countries are either at the stage of D1 or D2(see table below). The most frequently noted stage was D1; the qualification samples of Armenia
and the United Kingdom each have eight elements of the stage D1; the Bulgarian and Latvian
qualifications – seven elements each; the Estonian qualification – four elements. Only in the case of
the Estonian qualification, a larger amount of the stages C2 (six) were scored compared to the otherpartners. As less pronounced element comparing to others is the working with others, which wasmarked “not relevant” in case of three countries and with C1 and C2. More significant elements,
graded with D1 or D2 for all the qualifications of the partner countries, are quality, skills andprocedures, data, as well as problems and issues.

44Table 17. Profiling of the learning outcomes: Master’s degree in Business Administration
Element

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Activities

D1

D1

C2

D1

D1

Responsibilities

D1

D1

C2

C2

C1

Working withothers

C1

C2

N/R

N/R

N/R

Quality

D1

D1

D1

D1

D1

Skills andprocedures

D1

D2

D1

D1

D1

Communication

D2

D1

C2

D1

D1

Data

D1

D1

D1

D1

D1

Knowledge
and know-how

D1

C2

C2

C2

D1

Context

D1

D1

C2

C2

C2

Problems andissues

D1

D1

D1

D1

D1

Values

D2

D2

C2

D1

D1

Notes: A1, A2, B1, B2, C1, C2, D1, D2 – stages of the WRL elements (A1 – the lowest, D2 – the highest), N/R –the element is not relevant.

After the profiling of all the three qualifications, the conclusions were made that for the
Bachelor’s degree in Physics clearly lower reference levels on average were indicated comparing to
the both Master’s degree qualifications. Thus, the higher level of education, the higher reference
levels accordingly for the each WRL element, since the descriptions of the learning outcomestypically for Master’s degree are more complex and specific.
To summarise, the content and the specific wording used to describe the learning outcomes
could be argued to have tendency to be more similar than different.
After the quantitative and qualitative analysis of the learning outcomes, the following
conclusions could be drawn:
Each research method reveals a different perspective of the learning outcomes anddepending on the objective of the study, particular method should be selected.
The quantitative analysis methods and the AntConc toolkit to some extent could be used forthe same purposes in regards to the exact length and the amount of the learning outcomes.
The tool allows determining whether the learning outcomes of qualifications are comparable
between the partner countries in terms of the length and the amount of learning outcomes.
The grouping of the learning outcomes and UNESCO WRL tool could be more suitable foranalysing the content of the learning outcomes, because in both methods the focus is on
the exact content of the learning outcomes.
Using all these research methods allowed the project team making assumptions whether thelearning outcomes of all the three qualifications are comparable or not in terms of the content oflearning outcomes.
45

As regards the content of the specific learning outcomes of the qualification analysed in thisstudy report, the learning outcomes are rather similar than they are different. However, theirdifferences should be explored more to comprehend whether they are substantial.

46

47

6. CONCLUSIONS

48

6. Conclusions
The comparative study explored issues related to recognition, learning outcomes and NQFs
both at system level and level of particular qualifications in Armenia, Bulgaria, Estonia, Latvia andthe United Kingdom. In the previous experience, the Latvian and Estonian ENIC/NARIC offices had
conducted comparison of HE qualifications and qualifications giving access to HE at systemic level,
i.e. whether a Bachelor is a Bachelor. Yet the aims of QUATREC project are more challenging – toanalyse the essence of particular samples of qualifications, the content of their learning outcomesin order to provide some evidence that a Bachelor’s degree in Physics is a Bachelor’s degree inPhysics.
The results of the comparative study indicate that no substantial differences may beobserved in the education systems – based on the three cycle structure – and National
Qualifications Frameworks (NQF) between all the partner countries. However, some variations as
regards workload, understanding of profile, and assessment systems could be observed in thepartner countries. With some exceptions, holders of Bachelor and Master’s degrees have directaccess to the next cycle. The NQFs in the partner countries are comprehensive consisting of eightlevels (except Scotland in the United Kingdom) and level descriptors are based on learning
outcomes.
One of the most significant issues in terms of horizontal comparison is the identification ofsources of learning outcomes of qualifications. Regarding the samples of qualifications analysed inthis study, the expected learning outcomes were published on the websites of HEIs (i.e. providers),
since the learning outcomes of the qualifications are formulated by the providers.
The analysis of recognition procedures in the partner countries revealed that the Bulgarian,
Estonian, Latvian, United Kingdom’s ENIC/NARIC offices and Armenian ENIC office perform allfunctions in accordance with the principles of the Lisbon Recognition Convention and its subsidiary
texts. The main tasks, work and activities of the ENIC/NARIC offices and Armenian ENIC officecorrespond to the guidelines expressed in the Joint ENIC/NARIC Charter of Activities and Services.
In terms of recognition of qualifications, all the partner countries use similar methodology andpractice based upon the Council of Europe and UNESCO Revised Recommendation on Criteria
and Procedures for the Assessment of Foreign Qualifications (2010) adopted by Lisbon Recognition
Convention Committee. Regarding the use of criteria for assessment and recognition, very few
differences were stated between the partner countries in terms of considering the graduation
requirements and students’ performance (grades) during the evaluation of individual qualifications.
The results of the analysis on the use of learning outcomes in recognition indicate that all
ENIC or/and NARIC offices use generic learning outcomes, but not specific learning outcomes.
However, the issue of how the learning outcomes of qualifications are used in recognition should be
explored in more detail. Therefore, several challenges were identified as regards the use of learning
outcomes in recognition, e.g., poorly articulated learning outcomes are subject to interpretation,variety in terminology and phrasing (including the issues of translation of learning outcomes), as
well as lack of trustful sources of learning outcomes. The methods used and selected to conduct
the comparative study were highly effective in order to achieve the goal of understanding whether
the samples of the Bachelor’s degree in Physics, the Master’s degree in Psychology and theMaster’s degree in Business Administration are comparable between all the partner countries interms of the contextual information and the learning outcomes of these qualifications. The adopted
fiche was recognised to be appropriate in compiling all the necessary information about the
samples of the qualifications since the fiche covered a wide range of fields.
The contextual information in the fiche comprised 11 categories providing additional data
about the qualification and education system. The analysis of the contextual information of threesample HE qualifications – Bachelor’s degree in Physics, Master’s degree in Psychology and49

Master’s degree in Business Administration – awarded in the project partner countries (Armenia,
Bulgaria, Estonia, Latvia and the United Kingdom) led to the following conclusions:Regarding the Bachelor’s degree in Physics, the level of EQF (level 6) and the awarding body(particular HEI) were the only categories that were the same for all the partner countries.
In case of the Master’s degree in Psychology, the only categories being the same for all thepartner countries were the level of EQF (level 7), the access to further studies (access to thethird cycle (doctoral) studies) and the awarding body (particular HEI). Comparing to the
Bachelor’s degree in Physics, more similarities in the contextual information could beobserved.
The samples of the Master’s degree in Business Administration seem to be the most
homogeneous comparing to the other qualification examples, i.e. similar information wasprovided in five categories of the contextual information.
Tendencies could be observed as regards the categories, which always or in the mostcases, include similar information between the partner countries, i.e. the EQF level of thequalification and the awarding body.
The qualification examples in terms of the contextual information are not fully similar;
however, the differences might not be considered to be substantial.
When analysing the information about the learning outcomes of the selected samples of HE
qualifications, the succeeding conclusions were drawn:
In the most cases, the structure of the learning outcomes in the examples of particularqualifications, includes a list of learning outcomes statements without any differentiation of
the dimensions (knowledge, skills, competences) used for the national level descriptors.
For five of the samples of qualifications, the learning outcomes have an introductory
sentence which indicates particular dimensions of learning outcomes (e.g. knowledge, skills,
competences).
The form and content of introductory statement (or its absence) determines how the learning
outcomes are formulated and organised.
According to the results of the analysis of the learning outcomes of the Master’s degree inBusiness Administration, the content of the learning outcomes may be considered as a strength, as
at conceptual level the learning outcomes of this qualification represent rather similar ideas and,thus, the qualification could be automatically recognised between all the partner countries.
Whereas the learning outcomes of the Bachelor’s degree in Physics and the Master’s degree in
Psychology in terms of the content are more heterogeneous creating more interpretation anddiscussions about possibility to have an automatic recognition of these qualifications between thepartner countries. To summarise, the results of study allowed making assumptions that in the caseof social sciences formulating more precise and well-structured learning outcomes seems to beeasier exercise compared to the fields of science, technology, engineering and mathematics. Yet inorder to have more evidence and draw more general conclusions, the analysis of other qualification
examples from various fields (e.g. engineering, applied sciences, arts and humanities) should be
conducted. However, both qualitative and quantitative analysis methods have to be used to ensure
a thorough understanding as to whether the learning outcomes of qualifications are comparable.
The following conclusions may be drawn about the content of the learning outcomes of thequalification samples:
The learning outcomes of the qualifications were designed using similar references asregards knowledge, skills and competences necessary for the qualifications. Meanwhile,some national or institutional characteristics may be observed as some qualifications
comprise learning outcomes with a specific content.
When grouping the learning outcomes of qualification samples by certain topics (e.g.
knowledge, research, problem solving), some examples of qualifications have a rather
50

balanced division of the learning outcomes between the topics, while others are more
focused on particular area(s) (e.g. topics of research, knowledge, professional work). Thus,
qualification providers have different approach towards content design of the qualification.
The learning outcomes of all the qualification samples include aspect of research and (inmost cases) knowledge. However, the content analysis of learning outcomes indicates thatthe learning outcomes comprise rather varied concepts and ideas, which may hinder
recognising the qualifications automatically between all the partner countries.
Comparing to other qualification samples, the learning outcomes of the Master’s degree inBusiness Administration are rather diverse covering too many fields to be easily compared,
although the groups of learning outcomes are similar to an extent.
The profiling of the learning outcomes of the qualification samples with the online UNESCOWorld Reference Levels tool indicates that the Bachelor’s degree in Physics has clearlylower reference levels on average comparing to the both Master’s degree qualifications.
The learning outcomes of the qualification samples are different in terms of the scale of theirdetail, e.g. in the most cases of the British qualifications the learning outcomes are in greaternumber and describe more narrow aspects, while the learning outcomes of the Bachelor’s
degree in Physics from Armenia are more general and comprehensive comparing to otherqualifications samples.
The analysis of the qualification samples and their learning outcomes had a certain
limitations since the English translations of the learning outcomes (except the British
qualifications) were explored.
The analysis of learning outcomes of three sample HE qualifications awarded in the project
partner countries allowed drawing some conclusions as regards the recognition of thesequalifications:
Considering the contextual information and learning outcomes, the Bachelor’s degree inPhysics could be automatically recognised between the partner countries in terms of thequalification level, i.e. Bachelor’s degree (EQF level 6).
The Master’s degree in Psychology could be automatically recognised between the partnercountries in terms of further access to the doctoral studies. Access to the profession
remains at the discretion of employers.
Taking into account the contextual information and the learning outcomes of thequalification, the Master’s degree in Business Administration could be automaticallyrecognised between the partner countries.
The methods used in the analysis of learning outcomes are very effective in order to explore
the structure, formulation and content of the learning outcomes from different dimensions.
Regarding the contextual information of all the three qualifications that were analysed in thiscomparative study, the qualifications could be automatically recognised between all thepartner countries.
In terms of structure, clarity, formulation and content of the learning outcomes of theanalysed qualifications, only the Master’s degree in Business Administration could be
automatically recognised between all the partner countries. In the case of Bachelor’s degreein Physics and Master’s degree in Psychology could not be automatically recognised
between the partner countries because more differences were observed in the content oflearning outcomes than similarities.

51

However, the extent of differences or variations in the learning outcomes of the analysed
qualifications acceptable for them not to be a substantial obstacle for automatic recognition
should still be explored and determined.
Comparing the learning outcomes of the Master’s degrees for automatic recognition seems
to be less challenging than the learning outcomes of the Bachelor’s degrees since
the bachelor studies comprise larger workload and the learning outcomes are more
field specific. Yet the analysis of more qualification examples should be conducted to draw
more comprehensive conclusions in this regard.
The results of comparative study led to the following general conclusions:
In order to achieve automatic recognition of higher education qualifications, Lisbon
Recognition Convention and its subsidiary texts, as well as other regulations, e.g. bilateralagreements, that stipulate recognition should be taken into consideration.
In order to facilitate the automatic recognition of higher education qualifications, Diploma
Supplement (according to the model developed by the European Commission, Council ofEurope and UNESCO/CEPES) should be issued.
In order to ensure that learning outcomes are efficiently used in the recognition ofqualifications, credential evaluators need to have thorough knowledge about reading,understanding, formulating and using learning outcomes.
For learning outcomes to be used in the recognition of qualifications, they should be publicly
available and well-written and precise.
The approach towards degree of detail of the analysed learning outcomes varies by thepartner country, i.e. the qualification samples from some countries have more genericdescriptions of learning outcomes, others – more specific and detailed.
Implementation of Bologna tools such as Diploma Supplement, ECTS credits, qualifications
frameworks, effective ENIC and NARIC networks and following the European Standards andGuidelines for Quality Assurance of Higher Education are crucial in order to achieve
automatic recognition of higher education qualifications.

52

53

7. RECOMMENDATIONS AND PROPOSALSFOR A MORE EFFECTIVE USE OF LEARNINGOUTCOMES AND NQFs IN RECOGNITIONPROCESS

54

7. Recommendations and proposals for a more effective use oflearning outcomes and NQFs in recognition process
The challenges of using learning outcomes in recognition identified in this study led to anumber of recommendations and proposals on how learning outcomes can be used in therecognition process.
The following recommendations about learning outcomes were provided:
The structure, formulation of learning outcomes should be improved by creating
common guidelines on how HEIs should write learning outcomes in relation to therecognition practice. The content of the learning outcomes (topics, themes) would
remain at the discretion of each provider. Depending on the national context, theguidelines could be designed by the ENIC/NARIC offices engaging with HEIs andrelevant local government authorities.
The availability of learning outcomes (and their translation into a commonly language) should
be promoted by introducing discussion among HEIs and ENIC/NARIC offices about
the sources of learning outcomes.
Updating ENIC and NARIC networks, as well as HEIs about the relevance and importanceof learning outcomes of qualifications to ensure comparability and recognition ofqualifications.
The succeeding recommendations about the NQFs in EHEA were provided:
Reliable information about the QF-EHEA and EQF level descriptors should be updated
regarding the current tendencies in the EHEA and published in reliable online sources,
e.g. EHEA website.
Improve the level descriptors of the NQFs or provide more guidelines for HEIs on how
to formulate the learning outcomes in accordance with the NQF level descriptors.
The following recommendations about the recognition procedures were provided:
In order to gain the overview of the current situation on how the ENIC/NARIC offices
use learning outcomes in the recognition procedures, a survey of ENIC/NARIC offices
should be elaborated and conducted. Based on the survey results, a methodology on how
to assess learning outcomes during the recognition procedures could be developed
to ensure guidance and training to credential evaluators in qualification recognition.
Regular trainings and methodological guidance for credential evaluators about learning
outcomes and their use in recognition should be provided.
Implementing and presenting standardised learning outcome analysis methods and tools to
ENIC/NARIC offices and HEIs for their use of analysing the learning outcomes in recognition.
In order to use learning outcomes of qualifications in recognition more efficiently,
more evidence should be gathered to design guidelines about steps of using thelearning outcomes during the evaluation of credentials.
Closer cooperation between the ENIC/NARIC offices and strengthening communication andcollaboration with HEIs should be ensured, since HEIs are responsible for the
structure, formulation, content of the learning outcomes of the qualifications they provide.

55

56

57

Appendices
Annex 1. Schemes of higher education systems
Annex 2. National Qualifications Frameworks (EQF levels 5/6-8)
Annex 3. NQF level descriptors (EQF levels 5/6-8)
Annex 4. Template of the fiche
Annex 5. Agenda of the comparative study
Annex 6. Contextual information of the qualifications
Annex 7. Completed fiches of the partner countries
Annex 8. The results of keyword analysis in the learning outcomes
Annex 9. The results of the content analysis of the learning
outcomes

59

Annex 1.
Schemes of higher education systems

60Annex 1. Schemes of higher education systems
HE scheme in Armenia
Doctoral programmes
180 ECTS credits (3 years)
NQF/EQF level 8

Master’s programmes
60-120 ECTS credits(1-2 years)
NQF/EQF level 7

Integrated Doctorate
Bachelor’s and Master’s
programmes
300-360 ECTS credits(5-6 years)
NQF/EQF level 7

Bachelor’s programmes
180-240 ECTS credits(3-4 years)
NQF/EQF level 6

HE scheme in Bulgaria
THIRD DEGREE
Doctoral degree
3 years
NQF/EQF level 8

SECOND DEGREE
Long Master’s degreemin. 300 ECTS credits(5 years)

Master’s degreemin. 60 ECTS credits(1 year)NQF/EQF level 7

Master’s degreemin. 120 ECTS credits(2 years)
NQF/EQF level 7

FIRST DEGREE
Bachelor’s degreemin. 240 ECTS credits (4 years)
NQF/EQF level 6

Degree of “Professional
Bachelor in…”
min. 180 ECTS credits (3 years)
NQF/EQF level 661

HE scheme in Estonia

Doctoral programmes(3-4 years)
NQF/EQF level 8

Integrated
Bachelor’s andMaster’s
programmes
300-360 ECTS
credits(5-6 years)
NQF/EQF level 7

Master's programmes
60-120 ECTS credits (1-2 years)
NQF/EQF level 7
Bachelor’s
programmes
180-240 ECTS
credits(3-4 years)
NQF/EQF level
6

Professional
higher education
programmes
180-270 ECTS
credits(3-4.5 years)
NQF/EQF level 6

HE scheme in Latvia
Doctoral programmes(3-4 years)
NQF/EQF level 8
Master’s programmes
120 ECTS credits(2 years)
NQF/EQF level 7

Bachelor’s
programmes
180-240 ECTS
credits(3-4 years)
NQF/EQF level
6

Professional
Bachelor’s
programmes
240 ECTS
credits(4 years)
NQF/EQF level
6

Professional Master’s
programmes
60-120 ECTS credits(1-2 years)

Professional HE
programmes
60-120 ECTS credits (1-2
years)
NQF/EQF level 6
College programmes
120-180 ECTS credits (2-3
years)
NQF/EQF level 5

62ProfessionalHE
programmes
240-300
ECTS credits(4-6 years)
NQF/EQF
level 6

HE scheme in the United Kingdom
Doctoral degree(3-4 years)
No ECTS credits typically awarded
FHEQ/EQF Level 8
SCQF Level 12

Master’s degree60-90 ECTS credits(1-2 years)
FHEQ/EQF Level 7
SCQF Level 11

Bachelor (Honours) /Bachelor degree180-240 ECTS credits(3-4 years)
FHEQ/EQF Level 6
SCQF Level 9/10

Foundation degree /Diploma of Higher
Education / Higher
National Diploma
120 ECTS credits(2 years)
FHEQ/EQF Level 5
SCQF Level 8

Postgraduate
Diploma
60 ECTS credits(1 year)
FHEQ/EQF Level 7
SCQF Level 11

Postgraduate
Certificate
30 ECTS credits(6 months)
FHEQ/EQF Level 7
SCQF Level 11

Graduate Diploma
40-60 ECTS credits(1 year)
FHEQ/EQF Level 6
SCQF Level 9/10

Graduate
Certificate
20-30 ECTS credits(6 months)
FHEQ/EQF Level 6
SCQF Level 9/10

Higher National
Certificate / Certificateof Higher Education
60 ECTS credits(1 year)
FHEQ Level 4
EQF Level 5
SCQF Level 7

FHEQ = Framework for Higher Education Qualifications
SCQF = Scottish Credit and Qualifications Framework

63Annex 2.
National Qualifications Frameworks(EQF levels 5/6-8)

64Annex 2. National Qualifications Frameworks for HE (EQF levels 5/6-8)
NQF for HE in Armenia
NQF level

EQF level

ANQF level 8

EQF level 8

ANQF level 7

EQF level 7

ANQF level 6

EQF level 6

Qualification
Candidate of science / PhD (Master ())

Diploma specialist ()

Bachelor ()

NQF for HE in Bulgaria
BQF levels

BQF

8

Doctoral degree (7

Master’s degree (6

Bachelor’s degree (Degree of “Professional Bachelor in…” (EQF levels
8

)

7

)
)
...)

6

NQF for HE in Estonia19
DegreeNominal lengthof programme

ECTS credits

QF-EHEA level

EQF level

Doctor (Doktor)

3-4 years

No credits since
01.09.2019

Third-cycle

Level 8Master (Magister)

1-2 years(together withthe first cycle
programme atleast 519 years)

60-120 ECTS
credits

Second-cycle

Level 7

Degrees of integrated
Bachelor’s and Master’s
programmes

5-6 years

300-360 ECTS
credits

Second-cycle

Level 7

Diploma of Professional
Higher Education(Rakenduskõrghariduse
diplom)3-4.5 years

180-270 ECTS
credits

First-cycle

Level 6

Bachelor (Bakalaureus)

3-4 years

180-240 ECTS
credits

First-cycle

Level 6

19 With the amendments to the Higher Education Act in 2019 (Kõrgharidusseadus, RT I, 19.03.2019, 12), the requirement of five

years studies in total to obtain a Master’s degree will be withdrawn starting from 2019/2020 academic year.
65

NQF for HE in Latvia
LQF
level

Qualifications
Diploma of first level professional higher education (pirm l me a profesion l s augst k sizgl t bas diploms) (college education, length of full-time studies – 2 to 3 years)

5

Bachelor’s diploma (bakalaura diploms)
Professional Bachelor’s diploma (profesion l bakalaura diploms)
Diploma of professional higher education, diploma of higher professional qualification(profesion l s augst k s izgl t bas diploms, augst k s izgl t bas diploms, augst k s profesion l skvalifik cijas diploms) (length of full-time studies – at least 4 years)

6

Master’s diploma (ma istra diploms)
Professional Master’s diploma (profesion l ma istra diploms)
Diploma of professional higher education, diploma of higher professional qualification(profesion l s augst k s izgl t bas diploms, augst k s profesion l s kvalifik cijas diploms) (total
length of full-time studies – at least 5 years)

7

Doctor’s diploma (doktora diploms)
Professional Doctor’s diploma in arts (profesion l doktora diploms m ksl s)

8

NQF for HE in the United Kingdom
Level

Framework for Higher Education
Qualifications in England, Wales andNorthern Ireland

Level

Scottish Credit and Qualifications
Framework

8

Doctoral Degrees

12

Doctoral Degrees

7

Master’s Degrees,
Integrated Master’s Degrees
Postgraduate Diplomas
Postgraduate Certificate in Education(PGCE)
Postgraduate Certificates

11

Master’s Degrees
Integrated Master’s Degrees
Postgraduate Diplomas
Postgraduate Certificates

6

Bachelor’s Degrees with Honours
Bachelor’s Degrees
Professional Graduate Certificate in
Education (PGCE)
Graduate Diplomas
Graduate Certificates

10

Bachelor’s Degrees with Honours
Graduate Diplomas
Graduate Certificates

9

Bachelor’s/Ordinary Degrees
Graduate Diplomas
Graduate Certificates

8

Higher National Diplomas (HND)
Diplomas of Higher Education (DipHE)

7

Higher National Certificates (HNC)
Certificates of Higher Education (CertHE)
Scottish Baccalaureate
Advanced Higher

5Foundation Degrees
Diplomas of Higher Education (DipHE)
Higher National Diplomas (HND)

4

Higher National Certificates (HNC)
Certificates of Higher Education(CertHE)66

67

Annex 3.
NQF level descriptors(EQF levels 5/6-8)

68Annex 3. NQF level descriptors (EQF levels 5/6-8)
NQF level descriptors for HE in Armenia
EDUCATIONAL LEVEL(Qualification)

1st (BACHELOR)

2nd (MASTER)

3rd (CANDIDATE OF SCIENCE)

The first level degree
qualifies individuals who
have broad and coherent
knowledge and skills in arange of fields toundertake professional
work and/or further
learning

The second level degree
qualifies individuals who
have advanced andspecialised knowledge andskills in the given field for
professional practice,research and/or further
learning

The third level degree qualifies
individuals who have systematic andcritical understanding and specialised
research skills in one or more
complex fields of scholarship or
professional practice for advancing
and/or creating new knowledge

1. Knowledge andunderstanding

Demonstrates advanced
knowledge andunderstanding of basic
and state-of-the-art
concepts, theories andmethods within the fieldof professional work or
study

Demonstrates profoundprofessional knowledge,
including on the recent
achievements of the field,
which applies for study, workand research
Demonstrates deep
understanding of theories,
advanced concepts andmethods of the given
specialty and at the interface
between different fields

Demonstrates advanced knowledge
specific to the specialty area andrelated intersecting fields, whichapplies in scientific research andprofessional work
Demonstrates comprehensive anddeep understanding of state-of-the-art
theories, approaches, newhypotheses and scientific-researchmethods specific to the specialty area
and related intersecting fields

2. Applying
knowledge andunderstanding

Can apply acquired
knowledge andunderstanding, basic
principles and methodsof the field for solving
problems during theprofessional work or
study

Can apply acquired
knowledge andunderstanding, advanced
principles and methods ofthe specialty area and/or
related intersecting fields tosolve complex theoreticaland practical problems in
new and unfamiliar
situations, and to implement
research and innovative
activities

Can apply acquired knowledge andunderstanding, conceptual principles
and advanced methods of the field toplan and conduct scientific-research
activities and to give innovative
solutions to the complex theoreticaland practical problems

3. Communication,
ICT and numeracy
skillsCan communicate andCan use professional
explain information,communication means toarguments, ideas,
communicate clearly andproblems and theircoherently one’s
solutions that are related conclusions, respective
to the given field to thearguments and research
specialist and nonresults to the broad specialist
specialist audiences
and non-specialist audiences
Can apply ICTs to solve Can apply ICTs thoroughly to
problems and intensify
solve new complex problems
work in the specialty
and to support conductingarea
research in the specialty
area and/or related
Can collect, process,intersecting fields
analyse and interpret
relevant quantitative and Can analyse and evaluate
qualitative data within the quantitative and qualitative
specialty area to makedata within the specialty areareasonable judgments
and/or related intersecting
fields to draw conclusions
and make decisions on thebasis of incomplete or limited
information

Can use advanced principles andmethods to communicate andinterpret, from multiple perspectives,
new and complex theoretical andpractical problems and the research
results to the scholarly community andwider society
Can apply ICTs in a proficient way toimplement scientific research andcreate new knowledge
Can evaluate and transform a wide
range of quantitative and qualitative
data from different interrelated fields
to generate complex ideas and create
new knowledge

4. Genericcognitive skills(including making
judgments)

Can analyse and makejudgments applying
critical thinking, as well
as demonstrate creativity
to identify and provide
different solutions to the
problems of the specialty
area

Can generate new, complex andabstract ideas, offer and/or present
new and original insights on current
information and issues based on theevaluation of scientific-research
results
Can design and implement original
research, theorise the results of thelatter, which make contribution to thescientific field and/or professional
practice and are published in national
and international peer-reviewed
journals

KNOWLEDGE

General description(characteristic) of thequalification

Can investigate problems
related to the specialty area
and generate innovative andcreative solutions, as well as
offer new ideas and concepts
that extend knowledge andpractice of the field

69

EDUCATIONAL LEVEL(Qualification)

COMPETENCE

5. Autonomy andresponsibility(including learning
skills)Workload in ECTS credits

1st (BACHELOR)

2nd (MASTER)

3rd (CANDIDATE OF SCIENCE)

Can undertake fullCan undertake activity in a
fledged professional
specialised field of work and/activity, manage
or study requiring new
professional functions
strategic approaches forand projects, and make managing and transforming
autonomous decisions
complex and unpredictable
work situations
Can manage working
team and take on
Can create and manage
responsibility for the
professional or researchprofessional activity of its team and take on lead
members
responsibility for the
professional advancement of
Is able to identify one’s
educational needs and/or its members
career opportunities to
Is able to evaluate one’s
decide on the ways ofdemand for continuous study
further study
and needs for professional
development to continue
Is able to take personal
education in different
responsibility for theenvironments
nation and the State,
follow up the realisation Is able to promote theof democratic principles development of civic society
and dissemination ofand combine national value
national and humansystem with common humanvaluesvaluesCan initiate and manage complex
innovative processes at the forefrontof the scientific-research, academic
and professional fields bydemonstrating scholarly andprofessional integrity and autonomy
Can create and lead a scientificresearch or professional team andpromote the research advancement of
its members
Is able to promote the scientific,
technological, social or cultural
progress of the society within
academic and professional contexts
Is able to promote the sustainable
development of science, the nationand the State by protecting nationaland common human values

180-240180

60-12070

NQF level descriptors for HE in Bulgaria
Level ofthe EQF
Level ofthe QFEHEA

Level of the
BQF

KNOWLEDGE– Knowledge
is describedas theoretical
and/or factual

EQF
LEVEL
6/
First
cycle
of QFEHEANQF LEVEL 6

has and uses
has mastereddetailed,
the methods andtheoretical andmeans in theconcretefield of study
applies thepractical
acquiredknowledge inknowledge andthe field ofpractical
study
makes aexperience in a
critical analysis
professionalof principles
way, adopting
and processes
innovative,
unconventional
approaches andmaking welljustified
decisions

DEGREE OF“PROFESSIONAL
BACHELOR
IN…”
180 ECTS
credits

SKILLS – skills
COMPETENCES – PERSONAL AND PROFESSIONAL
are described
Competence is described in terms of responsibility and autonomy
as cognitive(involving theuse of logical,
Autonomy
Learning
Communicative
Professional
intuitive andandCompetences
and Social
Competences
creative
Responsibility
Competences
thinking) andpractical(involving
manualdexterity andthe use of
methods,
materials, tools
andinstruments)

EQF
NQF LEVEL 6
has extensive
able to use
LEVEL
and in-depth
methods and
BACHELOR’S theoretical and6/means which
DEGREEFirst
factualallow for the
240 ECTS
cycle ofknowledge in a accomplishment
credits
QFEHEA
field of study,of complex
includingtasks
applies logicalknowledge
thinking, shows
relating to thecreativity andlatesttakes novel
achievementsinterprets theapproaches inacquiredcarrying out
knowledge
unconventional
independently,
tasks
relating it tofacts andcriticalperception,
comprehension
and formulationof theories andprinciples

takes
judgesanalyses ideas,
responsibility
critically one’s
addresses
for managing own preparation
problems andhighand the degree proposes solutions
performance
to which thein professional
teams andacquiredcontexts to equals
resources,
knowledge isand seniors higher
including inconsistent with up in the hierarchy
extremethe knowledge
as well as to nonsituations
required by the
specialists
formulates aduring site
profession
defines one’s convicting opinions
operation andown educational based on qualitative
structureand quantitativeneeds tomanagement
has creative
facts, arguments
improve one’s
thinking andand criteriaownpresents one’s
practical skills
qualification
own views on
in project
and/or gain
particular anddevelopment
further
global issues
andprofessional
clearly, judges andimplementation
qualifications
accepts the, considering
the influence ofarguments ofa variety ofinterlocutors
factors
demonstrates
takes
commitment andresponsibility
solidarity towards
during siteotherscan communicate
operation
can evaluate
effectively in someone’s own andof the mostother people’scommonly usedperformance
Europeanmanageslanguages
teamwork andprovidesprofessional
trainings tostaff

gathers, processes andanalyses data with the
purpose of optimisation
and/or final solutions or
innovative ideas
contributes to thecompletion of operative
tasks in conventional
and unconventionalsituations
settles social, moral
and ethical issues,
especially in teamwork
and trainings

possesses acapability foradministrative
managementof complex
professional
activities,
includingteams andresources
assumes
responsibility
for taking
decisions inadversecircumstances
under theinfluence of avariety ofinteracting
factors which
are hard toforeseeshows
creativity andinitiative inmanagement
recognises
the need forstaff training
with thepurpose ofincreasing staff
effectivenessgathers, classifies,
assesses and interprets
data in a field of study tofulfil specific tasks
applies the acquired
knowledge and skills in
new and unfamiliar
contexts
capable of making
analyses in broader orinterdisciplinary contexts
adopts new strategic
approaches; formulates
and expresses own
opinion about social andethical issues arisingduring work71

assesses
one’s own
qualifications
properly by
evaluating theknowledge andskills acquiredso far,recognising theneed forexpanding andupdating one’s
own
professional
qualifications

clear formulationand expression ofideas, problems
and solutions
before experts andnon-experts
expresses anopinion and showsunderstanding ofissues, using
methods based on
qualitative andquantitativedescriptions andevaluation
has a broad
outlook on life andshows
understanding andsolidarity towards
otherscan communicate
effectively in someof the mostcommonly used
Europeanlanguages

EQF
LEVEL
7/
Secondcycle of
QFEHEANQF LEVEL 7
has a wide
MASTER’S
spectrum of
DEGREE
theoretical and• Master’s
practical
degreeknowledge,
part of which isafter
obtaining a
specialised
Profession knowledge inal
the respective
Bachelor’s
field, which
degreeserves to120 ECTS
broaden thecredits
knowledge• Master’s acquired during
the previous
degreeeducation
after
obtaining a
stage
Bachelor’s
knows anddegree inexpresses
the sametheories,
profession
concepts,
al fieldprinciples and
60 ECTSobservation of
credits
certain laws
• Master’s
has highly
specialised
degreepractical andafter
obtaining atheoretical
Bachelor’s
knowledge,
degree inincl. avantanothergarde
profession
knowledge,
al fieldwhich serves
120 ECTS
as a basis for
creditsoriginality in• Master’s developing anddegree in a applying new
subject
ideas andwhich
solutionsdemonstrates
stipulates
critical
education
only in this understandingof thedegreeknowledge in
300 ECTS
the field ofcredits
study andinterdisciplinary
relationships

has a wide
range ofpractical andcognitive skills in
different fields ofstudy required tounderstandabstract
problems anddevelop creative
solutionscarries out
problemdiagnostics
carries out
problemdiagnostics andsolving, basedoncontemporary
research throughintegratingknowledge fromnew orinterdisciplinary
fields, which are
related to
implementationof research andintroduction of
innovations
makes anadequate
assessment ofsituations withinsufficient or
limited data andunpredictability
develops new
and various
skills as a
response to
emerging
knowledge andpractices
freely employs
innovative
methods andinstruments insolvingcomplicated andunpredictableproblems in a
specialised fieldof work
finds andsupports
arguments insolving
interdisciplinary
problems
shows initiativein a field of workand study incomplexunpredictable
contexts which
required finding
solutions toproblems with anumber ofinteracting
factors

can buildadministrativeandorganisational
structures,independently
manage teams
to findsolutions tocomplexproblems in
unpredictable
contexts with avariety ofinteracting
factors andpossibilities
demonstrates
operational
mastery inmanagingchange incomplexcontexts
shows
creativity andinnovation inprojects
development
initiates
processes andorganises
activities which
require very
goodcoordination
formulates
policies anddemonstrates
leadershipskills for theirimplementation72

systematicallyand thoroughly
evaluates one’s
own knowledge,
recognising theneed foracquiring more
knowledge
demonstrates
a high degree of
autonomy,easily orients
oneself tocomplexeducational
content,
adopting own
approaches andmethods tomaster it
uses a variety
of methods andtechniques tomaster complex
subject areas
has a richconceptual
apparatus andis capable ofconceptual andabstract
thinking

can express one’s
gathers, processes andown opinion in ainterprets specialised
simple and clear
information required toway, formulates
find solutions to complex
problems andproblems in a field ofproposes possible
study
integrates a wide
solutions before
spectrum of knowledge
expert and nonand sources in new andexpert audiences,
relatively unfamiliarusing a large
contexts
number of
make reasonable
techniques andevaluations and finds
approaches
develops andsolutions in complex
presents wellinteractional contexts
argumented
demonstrates adequate
opinions about
behaviour andsocial processes
interaction inand practices,
professional and/or
making justified
specialised contexts
ability to solve
proposals for theirproblems by integrating
improvement orcomprehensive sourceschangecan communicate
in unfamiliar contexts
effectively in somewith insufficientof the mostinformation
can initiate changes
commonly used
and manage
Europeandevelopment processes
languages
in difficult contexts
becomes involved inimportant scientific,
social and moral
problems arising during
work or study processes

EQF
LEVEL
8/
Third
cycle of
QFEHEANQF LEVEL 8
DOCTORAL
DEGREENo ECTS
credits
required

has and uses
specialised andsystematic
knowledge tomake a criticalanalysis andsynthesise new
ideas
proficiently
employs themethods ofscientificresearch in afield of study
ability tobroaden andimprove current
knowledge in afield of study
as well as its
interaction withclose scientificareasdemonstrates
knowledge withthe highest
degree ofcomplexity andcarries out
original
researchdemonstrates
knowledge andunderstandingat the highest
possibledegree not onlyof chosen fieldof study but
also inneighbouring
scientific areas
demonstrates
and applies
knowledge
through thedegree ofcomplexity of
the conducted,
recognised andwell-founded
academic
research

ability to form
creates andhas a capacity
show qualities andhas a profoundand manageinterprets new for a systematictransferable skills
understanding of the
networks or
knowledge on acquisition andwhich require an
techniques used forteams, allocate
the basis ofunderstanding
enhanced sense ofscientific and complex
time andown researchof apersonal
academic research
makes a thoroughmanage humanor otherconsiderable
responsibility andevaluation of complex
and financial
scholarly
amount ofself-initiative inissues in a field of study,
resources, findactivity
knowledge
complex anduses the new about the latest
often in the absence ofsolutions to
unpredictableknowledge toextensive data, andcomplicatedscientificcircumstances as
demonstrate achievements orpresents one’s own
problems bywell as in
an ability toideas and conclusions
employing new
a field ofprofessional or
expand theclearly and effectively
technologicalprofessional
similar contexts
ability toscope ofbefore experts and nonmethods andpractice
conceptualise,
existing
experts
instruments
quickly
design andcapacity to continue
scientific areas
gathers,
implement projects conducting fundamental
and recognises
the need forextracts,with the purpose ofor applied scientific
liveclassifies,
generating new
research at increasingly
publications
synthesises andknowledge,
complex levels,
ability toassesses theapplying andcontributing to theevaluate therequired data
understanding thedevelopment of new
merits of own
latest achievements
both fromtechniques, ideas or
as well as to adapt
research
detailed andapproaches
ability tothe project design
scarce sources
ability to solve
make up,to unpredictableand overcome
design,circumstances
can communicate
seriousimplement andeffectively in someproblems in aadapt aof the mostresearch fieldcontemporarycommon European
and/orresearch
languages
innovation,
process in
improveconformity withstandard models
scholarly
and approaches,
norms
developinnovative
solutions by
combining avariety oforiginal
strategies andtechnologies,
manageunsuccessfulattempts andcontinue
developing,
improvestandard models
and approaches
has methods
and means toforesee changes
and problems,disregard thecontext andthinkinnovatively,
develop andproposereasonable
plans, put into
effect new ideas,acquire quickly
new skills andqualities, foreseetechnologicaland creative
development,
write andpresent new
scholarly andtechnical
documents(scientificarticles,summaries,
reports, figures,graphs, etc.);
communicate
through different
media in front ofdiverseaudiences
has thefollowing skills:
resilience,
entrepreneurial
spirit, tenacity,
strictness,
adaptability andintellectual
flexibility

73

NQF level descriptors for HE in Estonia
In order to be awarded a degree of Bachelor (Bakalaureus), a student shall:
have a systematic overview of the basic concepts, theoretical principles andresearch methods in the field of study;
be able to identify interdisciplinary relationships;
understand the scopes of application of different specialities in the field of study;
know the theoretical schools, development trends and current problems in the field of study;
be able to formulate problems relating to the field of study and to analyse andevaluate different solutions;be able to collect information independently by using appropriate methods and means
and to interpret it critically and creatively;
be able to select and use appropriate technologies and methods when solving problems
in the field of study, and, among other things, be willing to participate in team work and leadit;
have command of the communication skills and information and communication
technologies necessary for work;
be able to explain orally or in written form in the language of instruction and in at least one
foreign language problems relating to the field of study, and to participate inprofessional discussions;be willing to actively participate in the civil society and demonstrate tolerance
towards diversity of attitudes and values;
be able to evaluate the role of knowledge and the role and consequences of his or
her professional activities in society, with consideration of scientific, social and ethicalaspects;
be able to apply the acquired knowledge and skills in work, to continue studies andto undertake continuous independent professional development.
In order to be awarded a Diploma of Professional Higher Education, a student shall:
have a systematic overview of the basic concepts, theoretical principles andresearch methods in the field of study;
be able to identify interdisciplinary connections in scopes of application in different fieldsof study;
know current problems and potential applications in the field of study;
be able to formulate problems relating to the field of study and to analyse andevaluate different solutions;be able to collect information independently by using appropriate methods and means
and to interpret it critically and creatively;
be able to select and use appropriate methods and technologies when solving problems in
the field of study within given frameworks, and to model and/or assess potential results on
the basis of given information;
show initiative in initiating projects as well as responsibility, leadership and team work
skills in implementation thereof;
have command of the communication skills and information and communication
technologies necessary for work;
be able to explain orally or in written form in the language of instruction and in at least one
foreign language problems relating to the field of study, and to participate inprofessional discussions;74be willing to actively participate in the civil society and demonstrate tolerance towards
diversity of attitudes and values;
be able to evaluate the role and consequences of professional activities in society, withconsideration of social and ethical aspects;
be able to apply the acquired knowledge and skills in work, willing to engage as a specialist
or undertaking in his or her field of profession;
be able to undertake continuous independent professional development.
In order to be awarded a degree of Master (Magister) and a degree awarded uponcompletion of the integrated long cycle, a student shall:
have systematic overview and broad knowledge of concepts, theories and researchmethods in the field of study;
know the theoretical development trends, current problems and potential applications in thefield of study;
have in depth-knowledge in a narrower research field in the field of research;
be able to identify and create interdisciplinary connections;be able to independently and creatively identify and formulate problems and/or researchquestions related to the field of study and be able to solve them with appropriate measures
within given timeframes and within limited information, using of knowledge of other fields asnecessary.
be able to select and use appropriate methods and technologies when solving problems in
the field of study, and to model and/or assess the potential results;
be able to critically evaluate his or her activities when solving problems and/or researchquestions of the field of study;
be prepared to work in an area of activity requiring professional qualifications, showing
initiative, responsibility, leadership and team work skills;
be able to hand down with competence his or her knowledge by teaching, instruction or inanother manner;be able to present and reason orally or in written form in the language of instruction and aforeign language essential for his or her field of study the problems relating to the field ofstudy, conclusions and the underlying theories, and to participate in relevant discussions ofboth corresponding specialists and non-specialists;
be willing to actively participate in the civil society and demonstrate tolerance towards
diversity of attitudes and values;
be able to act ethically in complex situations, be aware of the ethical aspects, possibilities,
restrictions and social role of his or her activities and be able to provide reasoned
assessment in issues concerning his or her field of study;
be able to evaluate his or her need, and the need of others, of continuing education andprofessional development, and have command of effective methods necessary forindependent study;
be able to continue studies or participate in research, act as a specialist or developer in his
or her field, including internationally.
In order to be awarded a degree of Doctor (Doktor), a student shall:
have broad knowledge and systematic overview within his or her field of research andin-depth and up-to-date knowledge within a narrower sphere in the field of research;understand the meaning and scope of the existing knowledge and research methods of the
field of research and between fields so as to extend, revaluate and formulate them asnecessary;75be able to independently and critically analyse, synthesise and evaluate new and complex
ideas relating to the field of study, as well as creatively and with scientific accuracy identify
and formulate research questions;have command of research methods of his or her field of research;
be able to act independently in complex situations, including international work and study
environment, including in research which requires leadership and team work skills,
innovative thinking and the ability of making strategic decisions;be able to initiate, design, implement and critically evaluate research and development
projects that lead to new knowledge and new procedural solutions;be able to provide scientific ethical assessments, show insight into the possibilities andlimitations of science, the social role of science and the responsibility of people in the use ofscientific achievements;
be able to analyse social norms and relationships, comply therewith and act to change themas necessary;be able to present orally or in written form the problems and conclusions relating to thebranch of science and his or her research, and the underlying theories, both to specialist
audiences and in communication with non-specialists, and to present reasons andparticipate in relevant discussions in the language of instruction and a foreign language
essential for his or her field of study, as well as to publish original scientific results ininternationally pre-reviewed academic publications or, in fields of study related to arts,
creative works for international audience;
have an ability to identify his or her need of further knowledge or skills and support thestudies of others both in the context of education and science as well as on a wider social
level;
be able to hand down with competence his or her knowledge by teaching, instruction or inanother manner.
NQF level descriptors for HE in Latvia
LQF Knowledge (knowledge andlevel
comprehension)

5Able to demonstratecomprehensive andspecialised knowledge andunderstanding of facts,
theories, causalities andtechnologies of the relevant
professional field

Skills (ability to apply knowledge,
communication, general skills)

Competences (analysis,
synthesis and assessment)

Able, on the basis of analytical approach, to perform
practical tasks in the relevant profession, todemonstrate skills that allow to find creative
solutions to professional problems, to discuss andprovide arguments to practical issues and solutionsin the relevant profession with colleagues, clients,and management, able to, with an appropriate
degree of independence, to engage in further
learning, by improving one’s competences
Able to assess and improve one’s own actions andthat of other individuals, to work in cooperation withothers, to plan and organise work to perform
specific tasks in the relevant profession, to performor supervise work activities in contexts with
unpredictable changes

Able to define, describe andanalyse practical problems intheir profession, select thenecessary information and use it
for solving clearly definedproblems, participate in thedevelopment of the relevant
professional field, demonstrateunderstanding of the role of therelevant profession in a broadersocial context

76

LQF Knowledge (knowledge andlevel
comprehension)

6

7

8

Skills (ability to apply knowledge,
communication, general skills)

Competences (analysis,
synthesis and assessment)

Able to demonstrate basic andspecialised knowledge in thespecific field of science orprofession and criticalunderstanding of thisknowledge, furthermore, apart of this knowledge
complies with the highest levelof achievement of the relevant
field of science or profession
Able to demonstrateunderstanding of the mostimportant concepts andcausalities of the specific fieldof science or profession

Able, by using the mastered theoretical foundations Able to obtain, select andand skills, to perform professional, artistic,
analyse information
innovative or research activity, define and describe
independently, and use it, takeanalytically information, problems and solutions indecisions and solve problems in
the relevant field of science or profession, explain
the specific field of science orthem and provide arguments in discussions withprofession, demonstrate
both professionals and non-professionals
understanding of professional
ethics, assess the impact ofIs able to structure independently one’s own
learning, guide one’s own and subordinates’ further one’s professional activities on
the environment and society,learning and professional improvement,
demonstrate scientific approach to problem solving, and participate in thedevelopment of the relevant
assume responsibility and take initiative when
performing individual work, when working in a team professional fieldor managing the work of others, take decisions andfind creative solutions in changing or unclear
contexts
Able to demonstrate
Able to independently use theory, methods andAble to define independently
advanced or extensive
problem-solving skills required to perform research and critically analyse complex
knowledge andor artistic activities or highly qualified professional
scientific and professional
understanding, a part of which functions
problems, substantiate
conforms to the most recent
decisions and, if necessary,
Able to provide arguments when explaining andfindings in the relevant field of discussing complex or systemic aspects of thecarry out additional analysis
science or profession andrelevant field of science or profession both with
Able to integrate knowledge of
which provides the basis for
professionals and non-professionals
various fields, contribute to thecreative thinking or research,creation of new knowledge, theAble to manage independently the improvement ofinter alia, working in the
one’s own competences and specialisation, assume development of research orinterface between different
responsibility for the results of staff and group work professional working methods,
fieldsdemonstrate understanding andand analyse them, perform business activities,
ethical responsibility for the
innovations in the specific field of science or
possible impact of the scientificprofession, perform work, research or further
results or professional activity
learning under complex and unpredictableon environment and society
conditions and, if necessary, change them, using
new approaches
Able to demonstrate that has Able to independently assess and select appropriate Able, by performing
knowledge of andmethods required for scientific research or artistic
independent critical analysis,
understands most topicalinnovation, has contributed to the expansion of the synthesis and assessment, toscientific theories andlimits of knowledge or provided new understanding carry out significant research,
insights, has masteredof existing knowledge and its use in practice, byinnovation or artistic innovation
research methodology andcarrying out work of artistic innovation in the field of tasks in the field of artistic
contemporary researchartistic innovation or an original large-scale research, innovation, set independently
methods in the specific field of a part of which is at the level of internationally cited research idea, plan, structurescience or profession and in
publications
and manage large-scale
the interface of various fields
scientific or artistic innovation
Able to communicate both orally and in writing
about one’s own field of scientific activity (one’s own projects, including international
projects
branch) with wider research community and publicin general.
Able to implement artistic innovation projects ofinternational level
Able to independently improve one’s scientificqualification, implement scientific projects, byattaining achievements meeting international criteriaof the relevant field of science, manage research ordevelopment tasks in companies, institutions, andorganisations that require extensive researchknowledge and skills
Able to independently improve the skills of
performing artistically highly valuable works anddevelop practical skills required for implementing
unique ideas of international level and artistic
innovation work

NB: Each further level of Latvian Qualifications Framework comprises the knowledge, skills and competences
defined for the preceding level.

77

NQF level descriptors for HE in the United Kingdom
Level
Descriptors
5 Foundation degrees are awarded to students who have demonstrated:knowledge and critical understanding of the well-established principles of their area(s) of study, andof the way in which those principles have developedability to apply underlying concepts and principles outside the context in which they were firststudied, including, where appropriate, the application of those principles in an employment context
knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability
to evaluate critically the appropriateness of different approaches to solving problems in the field of
study
an understanding of the limits of their knowledge, and how this influences analyses andinterpretations based on that knowledge.
Typically, holders of the qualification will be able to:use a range of established techniques to initiate and undertake critical analysis of information, and to
propose solutions to problems arising from that analysis
effectively communicate information, arguments and analysis in a variety of forms to specialist andnon-specialist audiences and deploy key techniques of the discipline effectively
undertake further training, develop existing skills and acquire new competences that will enable themto assume significant responsibility within organisations.
And holders will have:the qualities and transferable skills necessary for employment requiring the exercise of personal
responsibility and decision-making.
6 Bachelor's degrees with honours are awarded to students who have demonstrated:a systematic understanding of key aspects of their field of study, including acquisition of coherent
and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspectsof a discipline
an ability to deploy accurately established techniques of analysis and enquiry within a discipline
conceptual understanding that enables the student:
to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some ofwhich are at the forefront of a discipline
to describe and comment upon particular aspects of current research, or equivalent advanced
scholarship, in the discipline
an appreciation of the uncertainty, ambiguity and limits of knowledge
the ability to manage their own learning, and to make use of scholarly reviews and primary sources(for example, refereed research articles and/or original materials appropriate to the discipline).
Typically, holders of the qualification will be able to:apply the methods and techniques that they have learned to review, consolidate, extend and apply
their knowledge and understanding, and to initiate and carry out projects
critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), tomake judgements, and to frame appropriate questions to achieve asolution – or identify a range of solutions – to a problem
communicate information, ideas, problems and solutions to both specialist and non-specialist
audiences.
And holders will have:the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable contexts
the learning ability needed to undertake appropriate further training of a professional orequivalent nature.

78

LevelDescriptors
7
Master's degrees are awarded to students who have demonstrated:a systematic understanding of knowledge, and a critical awareness of current problems and/or new
insights, much of which is at, or informed by, the forefront of their academic discipline, field of study
or area of professional practicea comprehensive understanding of techniques applicable to their own research or advanced
scholarship
originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge in thediscipline
conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline
to evaluate methodologies and develop critiques of them and, where appropriate, to propose
new hypotheses.
Typically, holders of the qualification will be able to:deal with complex issues both systematically and creatively, make sound judgements in the absenceof complete data, and communicate their conclusions clearly to specialist and non-specialist
audiencesdemonstrate self-direction and originality in tackling and solving problems, and act autonomously inplanning and implementing tasks at a professional or equivalent level
continue to advance their knowledge and understanding, and to develop new skills to a high level.
And holders will have:the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable situations
the independent learning ability required for continuing professional development.
8
Doctoral degrees are awarded to students who have demonstrated:the creation and interpretation of new knowledge, through original research or other advanced
scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit
publicationa systematic acquisition and understanding of a substantial body of knowledge which is at theforefront of an academic discipline or area of professional practice
the general ability to conceptualise, design and implement a project for the generation of new
knowledge, applications or understanding at the forefront of the discipline, and to adjust the project
design in the light of unforeseen problems
a detailed understanding of applicable techniques for research and advanced academic enquiry.
Typically, holders of the qualification will be able to:make informed judgements on complex issues in specialist fields, often in the absence of complete
data, and be able to communicate their ideas and conclusions clearly and effectively to specialist
and non-specialist audiences
continue to undertake pure and/or applied research and development at an advanced level,
contributing substantially to the development of new techniques, ideas or approaches.
And holders will have:the qualities and transferable skills necessary for employment requiring the exercise of personal
responsibility and largely autonomous initiative in complex and unpredictable situations, inprofessional or equivalent environments.

79

SCQF
Level

Descriptors

7

Certificates of Higher Education are awarded to students who have demonstrated:• An outline knowledge of the scope and main areas of the subject(s) and its links with related
subjects, and a more extensive knowledge of some of the key areas.
• An understanding of the major theories, principles and concepts.
• Familiarity with some of the routine materials, techniques and practices of the subject.
• Skills for the gathering, basic analysis, and presentation of routine information, ideas, concepts
and quantitative and qualitative data within a clearly defined context. This will include the use of
information and communications technology (ICT) as appropriate to the subject.
Typically, holders of the Certificate of Higher Education will be able to:• use their knowledge of the subject and its techniques in a routine manner to evaluate andformulate a range of arguments and solutions to problems and issues of a routine nature;• communicate the results of their study and other work accurately and reliably, and within
structured and coherent arguments;• undertake further learning within a structured and managed environment;• apply their subject-related and transferable skills in contexts where individuals may have some
limited personal responsibility, but the criteria for decisions and the scope of the task are welldefined.

8

Diplomas of Higher Education are awarded to students who have demonstrated:• A knowledge and understanding of the scope and main areas of the subject(s) and its interactions
with related subjects. Detailed knowledge of some key areas which may include some knowledgeof current issues in limited specialised areas.
• Familiarity and understanding of a range of the essential theories, principles and concepts and anawareness of major issues at the forefront of the subject(s).
• Familiarity and effective deployment of essential/routine materials, techniques and practices ofthe subject(s).
• Skills for the gathering, critical analysis and presentation of information, ideas, concepts and/or
quantitative and qualitative data that is core to the subject(s). This will include the use of ICT as
appropriate to the subject(s).
Typically, holders of the qualification will be able to:• use their knowledge, understanding and skills to critically evaluate and formulate evidence-based
arguments and identify solutions to clearly defined problems of a generally routine nature;• communicate the results of their study and other work accurately and reliably using a range of
specialist techniques;• identify and address their own major learning needs within defined contexts and to undertake
guided further learning in new areas;• apply their subject-related and transferable skills in contexts where the scope of the task and thecriteria for decisions are generally well defined, but where some personal responsibility andinitiative is required.

80

SCQF
Level

Descriptors

9

Bachelor's degrees are awarded to students who have demonstrated:• A broad and comparative knowledge of the general scope of the subject, its different areas andapplications, and its interactions with related subjects. A detailed knowledge of a defined subject
or a more limited coverage of a specialist area balanced by a wider range of study. In each case,specialised study will be informed by current developments in the subject.
• A critical understanding of the essential theories, principles and concepts of the subject(s) and of
the ways in which these are developed through the main methods of enquiry in the subject. An
awareness of the provisional nature of knowledge.
• Familiarity and competence in the use of routine materials, practices and skills and of a few thatare more specialised, advanced and complex.
• Well-developed skills for the gathering, evaluation, analysis and presentation of information,ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current
sources. This will include the use of ICT as appropriate to the subject(s).
Typically, holders of the qualification will be able to:• use their knowledge, understanding and skills, in both identifying and analysing problems andissues and in formulating, evaluating and applying evidence-based solutions and arguments;• communicate the results of their studies and other work accurately and reliably in a range ofdifferent contexts using the main specialist concepts, constructs and techniques of the subject(s);• identify and address their own learning needs, including being able to draw on a range of current
research, development and professional materials;• apply their subject and transferable skills to contexts where criteria for decisions and the scope ofthe task may be well defined but where personal responsibility, initiative and decision-making is
also required.

10

Honours degrees are awarded to students who have demonstrated:• A systematic, extensive and comparative knowledge and understanding of the subject(s) as awhole and its links to related subject(s). A detailed knowledge of a few specialisms anddevelopments, some of which are at, or informed by, the forefront of the subject.
• A critical understanding of the established theories, principles and concepts, and of a number ofadvanced and emerging issues at the forefront of the subject(s).
• A critical understanding of the uncertainty and limits of knowledge and how it is developed, andan ability to deploy established techniques of analysis and enquiry within the subject.
• A comprehensive knowledge and familiarity with essential and advanced materials, techniquesand skills including some at the forefront of the subject.
• Skills in identifying information needs, and in the systematic gathering, analysis and interpretationof ideas, concepts and qualitative and quantitative data and information from a range ofevaluated sources including current research, scholarly, and/or professional literature.
Typically, holders of the honours degree will be able to:• use their knowledge, understanding and skills in the systematic and critical assessment of a wide
range of concepts, ideas, and data (that may be incomplete), and in both identifying andanalysing complex problems and issues; demonstrating some originality and creativity informulating, evaluating and applying evidence-based solutions and arguments;• communicate the results of their study and other work accurately and reliably using the fullrepertoire of the principal concepts and constructs of the subject(s);• systematically identify and address their own learning needs both in current and in new areas,making use of research, development and professional materials as appropriate, including thoserelated to the forefront of developments;• apply their subject-related and transferable skills in contexts of a professional or equivalent nature
where there is a requirement for:‣ the exercise of personal responsibility and initiative‣ decision-making in complex and unpredictable contexts‣ the ability to undertake further developments of a professional or equivalent nature.

81

SCQF
Level

Descriptors

11

Master's degrees are awarded to students who have demonstrated:• a systematic understanding of knowledge, and a critical awareness of current problems and/or
new insights, much of which is at, or informed by, the forefront of their academic discipline, fieldof study or area of professional practice• a comprehensive understanding of techniques applicable to their own research or advanced
scholarship• originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge in thediscipline• conceptual understanding that enables the student:‣ to evaluate critically current research and advanced scholarship in the discipline‣ to evaluate methodologies and develop critiques of them and, where appropriate, to propose
new hypotheses.
Typically, holders of the qualification will be able to:• deal with complex issues both systematically and creatively, make sound judgements in theabsence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences• demonstrate self-direction and originality in tackling and solving problems, and act autonomously
in planning and implementing tasks at a professional or equivalent level• continue to advance their knowledge and understanding, and to develop new skills to a highlevel.
And holders will have:• the qualities and transferable skills necessary for employment requiring:‣ the exercise of initiative and personal responsibility‣ decision-making in complex and unpredictable situations‣ the independent learning ability required for continuing professional development.

12

Doctoral degrees are awarded to students who have demonstrated:• the creation and interpretation of new knowledge, through original research or other advanced
scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit
publication• a systematic acquisition and understanding of a substantial body of knowledge which is at theforefront of an academic discipline or area of professional practice• the general ability to conceptualise, design and implement a project for the generation of new
knowledge, applications or understanding at the forefront of the discipline, and to adjust the
project design in the light of unforeseen problems• a detailed understanding of applicable techniques for research and advanced academic enquiry.
Typically, holders of the qualification will be able to:• make informed judgements on complex issues in specialist fields, often in the absence ofcomplete data, and be able to communicate their ideas and conclusions clearly and effectively to
specialist and non-specialist audiences• continue to undertake pure and/or applied research and development at an advanced level,
contributing substantially to the development of new techniques, ideas or approaches.
And holders will have:• the qualities and transferable skills necessary for employment requiring the exercise of personal
responsibility and largely autonomous initiative in complex and unpredictable situations, inprofessional or equivalent environments.

82

83

Annex 4.
Template of the fiche

84Annex 4. Template of the fiche
Qualification:
Level of NQF/EQF:
Country
Full title of qualification (EN)
Full title of qualification (national lng)
Access requirements
Admission requirements
Workload (amount of ECTS credits)
Mode of study (if relevant)Profile (academic, professional)
If relevant, add contextual information
Access to further studies
Professional rights (if exists)
Awarding of qualification• Requirements for graduation• Awarding body:

Name of institution
Type of institution (for example, higher education institution)• Procedure (if relevant)• Diploma Supplement (according to model developed by the European Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)• Other documents issued (Yes/No)
If yes what title and type

External quality assurance• Type of accreditation (e.g. programme, field, institution)
Please mention all types of accreditation necessary for this qualification to be state recognised in the
country• Title of quality assurance body (national, other)
Learning outcomes• Visibility of learning outcomes (e.g. Diploma Supplement, website)
Please add links if available• Formulation of learning outcomes (who defines, who approves, ownership)• Learning outcomes are subject to quality assurance (Yes/No)• Terminology of learning outcomes (e.g. knowledge, skills, competences, and definitions)• Generic learning outcomes (e.g. national, sectoral)• Learning outcomes (as defined by qualification provider or awarding body)
Any other relevant information regarding the qualification
85

Annex 5.
Agenda of the comparative study86Annex 5. Agenda of the comparative study
Agenda in the context of the comparative study is to be understood as a list of activities
performed during the study. QUATREC activities focused on encouraging the use of learning
outcomes in credential evaluation for improved recognition in line with existing and emerging
qualification frameworks and to compare the three selected qualifications for reliable recognition.
The main project activities were:June 2018 – informal meeting: agreeing on the date of the kick-off meeting, discussing
criteria for the selection of members of steering group, discussing the members of thenational working groups and discussing the criteria for selection of qualifications.
August 2018 – kick-off meeting: selection and appointment of members of the steeringgroup, selection and appointment of the members of national working groups, adoption of
the working plan, choosing one bachelor and two master qualifications for in-depth study,
agreement on the methodology of the desk research.
September 2018 – February 2019 – desk research: preparing country fiches on the content
agreed including selected higher education qualifications and their components, definitions
and descriptions of qualifications and the overall comparison of selected three HE
qualifications per country.
April 2019 – project meeting on results of country fiches in Bulgaria: adopting themethodology and structure of the horizontal comparative study.
February 2019 – July 2019 – comparative study/report writing: conducting horizontal
comparison of three selected qualifications and conducting and writing the study report.
August 2019 – project meeting on the results of comparative study in Estonia: discussing theresults of comparative study, drafting the recommendations for use the qualifications
frameworks and learning outcomes in the recognition procedures.
March 2018 – February 2020 – dissemination of the results: web based dissemination(publishing information on partner websites and using partner’s social media channels),
networking (presenting project and its results and findings in different events).
February 2020 – international conference: presentation of the results for stakeholders, higher
education institutions and decision makers.

87Annex 6.
Contextual information of thequalifications

88

Annex 6. Contextual information of the qualifications
Bachelor’s degree in Physics
Level of NQF/
EQF
Full title ofqualification(EN)

Full title ofqualification(national lng)

Accessrequirements

ARM

BG

EE

LV

UK

NQF/EQF
level 6

NQF/EQF
level 6

NQF/EQF level 6

NQF/EQF level 6

NQF/EQF level 6

Bachelor of
Science(Applied
Physics)

Educational
andqualification
degree of
Bachelor in
Physics

Bachelor of Science(Applied Physics)

Bachelor of Natural
Sciences in Physics

Bachelor of Science inPhysics

Loodusteadusebakalaureus(rakendusfüüsika)

Dabaszin t u bakalauragr ds fizik

Bachelor of Science inPhysics

Gümnaasiumilõputunnistus(Certificate ofGeneral Secondary
Education) or acorresponding
qualification• Certificate of generalsecondary education or a
Diploma of vocational
secondary education• Persons who havecompleted their secondary
education since 2004 areadmitted to study
programmes on the basisof certain centralised
examinations (CE) results• Persons who havecompleted secondary
education starting from2004 onwards, as well as
persons who havecompleted secondary
education abroad, or
persons with special needs
may be admitted to study
programmes on the basisof certain final average
grades of the secondary
education document• For admission to thestudy programmes theannual final average gradein certain subjects must be
successful (grade notlower than 4 in a 10-point
scale)

3 GCE Advanced
Levels (with grades of
A*A*A, including an A*
in Mathematics and an
A in Physics) – notincluding General
Studies and Criticalthinking; or International
Baccalaureate – 39
points overall (7, 6, 6 athigh level, including
Mathematics andPhysics);
IELTS 6.5 overall(minimum 6.0 in allelements)

Fizikayibakalavr(fizika)-

Mijnakarg
krtutyanvkajakan(Certificate of (Diploma for
GeneralSecondary
Secondary
Education)
Education) oracorresponding
qualification

89

ARM

BG

EE

LV

UK

Results ofstate exams
inmathematics
and physics
Results ofschool examin Armenian
language areconsidered aswell
20-scale
gradingsystem isused and 8 is
the min.
requiredCompetitive
exam or statematriculation
examinationin physics,
mathematics
or chemistry(with different
factor – 2,5 or
3) + Gradesfrom thesecondaryeducation
diploma inphysics andmathematics(statematriculation
examinationor compulsory
education)

Results of state
examinations inmathematics (min55 points) and in
Estonian language(min 45 points)• Certificate of generalsecondary education or a
Diploma of vocational
secondary education
Competition criteria for
persons with an obtained
secondary education inyear 2004 and onwards:• CE in Latvian• CE in physics or CE inmathematics
Competition criteria for
persons with an obtained
secondary education up to
year 2004 (not included)
as well as persons who
have obtained theirsecondary education
abroad and persons withspecial needs:• final average grade in
Latvian and literature• final grade inmathematics (or the
average grade of algebra
and geometry) or inphysics• final average grade incertain study subjects
Special conditions: thefinal physics grade has tobe positive (grade notlower than 4 in a 10-point
scale) in the secondary
education document
Preferential claims:
1st to 3rd place winners innational or international
physics or mathematics
olympiads, or Latvian state
student scientificconference in physics orastronomy in the current
academic year
1st to 3rd place winners inopen physics,
mathematics or astronomy
olympiad in the current
academic year
Additional points: LU
Young Physics Schoolparticipants in year 2018
who have acquired acertificate in addition
receive 100 points

An interview is required
An admissions test may
be required to provide
additional information
for the Admissions tutor

Workload(amount of
ECTS credits)

180 ECTS
credits

240 ECTS
credits

180 ECTS credits

180 ECTS credits

180 ECTS credits (360
CATS)

Mode ofstudy (ifrelevant)

Full-time

Full-time,
part-time

Full-time, part-time

Full-time

Full-time

Academic andprofessional

Academic

Academic andprofessional

Academic

Academic

Access to second cycle(master, professional
master or second levelprofessional higher
education) programmes

Direct access to second
cycle (master)
programmes, or third
cycle (doctoral)
programmes – as UK
universities areautonomous, they set
the entry criteria for
their programmes andso they have flexibility
in what entrance
profiles they accept

n.a.

The title of Chartered
Physicist is regulated in
the UK, but this is avoluntary title with noreserved activities

Admissionrequirements

Profile(academic,
professional,
binal)
Access tofurtherstudiesAccess tosecond cycle(master)
programmes

Professionalrights (ifexists)Access tosecond cycle(master)
programmes

Not regulated
profession
Not regulated
Regulatededucation andtraining

Access to second
cycle (master)
programmes

Not regulated

90

ARM

BG

EE

LV

UK

Thesis: 6 ECTS
credits• State examination,
including the graduation
thesis• 180 ECTS credits (fulltime studies – 3 years (6semesters))

Year OneA student must:• Achieve an aggregate
mark of at least 40% ineach element• Achieve a mark of
65% in Year 1
Mathematics to take
Mathematical Methods
in Year 2
Year Two
A student must:• Achieve an aggregate
mark of at least 40% ineach element
Year Three
A student must:• Achieve an aggregate
mark of at least 40% ineach element• Attempt a project oressay project (Elective
F)

Tallinn University ofTechnology(Tallinna
Tehnikaülikool)

University of Latvia(Latvijas Universit te)

Imperial College
LondonAwarding of
qualification
Requirements
forgraduation

Thesis: 12
ECTS credits

Final Thesis
defence: 10
ECTS credits

Awardingbody:• Name ofinstitution

Yerevan State
University(Yerevani
petakanhamalsaran)

Sofia
University „St.
Kliment
Ohridski”
(
„

.
”)

• Type ofinstitution
Diploma
supplement
is awarded(Yes/No)

Highereducation
institution

Highereducation
institution

Higher education
institution

Higher education
institution

Higher education
institution

Yes, inArmenian andEnglishYes (onrequest) –European
Diploma
supplement in
Bulgarian andEnglishYes, in Estonian.
Upon request alsoin English

Yes

No

No

No

No

Other
documents
issued (Yes/No)
If yes whattitle and typeYes
(obligatory) –National
Diploma
supplement(
Transcript)
only in
Bulgarianlanguage andwithcompulsory
requisites

91Master’s degree in Psychology
ARM
Level of NQF/
EQF
Full title ofqualification(EN)

Full title ofqualification(national lng)

BG

EE

LV

UK

NQF/EQF level 7

NQF/EQF level 7

Master of Arts in
Social Sciences(Psychology)

Professional Master's Degree
in Psychology

Master of Science in
Psychology

Sotsiaalteadusemagister(psüholoogia)

Profesion l ma istra gr ds
psiholo ij , Psihologs

Master of Science in
Psychology

Bakalaureusekraad (Bachelor’s
degree) or acorresponding
first cycle
qualification

Bachelor’s diploma or
diploma of second levelprofessional higher education(after at least 4 year full-timestudies)

Bachelor (Honours)
degree in Psychology
or a related discipline,with an Upper Second
Classification, or
equivalent, with anUpper Second
Classification in the
final-year research
project

First cycle degreein psychology;
admission
examination in
psychology;
average grade in
Bachelor’s
programme;
interview

Full-time – 3 years (6semesters)
Previous education: Bachelor
of Social Sciences in
Psychology
Formula for calculating thecompetition score: final
average grade (50 x 10 = 500)
+ entrance exam (1 x 500 =
500). Additional condition:
submitting an essay on study
motivation and sub-sector
selection
Eligibility for non-competition
registration: 2018/2019
academic year graduates of
Bachelor's study programme"Psychology" of the
University of Latvia, whose
Bachelor's work is not lower
than 9 (excellent) and theaverage grade in bachelor's
studies is not lower than 8

800-word personalstatement
English language
qualifications, as peruniversity requirements:
https://
www.birmingham.ac.uk/postgraduate/pgt/
requirements-pgt/
international/
index.aspx

NQF/EQF
level 7

NQF/EQF level 7 NQF/EQF level 7

Master of
Psychology

Educational andqualification
degree ofMaster in
AppliedPsychology-

Hogebautyan
magistros

Bachelor’s
Accessrequirements degree(bakalavriorakavorum)
or acorrespondin
g first HE
cycle
qualification/
Level 7–
, 240
ECTS credits, 4
years(Diploma forHigher
Education –Bachelor’s
degree, 240
ECTS credits, 4
years)
Bachelor’s
Completed
Admission
higher education
requirements degree(bakalavriand successfullyorakavorum) passedor acompetitive
correspondin examinations
g first cycle(essay).
of HE
The rating isqualification formed by thesum of theassessment
from thecompetition
examination andthe average
result of thehigher education
diploma92

ARM

Workload(amount of
ECTS credits)
Mode ofstudy (ifrelevant)
Profile(academic,
professional,
binal)
Access tofurtherstudies
Professionalrights (ifexists)Awarding of
qualification
Requirements
forgraduation

BG

EE

LV

Full-time – 2 years (4semesters)
Previous education: Second
level professional higher
education (or equivalent inhigher education system) in
psychology
Formula for calculating thecompetition score: final
average grade (50 x 10 = 500)
+ entrance exam (1 x 500 =
500). Additional condition:
submitting an essay on study
motivation and sub-sector
selection
Eligibility for non-competition
registration: 2018/2019
academic year graduates of
the Professional higher
education bachelor study
programme "Psychology" of
the University of Latvia, forwhich the Bachelor's paper is
not lower than 9 (excellent)
and the average grade inbasic studies is not lower
than 8120 ECTS credits (2 year
studies)
120 ECTS credits
180 ECTS credits (3 year
studies)UK

120 ECTS
credits

120 ECTS
credits

Full-time,
part-time

Full-time

Full-time, parttime

Full-time

Full-time

Academic
andprofessional

Academic

Academic andprofessional

Professional

Academic

Access tothird cycle(doctoral)
programmes

Access to third
cycle (doctoral)
programmes

Access to third
cycle (doctoral)
programmes

Access to third cycle(doctoral) programmes

Access to third cycle(doctoral) programmes

Not regulated

Not regulated
profession
Regulatededucation andtraining

Thesis: 12
ECTS credits

State exam/
master’s thesis:
15 ECTS credits

75 ECTS credits (150
CATS)

Not regulated

The title of Practitioner
Psychologist isregulated in the UK.
Doctoral-level
qualifications are
required to access thisprofessional title.
Therefore, thisqualification does notconfer professionalrightsMaster’s thesis:
24 ECTS credits

A student mustcomplete a minimum of
30 ECTS credits inState examination, including
Term 1, 15 ECTS
the graduation thesis
credits in Term 2, and120 ECTS or 180 ECTS
30 ECTS credits incredits
Term 3. This includes
the submission of the
MSc Research ProjectAwarding
body:

93

ARM
• Name ofinstitution

BG

Varna Free
University
Yerevan State“Chernorizets
University
Hrabar” ((Yerevani
petakanhamalsaran)
„
”)

EE

LV

UK

Tallinn University(Tallinna Ülikool)

University of Latvia (Latvijas
Universit te)

University ofBirmingham

Higher education institution

Higher education
institution

Yes

No

No

No

HigherHigher education
education
institution
institution
Yes (on request)
Diploma– European
supplement is Yes, bilingual
Yes, in Estonian
DiplomaawardedDS (Armenianand English
supplement inand English)(Yes/No)
Bulgarian andEnglishYes (obligatory)
Other– National
documents
Diplomaissued (Yes/supplement
No)(
No
Transcript
If yes what)title and typeonly in Bulgarian
language andwith compulsory
requisites• Type ofinstitution

Highereducation
institution

94

Master degree in Business Administration
BG

EE

LV

UK

Level of NQF/ NQF/EQF level
7
EQF

ARM

NQF/EQF level
7

NQF/EQF level
7

NQF/EQF level 7

NQF/EQF level 7

Full title ofqualification(EN)

Educational and
Master inqualification
Business
degree ofAdministration
Master in(Marketing andBusiness
Financial
Administration
Management

Professional Master's Degree inBusiness Administration, Head ofenterprise/ institution

Master ofBusiness
Administration

Profesion l ma istra gr ds
m jdarb bas vad b , Uz mumu
un iest u vad t js

Master ofBusiness
Administration

Bakalaureuse
Bachelor’s diploma or diploma of
kraad
second level professional higher– (Bachelor’s
education (after at least 4 year full, 240 degree) or atime studies)
ECTS credits, 4 corresponding
years
first cycle(Diploma for
qualification
Higher
Education –Bachelor’s
degree, 240
ECTS credits, 4
years)
Depending on
At least 40
Bachelor's degree or second level
the professional ECTS credits
professional higher education, or
field of the
Bachelor’s level Master's degree in Economics or in
Bachelor's
courses taken
Business Administration
degree, thein the field ofBachelor's or Master's degree orcandidates
economics or at second level professional higher
should pass aleast 3 years of education in other fields of social
test forwork
sciences or related fields: ineconomists orexperience inmathematics, in computer science, innonthe field
information technologies, physics or in
economists.
engineering
The final rating
Competition evaluation calculation
is formed as theformula: entrance examination (1 xsum of the1000 = 1000); a Bachelor's degree orfollowing two
a second level professional educationassessments:
in Business Administration or in• result from
Economics can apply for competition
the higher
with the following evaluation
education
calculation formula: weighted average
diploma
grade (60 x 10 = 600) + finals total (or(formed as anaverage) grade (40 x 10 = 400)
arithmetic
Additional requirements:
mean of the1) work experience of no less than 2
averageyears in fields of business or
success of
economics
the subjects
2) English language proficiency, as
included inevidenced by the results ofthe curriculum
international English language tests –and theTOEFL Internet-based at least 80
averagepoints, IELTS minimum 5.5 points,
success of
CPE any level, CAE any level, FCE –the
B, PTE General – at least B2, or proof
assessmentsof English proficiency at least B2 levelfrom the statein accordance with the Common
examinations
European Framework of Reference forand /or theLanguages, or an English rating in a
defence ofprior education document (the markthe finalmust be no lower than 6 (10-point
thesis);scale) or "almost good") or an• result of theassessment of the entrance
candidate's
examination, except in the case of
master's
previous education in English
exam
3) CV

Determined on acase-by-casebasis
Typically, a UK
Bachelor’s(Honours)
degree isrequired, or
equivalent, withat least a
Second Class
classification

Full title ofqualification(national lng)

Master in
Business
Administration

Gortsarar
karavaraman
magistros

Accessrequirements

Bachelor’s
degree(bakalavriorakavorum)
or acorresponding
first cycle
qualification

Admissionrequirements

At least 40
ECTS credits
Bachelor’s
level courses
taken in thefield of
Economics orat least 3
years of work
experience inthe field-Ärijuhtimise
magister(turundus- ja
finantsjuhtimine)95

uzThree years of
relevant work
experience isrequired.
Englishlanguagecompetence isrequired (withIELTS 6.5
overall, with 6.5
in reading andwriting, 6.0 in
speaking andlistening statedas theacceptable
scores)

ARM

BG

EE

LV

UK

120 ECTS
credits

120 ECTS
credits

120 ECTS credits (2 year studies)

90 ECTS credits(180 CATS)

Mode ofstudy (ifrelevant)

60 ECTS credits
for the holdersof Bachelor’s
degree in thesameprofessional
field
90 ECTS credits
for the holdersof Bachelor’s
degree in otherprofessional
fieldsFull-time, parttime

Full-time

Full-time, parttime

Full-time

Full-time

Profile(academic,
professional,
binal)

Academic andprofessional

Academic

Academic andprofessional

Professional

Academic

Access tothird cycle(doctoral)
programmes

Access to third
cycle (doctoral)
programmes

Access to third
cycle (doctoral)
programmes

Access to third cycle (doctoral)
programmes

Access to third
cycle (doctoral)
programmes

Not regulated

Not regulated
profession
Regulatededucation andtraining

Workload(amount of
ECTS credits)

Access tofurtherstudies

Professionalrights (ifexists)

Not regulated

The titles ofCharteredManager andCharteredManagement
Accountant are
regulated in the
UK. Access tothe professionsof manager andaccountant are
unregulated in
the UK and
therefore thisqualification
does not confer
professionalrightsMaster’s thesis
State exam/or master’smaster’s thesis:
examination: 30
15 ECTS credits
ECTS credits

State examination, including thegraduation thesis
120 ECTS credits

A student mustcomplete aminimum of 80
ECTS credits
from thecompulsory
modules and aminimum of 10
ECTS credits
from theoptional coremodules

Tallinn
University(Tallinna Ülikool)

University of Latvia (Latvijas
Universit te)

University ofSouthampton

Highereducation
institution

Higher education institution

Highereducation
institution

Awarding of
qualification

Requirements
for graduation

Thesis: 12
ECTS credits

Awardingbody:• Name ofinstitution

Yerevan State
University(Yerevani
petakanhamalsaran)

University of
National andWorld Economy(UNWE)()• Type ofinstitution

Highereducation
institution()
Highereducation
institution

,

96

ARM

BG

EE

Yes (on request)
Diploma– European
supplement is Yes, both inYes, in Estonian
Diplomaawarded (Yes/ Armenian andand English
supplement inNo)
EnglishBulgarian andEnglishYes (obligatory)
Other– National
documents
Diplomaissued (Yes/supplementNo)(
If yes what)
No
Transcript
title and typeonly in
Bulgarianlanguage andwithcompulsory
requisites

97

LV

UK

Yes

Yes

No

No

Annex 7.
Completed fiches of the partnercountries

98Annex 7. Completed fiches of the partner countries
Armenia
Qualification: Fizikai bakalavr (fizika)
Level of NQF/EQF: 6
Country

Armenia

Full title of qualification (EN)

Bachelor of Science (Physics)

Full title of qualification (national
language)

Fizikayi bakalavr (fizika)

Access requirements

Mijnakarg krtutyan vkajakan (Certificate of General Secondary Education) or acorresponding qualification

Admission requirements

Results of state exams in mathematics and physics. Results ofschool exam in Armenian language are considered as well
20- scale grading system is used and 8 is the min. required

Workload (amount of ECTS credits)

180 ECTS credits

Mode of study (if relevant)Full-time

Profile (academic, professional)
If relevant, add contextual information

Academic and professional

Access to further studies

Access to second cycle (master) programmes

Professional rights (if exists)

Not regulatedAwarding of qualification• Requirements for graduation

Thesis: 12 ECTS credits• Awarding body:
Name of institution
Yerevan State University (Yerevani petakan hamalsaran)
Type of institution (for example, higher Higher education institution
education institution)• Procedure (if relevant)• Diploma Supplement (according to model
developed by the European Commission,Council of Europe and UNESCO/CEPES)
is awarded (Yes/No)• Other documents issued (Yes/No)
If yes what title and type

Yes, in Armenian and English
Transcript

External quality assurance• Type of accreditation (e.g. programme,
field, institution)
Please mention all types of accreditationnecessary for this qualification to be state
recognised in the country• Title of quality assurance body (national,
other)

Institutional accreditation
Masnagitakan krtutyan voraki apahovman azgajin kentron(ANQA Armenian National Quality Assurance Center)

Learning outcomes• Visibility of learning outcomes (e.g.
Diploma Supplement, website)
Please add links if available• Formulation of learning outcomes (whodefines, who approves, ownership)• Learning outcomes are subject to quality
assurance (Yes/No)• Terminology of learning outcomes (e.g.
knowledge, skills, competences, anddefinitions)

http://www.ysu.am/files/Phys_2018.pdf
University defines and the Academic Council approves
Yes
Knowledge: Knowledge and understanding
Skills: Applying knowledge and understanding
Communication, ICT and numerical skills
Generic cognitive skills (including making judgments)
Competence: Autonomy and responsibility (including learning skills)

99

Country

Armenia• Generic learning outcomes (e.g. national,
sectoral)• Learning outcomes (as defined byqualification provider or awarding body)

The first level degree qualifies individuals who have broad and coherent
knowledge and skills in a range of fields to undertake professional work and/or
further learning
Demonstrate advanced knowledge and understandingof basic and state of the art concepts, theories and methods within the field ofprofessional work or study
Can apply acquired knowledge and understanding, basic principles andmethods of the field for solving problems during the professional work or
study
Can communicate and explain information, arguments, ideas, problems andtheir solutions that are related to the given field to the specialist and nonspecialist audiences.
Can apply ICTs to solve problems and intensify work in the specialty area
Can collect, process, analyse and interpret relevant quantitative andqualitative data within the specialty area to make reasonable judgments
Can analyse and make judgments applying critical thinking, as well as
demonstrate creativity to identify and provide different solutions to the
problems of the specialty area
Can undertake full fledged professional activity, manage professional
functions and projects, and make autonomous decisions
Can manage working team and take on responsibility for the professional
activity of its members
Is able to identify one’s educational needs and/or career opportunities todecide on the ways of further study
Is able to take personal responsibility for the nation and the State, follow up
the realisation of democratic principles and dissemination of national andhuman values
A Bachelor’s degree is awarded to individuals who have knowledge and skills in
a comprehensive and coordinated set of fields for making professional work
and/or continuing education.
Demonstrate knowledge and understanding of basic mathematics and related
subjects (including mathematical methods for physics; computing; numericalanalysis)
Demonstrate knowledge and understanding of general physics (introduction
to physics: classical mechanics, molecular physics, electricity and magnetism,optics, atomic and nuclear physics) and astrophysics
Demonstrate knowledge and understanding of experimental methods(development of measurement methods and instrumentation, measurement
theory and treatment of experimental errors)
Demonstrates knowledge and understanding of basic elements in theoreticalphysics (analytical mechanics, classical electromagnetism and relativity,
quantum mechanics, statistical physics and thermodynamics)
Demonstrate knowledge of modern educational technologies in physics
Demonstrate knowledge of elements of applied and modern physics(microwave physics, micro and nanoelectronics, material science, laser
physics, etc.)
Capable to analyse the basic experimental facts of physics
Able to solve main problems in the framework of classical and quantum
physics

Any other relevant information regarding thequalification

Qualification: Hogebanutyan magistros
Level of NQF/EQF: 7
Country

Armenia

Full title of qualification (EN)

Master of Psychology

Full title of qualification (national
language)

Hogebautyan magistros

Access requirements

Bachelor degree (bakalavri orakavorum) or a corresponding first HE cycle
qualification/Level 7

Admission requirements

Bachelor degree (bakalavri orakavorum) or a corresponding first cycle of HE
qualification

Workload (amount of ECTS credits)

120 ECTS credits

Mode of study (if relevant)Full-time, part-time100Country

Armenia

Profile (academic, professional)
Academic and professional
If relevant, add contextual information
Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

Not regulatedAwarding of qualification• Requirements for graduation

Thesis: 12 ECTS credits• Awarding body:
Name of institution
Type of institution (for example,
higher education institution)

Yerevan State University (Yerevani petakan hamalsaran)
Higher education institution• Procedure (if relevant)• Diploma Supplement (according tomodel developed by the European
Commission, Council of Europe and
UNESCO/CEPES) is awarded (Yes/No)

Yes, bilingual DS (Armenian and English) together with transcript• Other documents issued (Yes/No)
If yes what title and typeTranscript

External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary for thisqualification to be state recognisedin the country

Institutional accreditation (compulsory)• Title of quality assurance body(national, other)

Masnagitakan krtutyan voraki apahovman azgajin kentron (ANQA)

Learning outcomes• Visibility of learning outcomes (e.g.
Diploma Supplement, website)
Please add links if available

http://www.ysu.am/education/Archive/Full-Time/2018/Pil_hogeb_2018.pdf• Formulation of learning outcomes(who defines, who approves,
ownership)

Higher education institution• Learning outcomes are subject toquality assurance (Yes/No)

Yes• Terminology of learning outcomes(e.g. knowledge, skills,
competences, and definitions)

Knowledge: Knowledge and understanding
Skills: Applying knowledge and understanding
Communication, ICT and numerical skills
Generic cognitive skills (including making judgments)
Competence: Autonomy and responsibility (including learning skills)

101

Country

Armenia• Generic learning outcomes (e.g.
national, sectoral)

The second level degree qualifies individuals who
have advanced and specialised knowledge and skills in the given field for
professional practice, research and/or further learning
Demonstrates profound professional knowledge, including on the recent
achievements of the field, which applies for study, work and research
Demonstrates deep understanding of theories, advanced concepts and methods ofthe given specialty and at the interface between different fields
Can apply acquired knowledge and understanding, advanced principles andmethods of the specialty area and/or related intersecting fields to solve complex
theoretical and practical problems in new and unfamiliar situations, and to
implement research and innovative activities
Can use professional communication means to communicate clearly andcoherently one’s conclusions, respective arguments and research results to thebroad specialists and others
Can apply ICTs thoroughly to solve new complex problems and to support
conducting research in the specialty area and/or related intersecting fields
Can analyse and evaluate quantitative and qualitative data within the specialty area
and/or related intersecting fields to draw conclusions and make decisions on thebasis of incomplete or limited information
Can investigate problems related to the specialty area and generate innovative andcreative solutions, as well as offer new ideas and concepts that extend knowledge
and practice of the fieldCan undertake activity in a specialised field of work and/or study requiring new
strategic approaches for managing and transforming complex and unpredictable
work situations
Can create and manage professional or research team and take on lead
responsibility for the professional advancement of its members
Is able to evaluate one’s demand for continuous study and needs for professional
development to continue education in different environments
Is able to promote the development of civic society and combine national value
system with common human values• Learning outcomes (as defined byqualification provider or awardingbody)

Upon successful completion of the programme students will have wide theoreticalknowledge and practical skills in psychology
Describe mental health standards and their classification
Define neurotic and psychotic levels of person's pathology
Present different directions of psychotherapy, fundamental and methods
Apply clinical tests for diagnostics
Able to carry experimental assessment of mental functions
Interpret psychoanalytic and other psychology knowledge
To explain neurotology mechanisms, diagnostic peculiarities, organic syndromesAble to use various sources of clinical psychology and psychotherapy (internet
resources, e-libraries, professional books, and scientific articles)
Able to analyse the existing problems of medical psychology and psychotherapy
and to propose possible ways for their solution
Prepare reports, conduct and present research findings, carry scientific debates

Any other relevant information
regarding the qualification

Qualification: Gortsarar karavaraman magistros
Level of NQF/EQF: 7
Country

Full title of qualification (EN)
Full title of qualification (national
language)
Access requirements
Admission requirements

Armenia
Gortsarar karavaraman magistros
Master in Business Administration
Bachelor degree (bakalavri orakavorum) or a corresponding first cycle qualification
At least 40 ECTS credits bachelor level courses taken in the field of economics or atleast 3 years of work experience in the field

Workload (amount of ECTS credits) 120 ECTS credits
Mode of study (if relevant)Full-time, part-time

Profile (academic, professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to third cycle (doctoral) programmes
102Country
Professional rights (if exists)

Armenia
Not regulatedAwarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)• Procedure (if relevant)Thesis: 12 ECTS credits
Yerevan State University (Yerevani petakan hamalsaran)
Higher education institution• Diploma Supplement (according
to model developed by theEuropean Commission, Council of Yes, both in Armenian and English
Europe and UNESCO/CEPES) isawarded (Yes/No)• Other documents issued (Yes/No)
Transcript
If yes what title and type
External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofInstitutional accreditation
accreditation necessary for thisqualification to be state
recognised in the country• Title of quality assurance body
Masnagitakan krtutyan voraki apahovman azgajin kentron (ANQA National Quality(national, other)
Assurance Agency)
Learning outcomes• Visibility of learning outcomes(e.g. Diploma Supplement,
http://www.ysu.am/files/Tntes_2018.pdf
website)Please add links if available• Formulation of learning outcomes(who defines, who approves,
Higher education institution
ownership)• Learning outcomes are subject toYesquality assurance (Yes/No)• Terminology of learning outcomes
Knowledge: Knowledge and understanding(e.g. knowledge, skills,
Skills: Applying knowledge and understanding
competences, and definitions)
Communication, ICT and numerical skills
Generic cognitive skills (including making judgments)
Competence: Autonomy and responsibility (including learning skills)

103

Country

Armenia

The second level degree qualifies individuals who
have advanced and specialised knowledge and skills in the given field for professional
practice, research and/or further learning
Demonstrates profound professional knowledge, including on the recent achievementsof the field, which applies for study, work and research
Demonstrates deep understanding of theories, advanced concepts and methods ofthe given specialty and at the interface between different fields
Can apply acquired knowledge and understanding, advanced principles and methodsof the specialty area and/or related intersecting fields to solve complex theoretical andpractical problems in new and unfamiliar situations, and to implement research andinnovative activities
Can use professional communication means to communicate clearly and coherently
one’s conclusions, respective arguments and research results to the broad specialists
and others
Can apply ICTs thoroughly to solve new complex problems and to support conducting
research in the speciality area and/or related intersecting fields
Can analyse and evaluate quantitative and qualitative data within the specialty area
and/or related intersecting fields to draw conclusions and make decisions on the basisof incomplete or limited information
Can investigate problems related to the specialty area and generate innovative andcreative solutions, as well as offer new ideas and concepts that extend knowledge andpractice of the fieldCan undertake activity in a specialised field of work and/or study requiring new
strategic approaches for managing and transforming complex and unpredictable work
situations
Can create and manage professional or research team and take on lead responsibility
for the professional advancement of its members
Is able to evaluate one’s demand for continuous study and needs for professional
development to continue education in different environments
Is able to promote the development of civic society and combine national value
system with common human values• Learning outcomes (as defined byUpon successful completion of the programme students will have wide knowledge inqualification provider or awarding
economics and management disciplines
Able to present quality and risk management principles of general structuresbody)
according to ISO 9001-2015
Discuss strategical and financial management of an organisation in terms ofresources, technological developments
Able to classify management decisions, planning and implementation of activities in
the framework of changing environment
Able to classify marketing and innovation problems
Able to develop marketing strategies for evaluation of staff and corporative
management
Construct organisational quality management system and management models
Able to develop data base for effective budget and business management
Able to take effective management decisions based on various marketing strategies
and financial tools
Able to use different information sources including internet, libraries, scientific papers,
etc.
Knows how to solve problems and evaluate resources for their solution
Knows how effectively plan time and other resources
Knows how to prepare reports, present results of scientific research• Generic learning outcomes (e.g.
national, sectoral)

Any other relevant information
regarding the qualification

104

Bulgaria
Qualification:-

Level of NQF/EQF: 6
Country
Full title of qualification (EN)

Bulgaria
Educational and qualification degree of Bachelor in Physics

Full title of qualification(national lng)-

Access requirements
Admission requirements(Diploma for Secondary Education)
Competitive exam or state matriculation examination in Physics, Mathematics or Chemistry(with different factor – 2.5 or 3) + Grades from the secondary education diploma in Physics
and Mathematics (state matriculation examination or compulsory education)

Workload (amount of ECTS
credits)

240 ECTS credits

Mode of study (if relevant)Full-time, part-time

Profile (academic,
professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to second cycle (master) programmes

Professional rights (if exists)

Not regulated profession
Regulated education and training

Awarding of qualification• Requirements for graduation Final thesis defence: 10 ECTS credits• Awarding body:
Name of institution
Type of institution (forexample, higher
education institution)

Sofia University “St. Kliment Ohridski” (Higher education institution

„

.

”)

• Procedure (if relevant)• Diploma Supplement(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)

Yes (on request) – European Diploma supplement in Bulgarian and English• Other documents issued(Yes/No)If yes what title and type

Yes (obligatory) – National Diploma supplement (Bulgarian language and with compulsory requisites) only inExternal quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofInstitutional and programme accreditation
accreditation necessary forthis qualification to be state
recognised in the country• Title of quality assurance
body (national, other)

National Evaluation and Accreditation Agency, NEAA (,)

Learning outcomes• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if available

https://www.uni-sofia.bg/index.php/bul/universitet_t/fakulteti/fizicheski_fakultet2
https://www.uni-sofia.bg/index.php/bul/universitet_t/fakulteti/fizicheski_fakultet2/priem/bakalav_rska_stepen/fizicheski_fakultet/fizika/kvalifikacionna_harakteristika• Formulation of learning
outcomes (who defines, who University on the basis of NQF and QF-EHEA
approves, ownership)• Learning outcomes are
subject to quality assurance(Yes/No)

Yes
105

Country

Bulgaria• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)• Generic learning outcomes(e.g. national, sectoral)

National learning outcomes
Knowledge
Has extensive and in-depth theoretical and factual knowledge in a field of study, including
knowledge relating to the latest achievements
Interprets the acquired knowledge independently, relating it to facts and critical perception,
comprehension and formulation of theories and principles
SkillsAble to use methods and means which allow for the accomplishment of complex tasks
Applies logical thinking, shows creativity and takes novel approaches in carrying out
unconventional tasks
Competencies, Autonomy and Responsibility
Possesses a capability for administrative management of complex professional activities,
including teams and resources
Assumes responsibility for taking decisions in adverse circumstances under the influence ofa variety of interacting factors which are hard to foresee
Shows creativity and initiative in management
Recognises the need for staff training with the purpose of increasing staff effectivenessLearning Competences
Assesses one’s own qualifications properly by evaluating the knowledge and skills acquiredso far, recognising the need for expanding and updating one’s own professional
qualifications
Communicative and Social Competences
Clear formulation and expression of ideas, problems and solutions before experts and nonexperts
Expresses an opinion and shows understanding of issues, using methods based on
qualitative and quantitative descriptions and evaluation
Has a broad outlook on life and shows understanding and solidarity towards others
Can communicate effectively in some of the most commonly used European languages
Professional Competences
Gathers, classifies, assesses and interprets data in a field of study to fulfil specific tasks
Applies the acquired knowledge and skills in new and unfamiliar contexts
Capable of making analyses in broader or interdisciplinary contexts
Adopts new strategic approaches; formulates and expresses own opinion about social andethical issues arising during work

• Learning outcomes (asdefined by qualification
provider or awarding body)

Knowledge, skills and competencies including:
To conduct theoretical and experimental research in the field of fundamental and applied
physics as well as in those fields of other sciences for which the methodology and meansof physics are needed
To develop methods and tools for research, measurement and control in scientific andproduction laboratories
To develop the physics foundations of new technologies and systems;
To perform measurements of the physics constants of the substance characteristics andparameters of appliances and devices
To use physics methods for analysing the substanceTo carry out observations of objects in space, atmosphere, hydrosphere and earth crust
To use modern computing equipment to process measurement results
To conduct surveys, expertise, forecasts and to develop guidelines for the prospective
development of branches of science, production and environment based on physicalphenomena
To perform teaching in the different branches of physics, astronomy, meteorology,
mathematics

Any other relevant
information regarding thequalification

106

Qualification:-

Level of NQF/EQF: 7
Country
Full title of qualification (EN)

Bulgaria
Educational and qualification degree of Master in Applied Psychology-

Full title of qualification (nationallng)
Access requirements–, 240 ECTS credits, 4 years (Diploma
for Higher Education – Bachelor’s degree, 240 ECTS credits, 4 years)

Admission requirements

Completed higher education and successfully passed competitive examinations (essay)
The rating is formed by the sum of the assessment from the competition examinationand the average result of the higher education diploma

Workload (amount of ECTS
credits)

120 ECTS credits

Mode of study (if relevant)Full-time

Profile (academic, professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

Non-regulated profession
Regulated education and training

Awarding of qualification• Requirements for graduation

State exam/ master’s thesis: 15 ECTS credits• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)

Varna Free University “Chernorizets Hrabar” (”)„
Higher education institution• Procedure (if relevant)• Diploma Supplement (according
to model developed by theEuropean Commission, Councilof Europe and UNESCO/CEPES)
is awarded (Yes/No)

Yes (on request) – European Diploma supplement in Bulgarian and English• Other documents issued (Yes/No)
If yes what title and type

Yes (obligatory) – National Diploma supplement (Bulgarian language and with compulsory requisites) only inExternal quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary for thisqualification to be state
recognised in the country

Institutional and programme accreditation• Title of quality assurance body(national, other)

National Evaluation and Accreditation Agency, NEAA (,)

Learning outcomes• Visibility of learning outcomes(e.g. Diploma Supplement,
website)Please add links if available

http://ksp.vfu.bg/magistar/specialnosti/51
http://www.vfu.bg/ects-guide/• Formulation of learning
outcomes (who defines, whoapproves, ownership)

University on the basis of NQF and QF-EHEA• Learning outcomes are subject
to quality assurance (Yes/No)

Yes

107

.html

Country

Bulgaria• Terminology of learning
outcomes (e.g. knowledge, skills,
competences, and definitions)• Generic learning outcomes (e.g.
national, sectoral)

National learning outcomes
Knowledge
Has a wide spectrum of theoretical and practical knowledge, part of which is
specialised knowledge in the respective field, which serves to broaden the knowledge
acquired during the previous education stage
Knows and expresses theories, concepts, principles and observation of certain laws
Has highly specialised practical and theoretical knowledge, incl. avant-gardeknowledge, which serves as a basis for originality in developing and applying new
ideas and solutions
Demonstrates critical understanding of the knowledge in the field of study andinterdisciplinary relationships
SkillsHas a wide range of practical and cognitive skills in different fields of study required tounderstand abstract problems and develop creative solutions
Carries out problem diagnostics
Carries out problem diagnostics and solving, based on contemporary researchthrough integrating knowledge from new or interdisciplinary fields, which are related to
implementation of research and introduction of innovations
Makes an adequate assessment of situations with insufficient or limited data andunpredictability
Develops new and various skills as a response to emerging knowledge and practices
Freely employs innovative methods and instruments in solving complicated andunpredictable problems in a specialised field of work
Finds and supports arguments in solving interdisciplinary problems
Shows initiative in a field of work and study in complex unpredictable contexts which
required finding solutions to problems with a number of interacting factors
Competences, Autonomy and Responsibility
Can build administrative and organisational structures, independently manage teams
to find solutions to complex problems in unpredictable contexts with a variety ofinteracting factors and possibilities
Demonstrates operational mastery in managing change in complex contexts
Shows creativity and innovation in projects development
Initiates processes and organises activities which require very good coordination
Formulates policies and demonstrates leadership skills for their implementation
Learning Competences• Systematically and thoroughly evaluates one’s own knowledge, recognising the needfor acquiring more knowledge• professional and/or specialised contexts• Ability to solve problems by integrating comprehensive sources in unfamiliar contexts
with insufficient information• Can initiate changes and manage development processes in difficult contexts• Becomes involved in important scientific, social and moral problems arising during
work or study processes• Demonstrates a high degree of autonomy, easily orients oneself to complex
educational content, adopting own approaches and methods to master it• Uses a variety of methods and techniques to master complex subject areas• Has a rich conceptual apparatus and is capable of conceptual and abstract thinking
Communicative and Social Competences• Can express one’s own opinion in a simple and clear way, formulates problems andproposes possible solutions before expert and non-expert audiences, using a large
number of techniques and approaches• Develops and presents well-argumented opinions about social processes andpractices, making justified proposals for their improvement or change• Can communicate effectively in some of the most commonly used European
languages
Professional Competences• Gathers, processes and interprets specialised information required to find solutions
to complex problems in a field of study• Integrates a wide spectrum of knowledge and sources in new and relatively unfamiliar
contexts• Make reasonable evaluations and finds solutions in complex interactional contexts• Demonstrates adequate behaviour and interaction in professional and/or specialised
contexts• Ability to solve problems by integrating comprehensive sources in unfamiliar contexts
with insufficient information• Can initiate changes and manage development processes in difficult contexts• Becomes involved in important scientific, social and moral problems arising during
work or study processes

108Country

Bulgaria• Learning outcomes (as definedby qualification provider orawarding body)

Knowledge, skills and competencies, including:
To interpret, comment and provide critical theoretical analysis of leading ideas in
specific thematic areas of classical and contemporary psychology of life-pathdevelopment
To know the theoretical essence and the practical possibilities of the main psychoconsultative and psychotherapeutic approaches
To define independently a research problem, formulate hypotheses, conduct empiricalstudies, analyse and interpret empirical results on their own research projects
To be able to select an adequate set of research tools to solve a specific research
problem and develop their own methodologies
To have the necessary skills for diagnosis, assessment, psycho-conscious andpsycho-corrective work with individuals with normal, hampered or impaired
development at individual and group level
To know the limits of applicability of psychological intervention and be able toformulate and implement an appropriate intervention strategy or direct the client tospecialists from other fields depending on the specificity of the particular case
Be able to conduct individual scientific research

Any other relevant information
regarding the qualification

109

Qualification:-

Level of NQF/EQF: 7
Country
Full title of qualification(EN)

Bulgaria
Educational and qualification degree of Master in Business Administration

Full title of qualification(national lng)
Access requirements

Admission requirements–, 240 ECTS credits, 4 years (Diploma forHigher Education – Bachelor’s degree, 240 ECTS credits, 4 years)
Depending on the professional field of the Bachelor's degree, the candidates should pass atest for economists or non-economists.
The final rating is formed as the sum of the following two assessments:- result from the higher education diploma (formed as an arithmetic mean of the average
success of the subjects included in the curriculum and the average success of theassessments from the state examinations and/or the defence of the final thesis)
result of the candidate's master's exam

Workload (amount of ECTS
credits)

60 ECTS credits for the holders of Bachelor’s degree in the same professional field
90 ECTS credits for the holders of Bachelor’s degree in other professional fields

Mode of study (if relevant)Full-time

Profile (academic,
professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

Not regulated profession
Regulated education and training

Awarding of qualification• Requirements forgraduation

State exam/ master thesis: 15 ECTS credits• Awarding body:
University of National and World Economy (UNWE) (Name of institution
Type of institution (for,)
example, higher education Higher education institution
institution)• Procedure (if relevant)• Diploma Supplement(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)

Yes (on request) – European Diploma Supplement in Bulgarian and English• Other documents issued(Yes/No)If yes what title and type

Yes (obligatory) – National Diploma supplement (Bulgarian language and with compulsory requisites

External quality assurance• Type of accreditation (e.g.
programme, field,
institution)
Please mention all types ofInstitutional and programme accreditation
accreditation necessary forthis qualification to be state
recognised in the country• Title of quality assurance
body (national, other)

National Evaluation and Accreditation Agency, NEAA (,)

Learning outcomes110) only inCountry

Bulgaria• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if available

https://www.unwe.bg/bg
https://www.unwe.bg/bg/pages/...

• Formulation of learning
outcomes (who defines,
who approves, ownership)

University on the basis of NQF and QF-EHEA• Learning outcomes are
subject to quality assurance(Yes/No)

Yes• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)• Generic learning outcomes(e.g. national, sectoral)

National learning outcomes
Knowledge
Has a wide spectrum of theoretical and practical knowledge, part of which is specialised
knowledge in the respective field, which serves to broaden the knowledge acquired during
the previous education stage
Knows and expresses theories, concepts, principles and observation of certain laws
Has highly specialised practical and theoretical knowledge, incl. avant-garde knowledge,
which serves as a basis for originality in developing and applying new ideas and solutions
Demonstrates critical understanding of the knowledge in the field of study andinterdisciplinary relationships
SkillsHas a wide range of practical and cognitive skills in different fields of study required tounderstand abstract problems and develop creative solutions
Carries out problem diagnostics
Carries out problem diagnostics and solving, based on contemporary research throughintegrating knowledge from new or interdisciplinary fields, which are related to
implementation of research and introduction of innovations
Makes an adequate assessment of situations with insufficient or limited data andunpredictability
Develops new and various skills as a response to emerging knowledge and practices
Freely employs innovative methods and instruments in solving complicated andunpredictable problems in a specialised field of work
Finds and supports arguments in solving interdisciplinary problems
Shows initiative in a field of work and study in complex unpredictable contexts which
required finding solutions to problems with a number of interacting factors
Competencies, Autonomy and Responsibility
Can build administrative and organisational structures, independently manage teams tofind solutions to complex problems in unpredictable contexts with a variety of interacting
factors and possibilities
Demonstrates operational mastery in managing change in complex contexts
Shows creativity and innovation in projects development
Initiates processes and organises activities which require very good coordination
Formulates policies and demonstrates leadership skills for their implementation

111

Country

Bulgaria
Learning Competences
Systematically and thoroughly evaluates one’s own knowledge, recognising the need for
acquiring more knowledge
Demonstrates a high degree of autonomy, easily orients oneself to complex educational
content, adopting own approaches and methods to master it
Uses a variety of methods and techniques to master complex subject areas
Has a rich conceptual apparatus and is capable of conceptual and abstract thinking
Communicative and Social Competences
Can express one’s own opinion in a simple and clear way, formulates problems andproposes possible solutions before expert and non-expert audiences, using a large numberof techniques and approaches
Develops and presents well-argumented opinions about social processes and practices,making justified proposals for their improvement or change
Can communicate effectively in some of the most commonly used European languages
Professional Competences
Gathers, processes and interprets specialised information required to find solutions tocomplex problems in a field of study
Integrates a wide spectrum of knowledge and sources in new and relatively unfamiliar
contexts
Make reasonable evaluations and finds solutions in complex interactional contexts
Demonstrates adequate behaviour and interaction in professional and/or specialised
contexts
Ability to solve problems by integrating comprehensive sources in unfamiliar contexts withinsufficient information• Learning outcomes (asdefined by qualification
provider or awarding body)

Knowledge, skills and competencies on:
Theoretical foundations and basic principles for forming/building the economic andadministrative management practice
Methodological foundations of organisational development and their resulting methods oforganising, designing, preparation, making of decisions and working with people in theorganisation
Modern entrepreneurship, progressive management technologies and the use of new IT
tools for support of business leadership
Modelling, forecasting, strategic management and financial models in management for the
purposes of targeted market and innovation research
Diagnostics and counselling on issues concerning the organisational and economic statusof companies, to reveal and to get over problematic situations and create favourable sociopsychological climate in organisations
Solving the problems arising in the economic management as a result of the influence ofthe business environment of the business organisations

Any other relevant
information regarding thequalification

112

Estonia
Qualification: Loodusteaduse bakalaureus (rakendusfüüsika)
Level of NQF/EQF: 6
Country
Full title of qualification (EN)

Estonia
Bachelor of Science (Applied Physics)

Full title of qualification (national lng) Loodusteaduse bakalaureus (rakendusfüüsika)
Access requirements

Gümnaasiumi lõputunnistus (Certificate of General Secondary Education) or acorresponding qualification

Admission requirements

Results of state examinations in Mathematics (min 55 points) and in Estonian
language (min 45 points)

Workload (amount of ECTS credits)

180 ECTS credits

Mode of study (if relevant)Full-time, part-time

Profile (academic, professional)
If relevant, add contextual information

Academic and professional

Access to further studies

Access to second cycle (master) programmes

Professional rights (if exists)

Not regulatedAwarding of qualification• Requirements for graduation

Thesis: 6 ECTS credits• Awarding body:
Name of institution
Type of institution (for example,
higher education institution)

Tallinn University of Technology (Tallinna Tehnikaülikool)
Higher education institution• Procedure (if relevant)• Diploma Supplement (according tomodel developed by the European
Commission, Council of Europe and
UNESCO/CEPES) is awarded (Yes/No)

Yes, in Estonian. Upon request also in English• Other documents issued (Yes/No)
If yes what title and type

No

External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary for thisqualification to be state recognisedin the country

Programme group accreditation• Title of quality assurance body(national, other)

EKKA Quality Assessment Council for Higher Education (EKKA Kõrghariduse
hindamisnõukogu)

Learning outcomes• Visibility of learning outcomes (e.g.
Diploma Supplement, website)
Please add links if available

https://ois.ttu.ee/pls/portal/ois2.ois_public.main• Formulation of learning outcomes(who defines, who approves,
ownership)

University• Learning outcomes are subject toquality assurance (Yes/No)

Yes• Terminology of learning outcomes(e.g. knowledge, skills, competences,and definitions)113

Country

Estonia• Generic learning outcomes (e.g.
national, sectoral)

In order to be awarded a bakalaureusekraad, a student shall:
Have a systematic overview of the basic concepts, theoretical principles andresearch methods of the field of study
Be able to identify interdisciplinary relationships
Understand the scopes of application of different profiles of the field of study
Know the theoretical schools, development trends and current problems of the
field of study
Be able to formulate problems relating to the field of study and to analyse andevaluate different solutions
Be able to collect information independently by using appropriate methods andmeans and to interpret it critically and creatively
Be able to select and use appropriate technologies and methods when solving
problems of the field of study, and, among other things, be willing to participate inteam work and lead it
Have command of the communication skills and information and communication
technologies necessary for work
Be able to explain orally or in written form in the language of instruction and in atleast one foreign language problems relating to the field of study, and toparticipate in professional discussions
Be willing to actively participate in the civil society and demonstrate tolerance
towards diversity of attitudes and values
Be able to evaluate the role of knowledge and the role and consequences of hisor her professional activities in society, with consideration of scientific, social andethical aspects
Be able to apply the acquired knowledge and skills in work, to continue studies
and to undertake continuous independent professional development• Learning outcomes (as defined byqualification provider or awardingbody)

The student who has passed the programme:
Has a systematic knowledge of physical sciences
Is able to formulate problems in his/her specialty, and able to find, analyse anduse the information for solving those problems
Within his/her specialty: knows the terminology, can explain problems and takepart in professional discussions, both in Estonian and English, both orally and inwriting
Owns communication skills for teamwork, knows the fundamental concepts ofproject management and entrepreneurship
Is able to use measuring instruments and methods of measurement
Is able to analyse big data and knows the operational principles of the data
infrastructure
Has experience in modelling natural, technological and social processes

Any other relevant information
regarding the qualification

114

Qualification: Sotsiaalteaduse magister
Level of NQF/EQF: 7
Country

Estonia

Full title of qualification (EN)

Master of Arts in Social Sciences (Psychology)

Full title of qualification(national lng)

Sotsiaalteaduse magister (psüholoogia)

Access requirements

Bakalaureuse kraad (Bachelor’s degree) or a corresponding first cycle qualification

Admission requirements

First cycle degree in Psychology; admission examination in Psychology; average grade inbachelor programme; interview

Workload (amount of ECTS
credits)

120 ECTS credits

Mode of study (if relevant)Full-time, part-time

Profile (academic,
professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

Not regulatedAwarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher
education institution)

Master’s thesis: 24 ECTS credits
Tallinn University (Tallinna Ülikool)
Higher education institution• Procedure (if relevant)• Diploma Supplement isawarded (according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)

Yes, in Estonian and English• Other documents issued(Yes/No)If yes what title and type

No

External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country

Programme group accreditation• Title of quality assurance
body (national, other)

EKKA Quality Assessment Council for Higher Education (EKKA Kõrghariduse
hindamisnõukogu)

Learning outcomes• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if available

https://ois2.tlu.ee/tluois/uus_ois2.tud_leht

115

Country

Estonia• Formulation of learning
outcomes (who defines, whoapproves, ownership)

Higher education institution• Learning outcomes are
subject to quality assurance(Yes/No)

Yes• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)• Generic learning outcomes(e.g. national, sectoral)

In order to be awarded a magistrikraad and a degree awarded upon completion of theintegrated Bachelor and Master programmes, a student shall:
Have systematic overview and broad knowledge of concepts, theories and researchmethods of the field of study
Know the theoretical development trends, current problems and potential applications in
the field of study
Have in depth-knowledge in a narrower research field of the field of research
Be able to identify and create interdisciplinary connections
Be able to independently and creatively identify and formulate problems and/or researchquestions related to the field of study and be able to solve them with appropriate
measures within given timeframes and within limited information, using of knowledge ofother fields as necessary
Be able to select and use appropriate methods and technologies when solving problemsof the field of study, and to model and/or assess the potential results
Be able to critically evaluate his or her activities when solving problems and/or researchquestions in the field of study
Be prepared to work in an area of activity requiring professional qualifications, showing
initiative, responsibility, leadership and teamwork skills
Be able to hand down with competence his or her knowledge by teaching, instruction orin another manner
Be able to present and reason orally or in written form in the language of instruction anda foreign language essential for his or her field of study the problems relating to the fieldof study, conclusions and the underlying theories, and to participate in relevant
discussions of both corresponding specialists and non-specialists
Be willing to actively participate in the civil society and demonstrate tolerance towards
diversity of attitudes and values
Be able to act ethically in complex situations, be aware of the ethical aspects,
possibilities, restrictions and social role of his or her activities and be able to provide
reasoned assessment in issues concerning his or her field of study
Be able to evaluate his or her need, and the need of others, of continuing education andprofessional development, and have command of effective methods necessary forindependent study
Be able to continue studies or participate in research, act as a specialist or developer in
his or her field, including internationally• Learning outcomes (asdefined by qualification
provider or awarding body)Has knowledge of the main theories, models and methods of psychology, thoroughknowledge of modern directions in counselling, school- or organisational psychology
Is able to critically evaluate and analyse psychological theories, results of studies andtheir methodological correctness
Is able to apply acquired knowledge in professional work, ability to plan and criticallyanalyse one's work
Is able to work in the position of a psychologist, counsellor and other psychological aid
provider or academic position
Is able to participate in professional discussions and use specific professional
knowledge also in the broader societal context
Is able to evaluate the need for self-education and for continuing toward professional
development (in the doctorate programme of psychology)

Any other relevant information
regarding the qualification

116

Qualification: Ärijuhtimise magister
Level of NQF/EQF: 7
Country

Estonia

Full title of qualification (EN)Ärijuhtimise magister (turundus- ja finantsjuhtimine)

Full title of qualification(national lng)

Master in Business Administration (Marketing and Financial Management)

Access requirements
Admission requirements

Bakalaureuse kraad (Bachelor’s degree) or a corresponding first cycle qualification
At least 40 ECTS credits bachelor level courses taken in the field of Economics or at least
3 years of work experience in the field

Workload (amount of ECTS
credits)

120 ECTS credits

Mode of study (if relevant)Full-time, part-time

Profile (academic, professional)
If relevant, add contextual
information

Academic and professional

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

Not regulatedAwarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)

Master’s thesis or master’s examination: 30 ECTS credits
Tallinn University (Tallinna Ülikool)
Higher education institution• Procedure (if relevant)• Diploma Supplement isawarded (according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES)
is awarded (Yes/No)

Yes, in Estonian and English• Other documents issued (Yes/No)
If yes what title and type

No

External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country

Programme group accreditation• Title of quality assurance body EKKA Quality Assessment Council for Higher Education (EKKA Kõrghariduse(national, other)hindamisnõukogu)
Learning outcomes• Visibility of learning outcomes(e.g. Diploma Supplement,
website)Please add links if available

www.is.ut.ee/pls/ois/%21tere.tulemast?leht=OK.OK.VA&sessioon=0&id_oppekava=414• Formulation of learning
outcomes (who defines, whoapproves, ownership)

Higher education institution• Learning outcomes are
subject to quality assurance(Yes/No)Yes
117

Country

Estonia• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)• Generic learning outcomes(e.g. national, sectoral)

In order to be awarded magistrikraad and a degree awarded upon completion of theintegrated bachelor and master programmes, a student shall:
Have systematic overview and broad knowledge of concepts, theories and researchmethods of the field of study
Know the theoretical development trends, current problems and potential applications in
the field of study
Have in depth-knowledge in a narrower research field of the field of research
Be able to identify and create interdisciplinary connections
Be able to independently and creatively identify and formulate problems and /or researchquestions related to the field of study and be able to solve them with appropriate
measures within given timeframes and within limited information, using of knowledge ofother fields as necessary
Be able to select and use appropriate methods and technologies when solving problems
in the field of study, and to model and/or assess the potential results
Be able to critically evaluate his or her activities when solving problems and/or researchquestions in the field of study
Be prepared to work in an area of activity requiring professional qualifications, showing
initiative, responsibility, leadership and teamwork skills
Be able to hand down with competence his or her knowledge by teaching, instruction orin another manner
Be able to present and reason orally or in written form in the language of instruction anda foreign language essential for his or her field of study the problems relating to the fieldof study, conclusions and the underlying theories, and to participate in relevant
discussions of both corresponding specialists and non-specialists
Be willing to actively participate in the civil society and demonstrate tolerance towards
diversity of attitudes and values
Be able to act ethically in complex situations, be aware of the ethical aspects,
possibilities, restrictions and social role of his or her activities and be able to provide
reasoned assessment in issues concerning his or her field of study
Be able to evaluate his or her need, and the need of others, of continuing education andprofessional development, and have command of effective methods necessary forindependent study
Be able to continue studies or participate in research, act as a specialist or developer in
his or her field, including internationally• Learning outcomes (asdefined by qualification
provider or awarding body)Student who has passed the programme:
Acquires systematic understanding and wide range knowledge in economics andmanagement disciplines, and has gained deep knowledge in the selected field(management and marketing, finance management, organisational behaviour, public
economics and management or service design and management)
Can formulate and analyse economic situations of organisation and can analyse
problems of organisational direction from the perspectives of different management
concepts
Knows categories and terminology used in economics and management sciences
Knows contemporary theories and developmental trends of management and marketingand financial management
Knows the main issues of public sector economics and finance and understands its
relations to economics
Understands the theoretical approaches of economic policy
Has acquired relevant tools for working at managerial or high level specialist positions inprivate and public sector
Has gained experience in scientific research

Any other relevant information
regarding the qualification

118

Latvia
Qualification: Dabaszin t u bakalaura gr ds fizik (University of Latvia)
Level of NQF/EQF: 6/6
LatviaCountry
Full title of qualification (EN)
Full title of qualification(national lng)

Bachelor of Natural Sciences in Physics
Dabaszin t u bakalaura gr ds fizik
Certificate of general secondary education or a Diploma of vocational secondary
education.
Persons who have completed their secondary education since 2004 are admitted to study
programmes on the basis of certain centralised examinations (CE) results
Persons who have completed secondary education starting from 2004 onwards, as wellas persons who have completed secondary education abroad, or persons with special
needs may be admitted to study programmes on the basis of certain final average gradesof the secondary education document
For admission to the study programmes the annual final average grade in certain subjects
must be successful (grade not lower than 4 in a 10-point scale)

Access requirements

Admission requirements

Workload (amount of ECTS
credits)
Mode of study (if relevant)Profile (academic,
professional)
If relevant, add contextual
information
Access to further studies
Professional rights (if exists)

Certificate of general secondary education or a Diploma of vocational secondary
education
Competition criteria for persons with an obtained secondary education in year 2004
and onwards:
CE in Latvian
CE in physics or CE in mathematics
Competition criteria for persons with an obtained secondary education up to year
2004 (not included) as well as persons who have obtained their secondary education
abroad and persons with special needs:
final average grade in Latvian and literature
final grade in mathematics (or the average grade of algebra and geometry) or in physics
final average grade in certain study subjects
Special conditions: the final physics grade has to be positive (grade not lower than 4 in a
10-point scale) in the secondary education document
Preferential claims: 1st to 3rd place winners in national or international physics ormathematics olympiads, or Latvian state student scientific conference in physics orastronomy in the current academic year; 1st to 3rd place winners in open physics,
mathematics or astronomy olympiad in the current academic year
Additional points: LU Young Physics School participants in year 2018 who have acquired acertificate in addition receive 100 points
180 ECTS credits
Full-time
Academic

Access to second cycle (master, professional master or second level professional higher
education) programmes
n.a.

Awarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)••

State examination, including the graduation thesis
180 ECTS credits (full time studies – 3 years (6 semesters))

University of Latvia (Latvijas Universit te)Higher education institution

119Latvia

Country• Procedure (if relevant)• Diploma Supplement(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)• Other documents issued(Yes/No)If yes what title and type

Yes, upon request in English

No

External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country• Title of quality assurance
body (national, other)

Accreditation period for this study field is from 29.05.2013 to 28.05.2019
Name of the study field: Physics, Material Science, Mathematics and Statistics

Academic Information Centre (AIC) – Quality Agency for Higher Education (AIKA) (national
level)
During the accreditation period the institution responsible for accreditation was the Latvian
Ministry of Education and Science
But from July, 2015 the responsible institution for accreditation in Latvia is Quality Agency
for Higher Education (AIKA)
The external quality assessment is carried out in accordance with the Cabinet of Ministers
Regulations and in accordance with EQANIE (European Quality Assurance Network for
Informatics Education) standards

Learning outcomes• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if available

1. University website: https://www.lu.lv/en/nc/studies/study-process/courses/programmesearch/programma/21023/
2. Study field self-assessment report – page 66 (only in Latvian): https://www.lu.lv/fileadmin/
user_upload/lu_portal/dokumenti/parskati-un-zinojumi/Pasnovertejumi/2017/FIZIKA_MATEMATIKA_2017_PUB.pdf
3. Latvian Qualifications Database:https://www.latvijaskvalifikacijas.lv/qualification/dabaszinatnu-bakalaura-grads-fizika-lu/• Formulation of learning
outcomes (who defines, whoapproves, ownership)

Learning outcomes are formulated by the University of Latvia, programme director andother involved parties responsible for the particular programme.
Learning outcomes are owned by the University.

• Learning outcomes are
subject to quality assurance(Yes/No)

Yes• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)

Knowledge – a set of cognitive items acquired during learning, work and life experience
Skills – ability to perform an activity according to the desired quality and scope
Competences – a flexible and dynamic set of knowledge, skills, attitudes, values andemotions for performing a specific activity
Basic skills – ability to perform activities that are necessary for modern life, work andfurther teaching/learning according to certain requirements (for example, the skill to listen,talk, read, write, calculate, use digital technologies)
Key competences – competences that are needed for the development and progress of
oneself, civil activity, social inclusion and employment, for example: 1) communication in
the mother tongue; 2) communication in foreign languages; 3) mathematical, science andtechnology competences; 4) digital competences; 5) learning competences; 6) social andcivic competences; 7) entrepreneurial competences; 8) cultural awareness and expression

120

Country

Latvia• Generic learning outcomes(e.g. national, sectoral)

National level
Knowledge:
Able to demonstrate the basic and specialised knowledge and critical understanding on
the relevant field of science or profession. Part of the knowledge corresponds to thehighest level of achievements in the relevant field of science or profession
Able to demonstrate the understanding of key concepts and regularities in the relevant
field of science or professional field
Skills:Able to use the acquired theoretical knowledge and skills to perform a professional,
artistic, innovative or research activity, to formulate and analyse information, problems andsolutions in his or her scientific field or profession, to explain them and to argue with themboth with specialists and non-specialists
Ability to independently structure your learning, to direct your and your subordinate further
learning and professional development, to demonstrate a scientific approach to problem
solving, to take responsibility and initiative by doing work individually, in a team or bydirecting the work of others, making decisions and finding creative solutions in changing
or uncertain conditions
Competences:
Is able to independently acquire, select and analyse information and use it, makedecisions and solve problems in the corresponding field of science or profession, showthat they understand professional ethics, evaluate the impact of their professional
activities on the environment and society and participate in the development of therelevant professional field• Learning outcomes (asdefined by qualification
provider or awarding body)

From University website:
Physics Bachelors demonstrate:
Knowledge of fundamental laws and principles of physics and the competent use of thisknowledge to the various sub-fields of physics
Ability to solve physics problems, using appropriate mathematical methods, students canidentify the relevant physics principles and make approximations to obtain a solution
Ability to carry out experiments or theoretical research and critically analyse the results,
draw valid conclusions
Students are able to assess the credibility of the results and to compare their data with the
expected, theoretically predicted or published results;
Effective use of IT packages/systems for data analysis and for obtaining the necessary
information
Numerical data processing capabilities for the graphical data presentation andinterpretation
Ability to use mathematical methods for physics problems’ description and analysis
Capability to communicate the scientific information in clear and accurate scientificstatements
Independent work performance, the ability to use scientific texts
Good knowledge of the simplest equipment and methods of measurements used inphysics laboratories

Any other relevant information
regarding the qualification

121

Qualification: Profesion l ma istra gr ds psiholo ij , Psihologs
Level of NQF/EQF: 7/7
Country

LatviaFull title of qualification (EN) Professional Master's Degree in Psychology, Psychologist
Full title of qualification(national lng)

Profesion l ma istra gr ds psiholo ij , Psihologs

Access requirements

Bachelor’s diploma or Second level professional higher education diploma (after at least 4
year full-time studies)

Admission requirements

Full-time – 3 years (6 semesters)
Previous education: Bachelor of Social Sciences in Psychology
Formula for calculating the competition score: final average grade (50 x 10 = 500) +entrance exam (1 x 500 = 500). Additional condition: submitting an essay on study motivationand sub-sector selection
Eligibility for non-competition registration: 2018/2019 academic year graduates of
Bachelor's study programme "Psychology" of the University of Latvia, whose Bachelor's
thesis is not lower than 9 (excellent) and the average grade in bachelor's studies is not lower
than 8.
Full-time – 2 years (4 semesters)
Previous education: Second level professional higher education (or equivalent in higher
education system) in psychology
Formula for calculating the competition score: final average grade (50 x 10 = 500) +entrance exam (1 x 500 = 500). Additional condition: submitting an essay on study motivationand sub-sector selection
Eligibility for non-competition registration: 2018/2019 academic year graduates of theProfessional higher education bachelor study programme "Psychology" of the University ofLatvia, for which the Bachelor's paper is not lower than 9 (excellent) and the average grade inbasic studies is not lower than 8

Workload (amount of ECTS
credits)

120 ECTS credits (2 year studies)
180 ECTS credits (3 year studies)

Mode of study (if relevant)Full-time

Profile (academic,
professional)
If relevant, add contextual
information

Professional

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)
Awarding of qualification• Requirements for graduation ••• Awarding body:
Name of institution
Type of institution (forexample, higher
education institution)

State examination, including the graduation thesis
120 or 180 ECTS credits

University of Latvia (Latvijas Universit te)Higher education institution• Procedure (if relevant)• Diploma Supplement
Yes(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES) is awarded (Yes/No)• Other documents issued(Yes/No)If yes what title and type

No

External quality assurance• Type of accreditation (e.g.
Accreditation period for this study field is from 17.05.2013 to 16.05.2019
programme, field, institution) Name of the study field: Psychology
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country
122

Country• Title of quality assurance
body (national, other)

LatviaAcademic Information Centre (AIC) – Quality Agency for Higher Education (AIKA) (national
level)
During the accreditation period the institution responsible for accreditation was the Latvian
Ministry of Education and Science
But from July, 2015 the responsible institution for accreditation in Latvia is Quality Agency forHigher Education (AIKA)

Learning outcomes• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if available

1. Study field self-assessment report – page 88 (only in Latvian): https://www.lu.lv/fileadmin/
user_upload/lu_portal/dokumenti/parskati-un-zinojumi/Pasnovertejumi/2017/PSIHOLOGIJA_2017_PUB.pdf
2. Latvian Qualifications Database: https://www.latvijaskvalifikacijas.lv/qualification/
profesionala-magistra-grads-psihologija-psihologs-lu/• Formulation of learning
outcomes (who defines,
who approves, ownership)

Learning outcomes are formulated by the University of Latvia, programme director and other
involved parties responsible for the particular programme
Learning outcomes are owned by the university• Learning outcomes areYes
subject to quality assurance(Yes/No)• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)

Knowledge – a set of cognitive items acquired during learning, work and life experience
Skills – ability to perform an activity according to the desired quality and scope
Competences – a flexible and dynamic set of knowledge, skills, attitudes, values andemotions for performing a specific activity
Basic skills – ability to perform activities that are necessary for modern life, work and further
teaching/learning according to certain requirements (for example, the skill to listen, talk,read, write, calculate, use digital technologies)
Key competences – competences that are needed for the development and progress of
oneself, civil activity, social inclusion and employment, for example: 1) communication in themother tongue; 2) communication in foreign languages; 3) mathematical, science andtechnology competences; 4) digital competences; 5) learning competences; 6) social andcivic competences; 7) entrepreneurial competences; 8) cultural awareness and expression• Generic learning outcomes(e.g. national, sectoral)

National level
Knowledge:
Able to demonstrate in-depth or extended knowledge and understanding, part of whichcorresponds to the latest discoveries of the relevant field of science or profession and which
provide the basis for creative thinking or research, including working in different fields ofinteraction
Skills:Ability to independently use theory, methods and problem-solving skills to perform researchor artistic activity, or highly qualified professional functions
Able to reasonably argue and discuss complex or systemic aspects of the relevant scientificfield or field of expertise, both with specialists and non-specialists
Is able to independently push for the development and specialisation of his competences,assume responsibility for the results of the work of the groups of staff and analyse them,conduct business, innovate in the relevant field of science or profession, carry out work,
research or further study in difficult and unpredictable conditions and, if necessary,transform them using new approaches
Competences:
Is able to independently formulate and critically analyse complex scientific and professional
problems, substantiate decisions and, if necessary, perform additional analysis
Is able to integrate the knowledge of different fields, to contribute to the creation of new
knowledge, the development of research or professional methods, to demonstrateunderstanding and ethical responsibility for the effects of science or the potential impact ofoccupational activity on the environment and society

123

Country

Latvia• Learning outcomes (asdefined by qualification
provider or awarding body)

From Latvian Qualifications database:
Knowledge and understanding:
Graduates are able to demonstrate in-depth knowledge in psychology, understanding of
psychology as a science and an area of professional work, as well as ability to criticallyevaluate, analyse and compare various theories of psychology
To understand regularities in the science of psychology and to understand issues in relation
to various areas of the science
Graduates have specific knowledge in clinical, school, or organisational psychology
Skills (ability to apply knowledge, communication, general skills):
Graduates are able to apply the acquired knowledge and skills in the professional andscientific research work
To apply the following skills in their professional work as a psychologist:
Psychological assessment, counselling, group management, skills in writing assessment
reports and giving feedback, cooperation and working in a team with other experts in theprocess of rehabilitation of a client, and skills of evaluation of their own professional
activities
To conduct psychological research studies using appropriate methods, perform data
analysis using appropriate data processing methods, interpret results and write reports on
the results of the study in the form a scientific article, and present the results of the study
Graduates have successful contact-building and efficient communication skills
Graduates are able to use analytical and critical thinking as well as scientific approach inproblem-solving, are able to use efficient and creative problem-solving strategies in complex
and unpredictable circumstances
Graduates are able to integrate their existing knowledge and create new approaches inproblem-solving
Graduates take responsibility for the process of their further education and professional
development, attend supervisions, and seek other types of assistance if necessary
Graduates are able to formulate and analytically describe information related to the scienceof psychology, problems and solutions, to explain, present, and discuss them efficiently withspecialists or non-specialists
Graduates are able to take responsibility and initiative while working individually or in a teamor managing work of other people, making decisions, or seeking solutions in various
situations
Competences:
Graduates are able to obtain, screen and critically analyse information from the conventionaland modern sources independently and to apply this information in their scientific research
Graduates are able to collect, screen, analyse and use information required to help the client
Graduates are able to understand and use principles of psychology ethics as well as tomake decisions and handle problems
Graduates are able to evaluate the effects of their professional activities on the environment
and the society
To participate in the development of the science and the profession of psychologists
through continuation of their further education

Any other relevant information
regarding the qualification

124

Qualification: Profesion l ma istra gr ds uz

m jdarb bas vad b , Uz

mumu un iest

u vad t js

Level of NQF/EQF: 7/7
Country

LatviaFull title ofqualification (EN)

Professional Master's degree in Business Administration, Head of enterprise/ institution

Full title ofqualification(national lng)

Profesion l ma istra gr ds uz

m jdarb bas vad b , Uz

mumu un iest u vad t js

Access requirements Bachelor’s diploma or Second level professional higher education diploma (after at least 4 year fulltime studies)
Admissionrequirements

Bachelor's degree or second level professional higher education, or Master's degree in Economics orin Business Administration.
Bachelor's or Master's degree or second level professional higher education in other fields of Social
Sciences or related fields: in mathematics, computer science, information technologies, physics orengineering.
Competition evaluation calculation formula: entrance examination (1 x 1000 = 1000); a Bachelor's
degree or a second level professional education in Business Administration or in Economics canapply for competition with the following evaluation calculation formula: weighted average grade (60 x
10 = 600) + finals total (or average) grade (40 x 10 = 400).
Additional requirements:
1) work experience of no less than 2 years in fields of business or economics
2) English language proficiency, as evidenced by the results of international English language tests –TOEFL Internet-based at least 80 points, IELTS minimum 5.5 points, CPE any level, CAE any level,
FCE – B, PTE General – at least B2, or proof of English proficiency at least B2 level in accordancewith the Common European Framework of Reference for Languages, or an English rating in a prioreducation document (the mark must be no lower than 6 (10-point scale) or "almost good") or anassessment of the entrance examination, except in the case of previous education in English
3) CV

Workload (amountof ECTS credits)

120 ECTS credits (2 year studies)

Mode of study (ifrelevant)

Full-time

Profile (academic,
professional)
If relevant, add
contextual
information

Professional

Access to further
studiesAccess to third cycle (doctoral) programmes

Professional rights(if exists)
Awarding of
qualification• Requirements forgraduation• Awarding body:
Name ofinstitution
Type ofinstitution (forexample, higher
education
institution)• State examination, including the graduation thesis• 120 ECTS credits
University of Latvia (Latvijas Universit te)Higher education institution• Procedure (ifrelevant)

125

Country

Latvia• Diploma
Supplement(according tomodel developedby the European
Commission,Council of Europe
and UNESCO/CEPES) is awarded(Yes/No)Yes• Other documents
issued (Yes/No)
If yes what title
and type

No

External quality
assurance• Type ofaccreditation (e.g.
programme, field,
institution)
Please mention all
types ofaccreditationnecessary for thisqualification to bestate recognisedin the country

Accreditation period for this study field is from 26.06.2013 to 25.06.2019
Name of the study field: Management, Administration and Real Estate Management• Title of quality
assurance body(national, other)

Academic Information Centre (AIC) – Quality Agency for Higher Education (AIKA) (national level)
During the accreditation period the institution responsible for accreditation was the Latvian Ministry of
Education and Science
But from July, 2015 the responsible institution for accreditation in Latvia is Quality Agency for Higher
Education (AIKA)

Learning outcomes• Visibility of learning
outcomes (e.g.
Diploma
Supplement,
website)Please add links if
available

1. University website: https://www.ba.lv/studijas/programma/inovativa-uznemejdarbiba/
2. Latvian Qualifications Database: https://www.latvijaskvalifikacijas.lv/qualification/profesionalamagistra-grads-uznemumu-un-organizaciju-vadisana-inovativa-uznemejdarbiba-uznemumu-uniestazu-vaditajs-ba/• Formulation oflearning outcomes(who defines, whoapproves,
ownership)

Learning outcomes are formulated by BA school of finance, programme director and other involved
parties responsible for the particular programme.
Learning outcomes are owned by the university itself• Learning outcomesare subject toquality assurance(Yes/No)

Yes• Terminology oflearning outcomes(e.g. knowledge,
skills,competences, anddefinitions)

Knowledge – a set of cognitive items acquired during learning, work and life experience
Skills – ability to perform an activity according to the desired quality and scope
Competences – a flexible and dynamic set of knowledge, skills, attitudes, values and emotions for
performing a specific activity
Basic skills – ability to perform activities that are necessary for modern life, work and further
teaching/learning according to certain requirements (for example, the skill to listen, talk, read, write,
calculate, use digital technologies)
Key competences – competences that are needed for the development and progress of oneself,
civil activity, social inclusion and employment, for example: 1) communication in the mother tongue;2) communication in foreign languages; 3) mathematical, science and technology competences; 4)
digital competences; 5) learning competences; 6) social and civic competences; 7) entrepreneurial
competences; 8) cultural awareness and expression

126

Country

Latvia• Generic learning
outcomes (e.g.
national, sectoral)

National level
Knowledge:
Able to demonstrate in-depth or extended knowledge and understanding, part of whichcorresponds to the latest discoveries of the relevant field of science or profession and which
provide the basis for creative thinking or research, including working in different fields of interaction
Skills:Ability to independently use theory, methods and problem-solving skills to perform research or
artistic activity, or highly qualified professional functions
Able to reasonably argue and discuss complex or systemic aspects of the relevant scientific field orfield of expertise, both with specialists and non-specialists
Is able to independently push for the development and specialisation of his competences, assume
responsibility for the results of the work of the groups of staff and analyse them, conduct business,innovate in the relevant field of science or profession, carry out work, research or further study indifficult and unpredictable conditions and, if necessary, transform them using new approaches
Competences:
Is able to independently formulate and critically analyse complex scientific and professional
problems, substantiate decisions and, if necessary, perform additional analysis.
Is able to integrate the knowledge of different fields, to contribute to the creation of new knowledge,
the development of research or professional methods, to demonstrate understanding and ethicalresponsibility for the effects of science or the potential impact of occupational activity on theenvironment and society• Learning outcomes(as defined byqualification
provider orawarding body)

From the university website:
Ability to demonstrate in-depth knowledge and understanding of the competitiveness of enterprises
on the basis of innovative solutions that provide the basis for sustainable business leadership,
creative thinking and research
Skills to independently apply the latest theories, methods and problem-solving skills to carry out
research and highly professional activities for the creation of new knowledge and innovative
entrepreneurship
Ability to adopt and substantiate decisions, as well as to integrate gained knowledge in different
fields for the development of innovative business and to carry out professional activities using new
approaches
Skills to argue, explain and discuss complex business issues in local and international environment
for the promotion of innovative business
Ability to continuously develop your competences and professional development for the promotionof innovative entrepreneurship

Any other relevant
information
regarding thequalification

127

United Kingdom
Qualification: Bachelor of Science in Physics
Level of NQF/EQF: 6
Country

United Kingdom

Full title of qualification (EN)

Bachelor of Science in Physics

Full title of qualification(national lng)

Bachelor of Science in Physics

Access requirements

UK universities are autonomous and so they set the access requirements for theirprogrammes and have flexibility in what entrance profiles they accept.
Below are the entrance requirements typically set for this programme by Imperial College
London:3 GCE Advanced Levels (with grades of A*A*A, including an A* in mathematics and an A inphysics) – not including General Studies and Critical thinking; orInternational Baccalaureate – 39 points overall (7, 6, 6 at high level, including mathematics
and physics);
IELTS 6.5 overall (minimum 6.0 in all elements)

Admission requirements

An interview is required at Imperial College London
An admissions test may be required to provide additional information for the Admissions
tutor

Workload (amount of ECTS
credits)

180 ECTS credits (360 CATS)

Mode of study (if relevant)Full-time

Profile (academic, professional)
If relevant, add contextual
information

Academic(UK higher education institutions do not make an official distinction between “academic”
and “professional” for qualifications)

Access to further studies

Direct access to second cycle (master) programmes, or third cycle (doctoral) programmes– as UK universities are autonomous, they set the entry criteria for their programmes andso they have flexibility in what entrance profiles they accept

Professional rights (if exists)

The title of Chartered Physicist is regulated in the UK, but this is a voluntary title with noreserved activities

Awarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)

Year OneA student must:• Achieve an aggregate mark of at least 40% in each element• Achieve a mark of 65% in Year 1 mathematics to take Mathematical Methods in Year 2
Year Two
A student must:• Achieve an aggregate mark of at least 40% in each element
Year Three
A student must:• Achieve an aggregate mark of at least 40% in each element• Attempt a project or essay project (Elective F)
Imperial College London
Higher education institution• Procedure (if relevant)• Diploma Supplement(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES)
is awarded (Yes/No)No• Other documents issued (Yes/No)
If yes what title and type

No

External quality assurance

128

Country

United Kingdom• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country

Institution (Royal Charter since 1907)
Programme (Institute of Physics since 2015)• Title of quality assurance
body (national, other)

The Quality Assurance Agency for Higher Education (national)

Learning outcomes• Visibility of learning outcomes(e.g. Diploma Supplement,
website)Please add links if available

Programme learning outcomes are available at:https://www.imperial.ac.uk/media/imperial-college/study/programme-specifications/
physics/1718/ProgSpec(F300)-2017-18.pdf
The Graduate Attributes are available at: www.imperial.ac.uk/students/academic-support/
graduate-attributes
QAA Subject Benchmark Statement is available at: https://www.qaa.ac.uk/docs/qaa/
subject-benchmark-statements/sbs-physics-astronomy-and-astrophysics-17.pdf?
sfvrsn=2f94f781_12• Formulation of learning
outcomes (who defines, whoapproves, ownership)

Institution defines programme learning outcomes and graduate attributes.
QAA defines the subject benchmark statements, which are established by a benchmark
statement group and reviewed by a review group• Learning outcomes are
subject to quality assurance(Yes/No)

Learning outcomes are a measure of quality assurance. The QAA has examined
qualifications to ensure the learning outcomes are being delivered. Higher education
institutions are largely responsible for ensuring their programmes deliver the learning
outcomes• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)

There is no specific UK definition of what a learning outcome is. Generally, reference ismade to the definition published by CEDEFOP• Generic learning outcomes(e.g. national, sectoral)QAA Descriptor for a Higher Education Qualification at Level 6 on the FHEQ:
Bachelor’s degree with Honours
Bachelor's degrees with honours are awarded to students who have demonstrated:
A systematic understanding of key aspects of their field of study, including acquisition ofcoherent and detailed knowledge, at least some of which is at, or informed by, theforefront of defined aspects of a discipline
An ability to deploy accurately established techniques of analysis and enquiry within adiscipline
Conceptual understanding that enables the student:
to devise and sustain arguments, and/or to solve problems, using ideas andtechniques, some of which are at the forefront of a discipline
to describe and comment upon particular aspects of current research, or equivalentadvanced scholarship, in the discipline
An appreciation of the uncertainty, ambiguity and limits of knowledge
The ability to manage their own learning, and to make use of scholarly reviews andprimary sources (for example, refereed research articles and/or original materials
appropriate to the discipline)
Typically, holders of the qualification will be able to:
Apply the methods and techniques that they have learned to review, consolidate,extend and apply their knowledge and understanding, and to initiate and carry out
projects
Critically evaluate arguments, assumptions, abstract concepts and data (that may
be incomplete), to make judgements, and to frame appropriate questions to achievea solution – or identify a range of solutions – to a problem
Communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences.
And holders will have:
The qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable contexts
the learning ability needed to undertake appropriate further training of a professional
or equivalent nature

129

Country

United Kingdom
QAA Subject Benchmark Statement: Physics, Astronomy and Astrophysics
Threshold level
An ability to:Comprehend basic physical laws and principles
Identify and use relevant principles and laws when dealing with simple problems
Execute and analyse the results of an experiment (if on an experimental programme) orinvestigation. Such analysis will include the evaluation of the level of uncertainty in theirresults, a comparison of the results with expected outcomes, theoretical andcomputational models or published data and, hence, an assessment of their significance
Safely use basic laboratory apparatus in an experimental procedure (if on an
experimental programme)
Competently use appropriate ICT software packages/systems for the analysis of data,
simulation of physical systems and the retrieval of appropriate information
Undertake numerical manipulation and to present and interpret information graphically
Communicate scientific information, in particular through scientific reports
Manage their own learning and to make use of appropriate texts and learning materials
Typical level
Competence in:
The application of physical principles to diverse areas of Physics
The solution of problems in Physics by selecting and using appropriate mathematicaland physical techniques
Making appropriate approximations when solving problems
Critical analysis of the results of an experiment or investigation, evaluation of theirsignificance and setting them in context
The design and execution of effective experiments (if on an experimental programme)
Use of mathematical and computational techniques and analysis to model physicalbehaviour
Clear and accurate communication of scientific information
Management and use of research-based materials
Imperial College Graduate Attributes:
Demonstrate deep conceptual understanding of their chosen discipline
Work effectively in multi-cultural, international teams and across disciplinary boundaries
Approach challenges with curiosity, critical thinking and creativity
Innovatively apply their skills to tackling complex real-world problems
Understand and value different cultures and perspectives
Have developed into independent learners with high self-efficacy
Display a strong sense of personal and professional identity
QAA Subject Benchmark Statement: Physics, Astronomy and Astrophysics
Threshold level
An ability to:Comprehend basic physical laws and principles
Identify and use relevant principles and laws when dealing with simple problems
Execute and analyse the results of an experiment (if on an experimental programme) orinvestigation. Such analysis will include the evaluation of the level of uncertainty in theirresults, a comparison of the results with expected outcomes, theoretical andcomputational models or published data and, hence, an assessment of their significance
Safely use basic laboratory apparatus in an experimental procedure (if on an
experimental programme)
Competently use appropriate ICT software packages/systems for the analysis of data,
simulation of physical systems and the retrieval of appropriate information
Undertake numerical manipulation and to present and interpret information graphically
Communicate scientific information, in particular through scientific reports
Manage their own learning and to make use of appropriate texts and learning materials
Typical level
Competence in:
The application of physical principles to diverse areas of Physics
The solution of problems in Physics by selecting and using appropriate mathematical andphysical techniques
Making appropriate approximations when solving problems
Critical analysis of the results of an experiment or investigation, evaluation of theirsignificance and setting them in context
The design and execution of effective experiments (if on an experimental programme)
Use of mathematical and computational techniques and analysis to model physicalbehaviour
Clear and accurate communication of scientific information
Management and use of research-based materials
Imperial College Graduate Attributes:
Demonstrate deep conceptual understanding of their chosen discipline
Work effectively in multi-cultural, international teams and across disciplinary boundaries
Approach challenges with curiosity, critical thinking and creativity
Innovatively apply their skills to tackling complex real-world problems
Understand and value different cultures and perspectives
Have developed into independent learners with high self-efficacy
Display a strong sense of personal and professional identity
130

Country

United Kingdom• Learning outcomes (asdefined by qualification
provider or awarding body)

Knowledge and Understanding of:
The fundamentals, which all students need to cover, including electromagnetism, optics,
quantum and classical mechanics, relativity, statistical physics and thermodynamics,
wave phenomena and the properties of matter
The application of the fundamental principles to particular areas. These include nuclear
and particle physics, condensed matter physics and atomic structure
A few subjects which students study in greater depth and appreciate current
developments at the frontiers of the subject
Practical Skills – students will learn how to:Plan, execute and report the results of a complex extended experiment or investigation,using appropriate methods to analyse data and to evaluate the level of its uncertainty
Use appropriate software such as programming languages and packages in a physics
investigation
Transferable Skills – students will learn how to:
Solve open-ended problems and problems with well-defined solutions by formulatingproblems in precise terms, identifying key issues and trying different approaches in orderto make progress
Carry out an independent investigation using textbooks and other available literature,
searching databases and interacting with colleagues and staff to extract important
information
Communicate effectively by listening carefully and presenting complex information in aclear and concise manner orally, on paper and using ICT
Use analytical skills, paying attention to detail and using technical language correctly, tomanipulate precise and intricate ideas, and to construct logical arguments
Use ICT skills for communication and analysis
Work independently, use their initiative, meet deadlines, plan and execute a projectWork in groups, interacting constructively with others

Any other relevant information
regarding the qualification

131

Qualification: Master of Science in Psychology
Level of NQF/EQF: 7
Country

United Kingdom

Full title of qualification(EN)

Master of Science in Psychology

Full title of qualification(national lng)

Master of Science in Psychology

Access requirements

UK universities are autonomous and so they set the access requirements for their programmes
and have flexibility in what entrance profiles they accept
Below are the entrance requirements typically set for this programme by the University ofBirmingham:
Bachelor’s (Honours) degree in Psychology or a related discipline, with an Upper Second
Classification, or equivalent, with an Upper Second Classification in the final-year research
project

Admission requirements

800-word personal statement
English language qualifications, as per university requirements: https://www.birmingham.ac.uk/
postgraduate/pgt/requirements-pgt/international/index.aspx

Workload (amount of
ECTS credits)

75 ECTS credits (150 CATS)

Mode of study (ifrelevant)

Full-time

Profile (academic,
professional)
If relevant, add
contextual information

Academic
UK higher education institutions do not make an official distinction between “academic” and“professional” for qualifications

Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (ifexists)

The title of Practitioner Psychologist is regulated in the UK. Doctoral-level qualifications are
required to access this professional title. Therefore, this qualification does not confer professionalrightsAwarding of
qualification• Requirements forgraduation

A student must complete a minimum of 30 ECTS credits in Term 1, 15 ECTS credits in Term 2,
and 30 ECTS credits in Term 3. This includes the submission of the MSc Research Project• Awarding body:
Name of institution University of Birmingham
Type of institution
Higher education institution(for example, higher
education
institution)• Procedure (if relevant)• Diploma Supplement(according to model
developed by theEuropean Commission,Council of Europe and
UNESCO/CEPES) isawarded (Yes/No)No• Other documents issued No(Yes/No)If yes what title andtype
External quality
assurance• Type of accreditation(e.g. programme, field,
institution)
Please mention all
types of accreditationnecessary for thisqualification to be state
recognised in the
country

Institution (Royal Charter since 1900)• Title of quality assurance The Quality Assurance Agency for Higher Education (national)
body (national, other)132

Country

United Kingdom

Learning outcomes• Visibility of learning
outcomes (e.g. Diploma
Supplement, website)
Please add links if
available

Module learning outcomes are available at:https://www.birmingham.ac.uk/Documents/college-les/psych/courses/msc-psychologymodules.pdf
QAA Subject Benchmark Statements are not available for Master’s degrees in Psychology• Formulation of learning
outcomes (who defines,
who approves,
ownership)

Institution defines programme learning outcomes and graduate attributes• Learning outcomes are
subject to quality
assurance (Yes/No)

Learning outcomes are a measure of quality assurance. The QAA has examined qualifications toensure the learning outcomes are being delivered. Higher education institutions are largely
responsible for ensuring their programmes deliver the learning outcomes• Terminology of learning
outcomes (e.g.
knowledge, skills,
competences, anddefinitions)

There is no specific UK definition of what a learning outcome is. Generally, reference is made to
the definition published by CEDEFOP• Generic learning
QAA Descriptor for a Higher Education Qualification at Level 7 on the FHEQ and SCQF level
outcomes (e.g. national, 11 on the FQHEIS: master’s degree
sectoral)
Master's degrees are awarded to students who have demonstrated:
A systematic understanding of knowledge, and a critical awareness of current problems and/or
new insights, much of which is at, or informed by, the forefront of their academic discipline, fieldof study or area of professional practice
A comprehensive understanding of techniques applicable to their own research or advanced
scholarship
Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge inthe discipline
Conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline
to evaluate methodologies and develop critiques of them and, where appropriate, to propose
new hypotheses
Typically, holders of the qualification will be able to:
Deal with complex issues both systematically and creatively, make sound judgements in theabsence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences
Demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level
Continue to advance their knowledge and understanding, and to develop new skills to a highlevel
And holders will have:
The qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable situations
the independent learning ability required for continuing professional development

133

Country

United Kingdom• Learning outcomes (asdefined by qualification
provider or awarding
body)

Learning outcomes from compulsory modules:
Be able to:
Discuss and identify different research approaches
Identify current and emerging research topics and techniques
Critically assess and review journal articles
Design a research project(s) using methods relevant to specific research area(s)Write a research report using professionally accepted formats
Demonstrate a working knowledge of IT and administrative skills and ethical, legal, and healthand safety issues when conducting psychology and neuroscience research
Demonstrate a broad knowledge of the main methods used for mapping brain functions in
cognitive neuroscienceShow an appreciation of the design and analysis of fMRI experiments
Understand the methods used in published imaging papers, and be able to design simple
imaging experiments
Demonstrate a broad knowledge of current research in psychology
Understand the current theoretical debates
Understand the methodologies employed in current research
Write a summary of current research in a style for public understanding
Write a research proposal
Demonstrate a working knowledge of the key skills and issues useful for research
Visually present research in a concise and clear manner, in the form of a professional
conference-style poster presentation
Understand the methodologies and background knowledge relevant to specific research area
Systematically conduct a substantial empirical inquiry using research methods and analysis
techniques appropriate to the field of research and level of study
Communicate effectively in writing, using professionally accepted protocols, to a standard thatwould be suitable for publication in a research journal
Visually and orally present research in a concise and clear manner
Develop a research project that entails some aspect of originality, and show independence inmanaging the research project
Further learning outcomes are available for optional modules

Any other relevant
information regarding thequalification

134

Qualification: Master of Business Administration
Level of NQF/EQF: 7
Country

United Kingdom

Full title of qualification (EN)

Master of Business Administration

Full title of qualification(national lng)

Master of Business Administration

Access requirements

Determined on a case-by-case basis
Typically, a UK Bachelor (Honours) degree is required, or equivalent, with at least a Second
Class classification

Admission requirements

Three years of relevant work experience is required
English language competence is required (with IELTS 6.5 overall, with 6.5 in reading andwriting, 6.0 in speaking and listening stated as the acceptable scores)

Workload (amount of ECTS
credits)

90 ECTS credits (180 CATS)

Mode of study (if relevant)Full-time

Profile (academic, professional) Academic
If relevant, add contextual
UK higher education institutions do not make an official distinction between “academic”
and “professional” for qualifications
information
Access to further studies

Access to third cycle (doctoral) programmes

Professional rights (if exists)

The titles of Chartered Manager and Chartered Management Accountant are regulated in
the UK. Access to the professions of manager and accountant are unregulated in the UK
and therefore this qualification does not confer professional rights

Awarding of qualification• Requirements for graduation• Awarding body:
Name of institution
Type of institution (forexample, higher education
institution)

A student must complete a minimum of 80 ECTS credits from the compulsory modules anda minimum of 10 ECTS credits from the optional core modules
University of Southampton
Higher education institution• Procedure (if relevant)• Diploma SupplementNo(according to model
developed by the European
Commission, Council ofEurope and UNESCO/CEPES)
is awarded (Yes/No)• Other documents issued (Yes/ NoNo)
If yes what title and type
External quality assurance• Type of accreditation (e.g.
programme, field, institution)
Please mention all types ofaccreditation necessary forthis qualification to be state
recognised in the country

Institution (Royal Charter since 1952)
Qualification (Association of MBA’s, The Association to Advance Collegiate Schools ofBusiness, Chartered Management Institute, the Chartered Institute of Management
Accountants)• Title of quality assurance body The Quality Assurance Agency for Higher Education (national)(national, other)
Learning outcomes• Visibility of learning outcomes(e.g. Diploma Supplement,
website)Please add links if available

Module learning outcomes are available at: https://www.southampton.ac.uk/businessschool/postgraduate/taught_courses/mba.page#programme_overview%0A
QAA Subject Benchmark Statements are available for Master’s degrees in Business andManagement at: https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbsbusiness-and-management-15.pdf?sfvrsn=1997f681_16• Formulation of learning
outcomes (who defines, whoapproves, ownership)

Institution defines programme learning outcomes and graduate attributes

135

Country

United Kingdom• Learning outcomes are subject Learning outcomes are a measure of quality assurance. The QAA has examined
to quality assurance (Yes/No)
qualifications to ensure the learning outcomes are being delivered. Higher education
institutions are largely responsible for ensuring their programmes deliver the learning
outcomes• Terminology of learning
outcomes (e.g. knowledge,
skills, competences, anddefinitions)

There is no specific UK definition of what a learning outcome is. Generally, reference ismade to the definition published by CEDEFOP• Generic learning outcomes(e.g. national, sectoral)QAA Descriptor for a Higher Education Qualification at Level 7 on the FHEQ and
SCQF level 11 on the FQHEIS: master’s degree
Master's degrees are awarded to students who have demonstrated:
A systematic understanding of knowledge, and a critical awareness of current problems
and/or new insights, much of which is at, or informed by, the forefront of their academic
discipline, field of study or area of professional practice
A comprehensive understanding of techniques applicable to their own research oradvanced scholarship
Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret
knowledge in the discipline
Conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the discipline
to evaluate methodologies and develop critiques of them and, where appropriate, topropose new hypotheses.
Typically, holders of the qualification will be able to:
Deal with complex issues both systematically and creatively, make sound judgements inthe absence of complete data, and communicate their conclusions clearly to specialist
and non-specialist audiences
Demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level
Continue to advance their knowledge and understanding, and to develop new skills to ahigh level
And holders will have:
The qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision-making in complex and unpredictable situations
the independent learning ability required for continuing professional development• Learning outcomes (as defined A. Knowledge and understanding
by qualification provider or
Having successfully completed this programme you will be able to demonstrate knowledge
awarding body)and understanding of:
A1. Fundamental business skills in people management, accounting, finance, marketing,and operations, and how they contribute to effective business management
A2. How businesses are affected by the global environment, including issues of businessethics and multiple stakeholder management
A3. Complex business applications and approaches, including business analytics, risk
management, strategy, decision-making, sustainability, innovation and change, and how
they contribute to effective business management
A4. The integration of different business management functions and tools and how they
can be applied to solve business problems
A5. How to conduct research into business and management issues and how the findings
can be used to solve business problems
B. Subject specific intellectual and research skills
Having successfully completed this programme you will be able to:
B1. Apply fundamental business skills in people management, accounting, finance,
marketing, operations to the effective management of business
B2. Integrate issues of the global environment, including business ethics and multiple
stakeholder management, into key business decisions
B3. Apply complex business applications and approaches, including business analytics,
risk management, strategy, decision-making, sustainability, innovation and change, to theeffective leadership of business
B4. Integrate business management functions and tools in the solution of businessproblems, making suitable recommendations to organisations
B5. Conduct research into business and management issues and use the findings to solve
business and management problems, making suitable recommendations to organisations
Any other relevant information
regarding the qualification

136

137

Annex 8.
The results of keyword analysis in
the learning outcomes138

Annex 8. The results of keyword analysis in the learning outcomes
Keyword analysis in the learning outcomes: Bachelor’s degree in Physics
Topic

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Knowledge• Demonstrate knowledge andunderstanding of basic
mathematics and related
subjects (including
mathematical methods forphysics; computing; numericalanalysis)• Demonstrate knowledge andunderstanding of general
physics (introduction tophysics: classical mechanics,
molecular physics, electricity
and magnetism, optics, atomic
and nuclear physics) andastrophysics• Demonstrate knowledge andunderstanding of experimental
methods (development of
measurement methods andinstrumentation, measurement
theory and treatment ofexperimental errors)• Demonstrate knowledge andunderstanding of basic
elements in theoretical physics(analytical mechanics, classicalelectromagnetism andrelativity, quantum mechanics,
statistical physics andthermodynamics)• Demonstrate knowledge ofmodern educational
technologies in physics• Demonstrate knowledge ofelements of applied andmodern physics (microwave
physics, micro andnanoelectronics, materialscience, laser physics, etc.)

Research andinnovation• Capable to analyse the basic
experimental facts of physics• Has experience in • Ability to carry out • Plan, execute and report• To conduct
modelling natural,experiments ortheoretical andthe results of a complex
technological andtheoreticalexperimental
extended experiment orsocial processes
research andresearch in the field
investigation, using
critically analyseof fundamental andappropriate methods to
the results, draw
applied physics asanalyse data and to
well as in those fields
valid conclusions.
evaluate the level of itsof other sciences forStudents are able
uncertainty
which theto assess themethodology andcredibility of themeans of physics are
results and toneededcompare their datawith the expected,• To develop thetheoreticallyphysics foundations
predicted orof new technologies
published results
and systems• The ability to use• To carry out
scientific texts
observations ofobjects in space,atmosphere,hydrosphere andearth crustMathematics• Demonstrate knowledge andunderstanding of basic
mathematics and related
subjects (including
mathematical methods forphysics• To perform teachingin the different
branches of physics,
astronomy,
meteorology,
mathematics• Has a systematic • Knowledge ofknowledge offundamental laws
physical sciences
and principles ofphysics

139• Ability to use
mathematicalmethods forphysics
problems’description andanalysis• Students canidentify therelevant physics
principles andmakeapproximations to
obtain a solution• Knowledge andunderstanding of thefundamentals, which all
students need to coverTopicArmenia

Measurement
methods• Demonstrate knowledge andunderstanding of experimental
methods (development of
measurement methods andinstrumentation• To develop methods • Is able to use
and tools formeasuring
research,
instruments andmeasurement
methods ofmeasurement• To performmeasurements of thephysics constants ofthe substancecharacteristics andparameters ofappliances anddevices

Bulgaria

Estonia• Good knowledgeof the simplest
equipment andmethods ofmeasurements
used in physics
laboratories

IT skills• Demonstrate knowledge andunderstanding of computing• To use modern
computingequipment toprocess
measurement results• Effective use of IT • Use appropriate software
packages/systems
such as programmingfor data analysis
languages and packages
and for obtaining
in a physics investigation
the necessary• Use ICT skills for
information
communication andanalysis

Data analysis• Demonstrate knowledge andunderstanding of numericalanalysis• To use physics
methods foranalysing thesubstance• Is able to analyse
big data

Latvia• Numerical dataprocessing
capabilities

United Kingdom• Carry out an independent
investigation using
textbooks and otheravailable literature,
searching databases

Problem solving • Able to solve main problems in
the framework of classical andquantum physics• Is able to• Ability to solve
formulatephysics problems,
problems in his/using appropriate
her specialty, andmathematicalable to find,methods
analyse and use• Ability to use
the information
mathematicalfor solving thosemethods forproblems
physics problems’description andanalysis• Solve open-ended
problems and problems
with well-definedsolutions by formulatingproblems in precise
terms, identifying key
issues and trying different
approaches in order tomake progress

Physics
terminology
andpresentation
skills• Within his/her
specialty: knows
the terminology,
can explain
problems andtake part inprofessional
discussions• Capability tocommunicate thescientificinformation inclear and accuratescientificstatements• Communicate effectively
by listening carefully andpresenting complex
information in a clear andconcise manner orally, on
paper and using ICT• Use analytical skills,
paying attention to detailand using technicallanguage correctly, tomanipulate precise andintricate ideas, and toconstruct logicalarguments

Communication
andmanagement• Owns• Independent workcommunication
performance, theskills forability to use
teamwork, knows
scientific texts
the fundamental
concepts ofprojectmanagement andentrepreneurship• Work independently, use
their initiative, meetdeadlines, plan andexecute a project• Work in groups,
interacting constructively
with others140

TopicOther topics

Armenia• Demonstrate knowledge ofmodern educational
technologies in physics

Bulgaria

Estonia• To perform teachingin the different
branches of physics,
astronomy,
meteorology,
mathematics

141

LatviaUnited Kingdom• The fundamentals, which
all students need tocover, including
electromagnetism, optics,
quantum and classicalmechanics, relativity,
statistical physics andthermodynamics, wave
phenomena and theproperties of matter• The application of thefundamental principles toparticular areas. These
include nuclear andparticle physics,
condensed matterphysics and atomic
structure• A few subjects which
students study in greater
depth and appreciatecurrent developments at
the frontiers of the subject

Keyword analysis in the learning outcomes: Master’s degree in Psychology
Topic

Armenia

Knowledge• Interpret
psychoanalytic
and other
psychology
knowledge

Analysis• Able to analyse • To interpret,the existing
comment andproblems ofprovide critical
medicaltheoretical
psychology
analysis ofandleading ideas inpsychotherapy
specific thematicand to propose
areas of classicalpossible ways
andfor their
contemporary
solution
psychology oflife-pathdevelopment

Communicat • To explain
ion andneurotology
social skills
mechanisms,
diagnostic
peculiarities,
organic
syndromes

Bulgaria

Estonia

LatviaUnited Kingdom• To know the• Has knowledge of• Graduates are able to• Demonstrate a broad
theoreticalthe main theories,
demonstrate in-depth
knowledge of the main methods
essence and themodels andknowledge in psychology,
used for mapping brain
practical
methods ofunderstanding of psychology
functions in cognitive
possibilities of thepsychology
as a science
neuroscience
main psycho• Knowledge of• Graduates are able to apply the
consultative andmodern directions inacquired knowledge and skills
psychotherapeuti
counselling, scholar
in the professional andc approaches
organisational
scientific research work
psychology• Is able to apply
acquired knowledge
in professional work
• Is able to critically• Ability to critically evaluate,
evaluate and analyse
analyse and compare various
psychologicaltheories of psychology
theories, results of• Graduates are able to collect,studies and theirscreen, analyse and use
methodologicalinformation required to help thecorrectness
client• Ability to plan and• Graduates are able to use
critically analyse
analytical and critical thinking
one's work
as well as scientific approachin problem-solving, are able touse efficient and creative
problem-solving strategies incomplex and unpredictable
circumstances• Is able to participate • Graduates are able toin professional
formulate and analytically
discussions and use
describe information related to
specific professional
the science of psychology,
knowledge also inproblems and solutions, tothe broader societal
explain, present, and discuss
context
them efficiently with specialists
or non-specialists• Graduates have successful
contact-building and efficient
communication skills• Graduates are able to takeresponsibility and initiative
while working individually or ina team or managing work ofother people, making
decisions, or seeking solutions
in various situations• Skills in writing assessment
reports and giving feedback,cooperation and working in ateam with other experts in theprocess of rehabilitation of aclient, and skills of evaluationof their own professional
activities

142• Understand the current
theoretical debates• Communicate effectively in
writing, using professionallyaccepted protocols, to a
standard that would be suitablefor publication in a research
journal• Visually and orally present
research in a concise and clear
manner• Visually present research in a
concise and clear manner, in theform of a professional
conference-style poster
presentation

Latvia

United Kingdom

Research

Topic• Able to use• Be able tovarious sources
conductof clinicalindividual
psychology
scientific researchand• To define
psychotherapy
independently a(internet
research problem,
resources, eformulate
libraries,
hypotheses,
professional
conduct empiricalbooks, andstudies, analysescientificand interpret
articles)empirical resultson their own
research projects• To be able toselect anadequate set ofresearch tools tosolve a specificresearch problem
and develop theirown
methodologies

Armenia

Bulgaria

Estonia• To conduct psychologicalresearch studies using
appropriate methods, perform
data analysis using appropriate
data processing methods,
interpret results and write
reports on the results of thestudy in the form a scientificarticle, and present the resultsof the study• Graduates are able to apply theacquired knowledge and skillsin the professional andscientific research work
• Graduates are able to obtain,
screen and critically analyse
information from theconventional and modern
sources independently and to
apply this information in theirscientific research• Critically assess and review
journal articles• Design a research project(s)using methods relevant tospecific research area(s)• Write a research report using
professionally accepted formats• Understand the methodologies
employed in current research• Write a summary of current
research in a style for public
understanding• Write a research proposal• Demonstrate a working
knowledge of the key skills andissues useful for research• Prepare reports, conduct andpresent research findings, carryscientific debates• Demonstrate a broad
knowledge of current researchin psychology• Develop a research project thatentails some aspect oforiginality, and show
independence in managing the
research project• Identify current and emerging
research topics and techniques• Understand the methodologies
and background knowledge
relevant to specific researcharea• Systematically conduct a
substantial empirical inquiry
using research methods andanalysis techniques appropriate
to the field of research and levelof study• Discuss and identify different
research approaches• Understand the methods usedin published imaging papers,
and be able to design simple
imaging experiments

Professional
work• Is able to work in the• Define neurotic • To have theposition of aand psychotic
necessary skills
psychologist,
levels offor diagnosis,
counsellor and otherperson's
assessment,
psychological aid
pathology
psychoprovider orconscious and• Apply clinicalacademic position
psycho-corrective
tests forworkwith
• Is able to apply
diagnostics
individuals
withacquired knowledge• Able to carrynormal,in professional work
experimental
hampered orassessment of
impairedmentaldevelopment atfunctionsindividual and• Presentgroup level
different• To know the limits
directions ofof applicability ofpsychotherapy,
psychologicalfundamental
intervention andand methods
be able toformulate andimplement anappropriate
intervention
strategy or direct
the client tospecialists fromother fields
depending on thespecificity of theparticular case

• Graduates are able to collect,
screen, analyse and use
information required to help theclient• Graduates have specificknowledge in clinical, school,or organisational psychology• To apply the following skills intheir professional work as a
psychologist: psychologicalassessment, counselling, groupmanagement• Graduates are able to apply theacquired knowledge and skillsin the professional andscientific research work
• Skills in writing assessment
reports and giving feedback,cooperation and working in ateam with other experts in theprocess of rehabilitation of aclient, and skills of evaluationof their own professional
activities

143

TopicArmenia

Selfeducation
andprofessional
development

Other topics

Bulgaria

Estonia

Latvia• Is able to evaluate
the need for selfeducation and forcontinuing toward
professional
development (in the
doctorate
programme ofpsychology)• Graduates take responsibility
for the process of their further
education and professional
development, attend
supervisions, and seek othertypes of assistance ifnecessary• Graduates are able to evaluate
the effects of their professional
activities on the environment
and the society, to participate
in the development of thescience and the profession of
psychologists throughcontinuation of their further
education• Graduates are able to integrate
their existing knowledge andcreate new approaches inproblem-solving• Graduates are able tounderstand and use principlesof psychology ethics as well as
to make decisions and handle
problems• Describe
mental healthstandards andtheirclassification

144

United Kingdom• Demonstrate a working
knowledge of IT andadministrative skills and ethical,
legal, and health and safetyissues when conducting
psychology and neuroscience
research• Show an appreciation of thedesign and analysis of fMRI
experimentsKeyword analysis in the learning outcomes: Master’s degree in Business Administration
Topic

Armenia

Bulgaria

Estonia

LatviaUnited Kingdom

Knowledge• Upon• Theoretical• Acquires systematic• Ability to demonstrate
successful
foundations andunderstanding and wide
in-depth knowledge andcompletion ofbasic principles
range knowledge inunderstanding of thethe programme
for forming/
economics andcompetitiveness ofstudents willbuilding themanagement disciplines,
enterprises on the basis
have wide
economic andand has gained deepof innovative solutions
knowledge inadministrativeknowledge in thethat provide the basis
economics andmanagement
selected field
for sustainable business
management
practice(management andleadership, creative
disciplines
marketing, financethinking and research• Methodologicalmanagement,
foundations oforganisational behaviour,organisational
public economics anddevelopment andmanagement or service
their resulting
design andmethods ofmanagement)
organising,• Knows categories anddesigning,
preparation,
terminology used in
making of
economics anddecisions andmanagement sciences
working with
• Knows contemporary
people in thetheories andorganisation
developmental trends ofmanagement andmarketing and financial
management• Knows the main issuesof public sector
economics and financeand understands its
relations to economics• Understands thetheoretical approachesof economic policy

Research• Know how to
preparereports,present resultsof scientificresearch• Conduct research into business• Modelling,• Has gained experience in • Skills to independently
and management issues andforecasting,scientific research
apply the latest theories,
use the findings to solve
strategic
methods and problemmanagement andsolving skills to carry out
business and management
financial models
research and highly
problems, making suitablein management
professional activities
recommendations tofor the purposes
for the creation of neworganisationsof targetedknowledge and• How to conduct research into
market andinnovative
business and management
innovation
issues and how the findings canresearch
be used to solve businessproblems

Problemsolving• Knows how tosolve problems
and evaluate
resources fortheir solution• Able to classify
marketing andinnovation
problems• Solving the
problems arisingin the economic
management asa result of theinfluence of thebusiness
environment of
the businessorganisations• Diagnostics andcounselling on
issuesconcerning theorganisationaland economic
status ofcompanies, toreveal and to getover problematic
situations andcreate favourable
sociopsychologicalclimate inorganisations• Integrate business management
functions and tools in thesolution of business problems,
making suitable
recommendations toorganisations• The integration of different
business management functions
and tools and how they can beapplied to solve businessproblems

145

TopicArmenia

Bulgaria

Estonia

Communication • Able to present
andquality and riskpresentation
management
skillsprinciples ofgeneralstructures
according toISO 9001-2015• Discussstrategical andfinancialmanagement
of anorganisation interms ofresources,
technologicaldevelopments

LatviaUnited Kingdom• Skills to argue, explainand discuss complex
business issues in local
and international
environment for thepromotion of innovative
business

Data analysis• Able todevelop database foreffective
budget andbusinessmanagement• Able to use
different
information
sources
includinginternet,
libraries,
scientificpapers, etc.

Professional
work(management,planning)• Knows how• Has acquired relevant• Ability to adopt and• Modern
effectively plan
tools for working at
substantiate decisions,entrepreneurship,progressive
time and othermanagerial or high level
as well as to integratemanagement
resources
specialist positions in
gained knowledge intechnologies andprivate and public sector
different fields for the• Able to classify
the
use
of
new
IT
development ofmanagement
tools
for
supportinnovative business anddecisions,of businessto carry out professional
planning andleadership
activities using new
implementation
approaches
of activities in
the frameworkof changing
environment• Able to takeeffective
management
decisionsbased onvariousmarketingstrategies andfinancial tools• Constructorganisational
quality
management
system andmanagement
models• Able todevelopmarketingstrategies forevaluation ofstaff andcorporative
management

Self- education
andprofessional
development• Ability to continuously
develop yourcompetences andprofessional
development for thepromotion of innovative
entrepreneurship• Can formulate andanalyse economic
situations of organisationand can analyse
problems oforganisational direction
from the perspectives ofdifferent management
concepts

146• Fundamental business skills in
people management,
accounting, finance, marketing,and operations, and how they
contribute to effective business
management• How businesses are affected by
the global environment,
including issues of businessethics and multiple stakeholder
management• Complex business applications
and approaches, including
business analytics, risk
management, strategy, decisionmaking, sustainability,
innovation and change, and how
they contribute to effective
business management• Apply fundamental businessskills in people management,
accounting, finance, marketing,operations to the effective
management of business• Integrate issues of the global
environment, including businessethics and multiple stakeholder
management, into key businessdecisions• Apply complex businessapplications and approaches,
including business analytics, risk
management, strategy, decisionmaking, sustainability,
innovation and change, to theeffective leadership of business

147

Annex 9.
The results of the content analysis of
the learning outcomes

148

Annex 9. The results of the content analysis of the learning outcomes
The content analysis of the learning outcomes: Bachelor’s degree in Physics (frequency ofconcepts)
SkillsShort version of learning outcome

Armenia Bulgaria

Estonia

ability to use

to use equipment/softwareX

X

ability to use

to use methods

X

X

ability to use
ability to use
ability to use

to use scientific texts
to use analysed information for solving
problems
competent use of knowledge

ability to use
ability to use

use of initiative
to use technical language

demonstrate knowledge andunderstanding of something
demonstrate knowledge ofsomethingdemonstrate knowledge ofsomething

X

2

3

X
X

0

2

X
X
X

Problem solving

1

X

0

1

X

X

X
2

2

X

X

X

X

X

analysis

to interpret dataX

analysis
critical thinking

to identify relevant principles
to construct logical argumentsX
1communication
communication
communication

to present data analysis
to present complex information
take part in scientific discussion in two
languages orally and in writing

communication

to interact with others

ability to develop

to develop guidelines

X

4

3

X
X

X

X

0

0

X

X

X

2

2

2

0

0

0

X

Ability to develop

1

research

to conduct theoretical andexperimental researchresearch
research

to conduct surveys
reporting the results of research

independent work

independent investigation/performance

to execute
has experienceplan and execute a project
has experience in modelling natural,technological and social processes

2
X

Researchteaching

1

X

Communication
to develop methods/tools

0

X

2

to analyse and assess data
to extract important information

Analysis and critical thinkingX1analysisanalysisability to develop

4

X

1
to formulate problems
to analyse problems
to explain problems

3

X

Knowledge
problem solving
problem solving
problem solving

XX

has a systematic knowledge

to solve problems

X
X
X

0
knowledge and understanding of
methods/different subjects/
technologies
knowledge and understand of different
subjects/of application of different
principles/knowledge of principles/equipment/
subjects

problem solving

UnitedKingdom

X
X

Ability to use
demonstrate knowledge andunderstanding of something

Latvia

X

X
X
X

X
X

X
0

to perform teaching

2

1

1

4

0

0

0

X

Professional work

0
149

1

The content analysis of the learning outcomes: Master’s degree in Psychology (frequency ofconcepts)
SkillsShort version of learning outcome

ability to assessable to carry assessment of mental
functions/psychological assessment/
assessment reports

ability to evaluate

evaluate theories/professional activities

Assessment and evaluation
ability to explain something

to explain psychological mechanisms/
problems

discussions

to participate in professional
discussions
present researchpresentationinterpretation
ability to use different sources

ability to apply
demonstrate knowledge
knowledge of somethingability to apply
understanding of something

analyse information/psychologicaltheories/results of studies/existing
problems/empirical resultsinterpret theories/empirical results
use different sources (internet, elibraries, books, scientific articles)

designing experiments

conduct empirical inquiry/research/empirical studies/research studies
design and analysis of fMRI
experiments
write reports

experimenting
methodologies
research

to design simple imaging experiments
develop own methodologies
use appropriate techniques forresearch/identify research approaches
and methods

reviewingproblem solving

review journal articles
create new approaches in problemsolving/to select an adequate set ofresearch tools to solve a specificresearch problem
show appreciation of the design andanalysis of fMRI experiments

X

1

2

0

X

X

X

1

1

1

2

1

X

X

X

X

X

X

X
2

1

2

X

X

X

X

X
X

X
X

0

1

X

X

3

5

0

X

X
X
X

X

X

150

X
X

X
X

X

X
X

X

X
X

2
able to evaluate the need for selfeducation and professional
development
is able to work in the position of a
psychologist etc.
to evaluate the effects of theirprofessional activities on theenvironment and the society/to takeresponsibility and initiative whileworking

0

X

X

Research

self-awarenessX

principles of psychology/issues in
psychology

writing research/reports

professional work

UnitedKingdomX

X

to demonstrate in-depth knowledge in
psychology
to know the limits of applicability ofpsychological intervention/he
theoretical essence and the practicalpossibilities of different approaches
apply acquired knowledge

develop research project

professional development

12

development of something

to show appreciation

1

apply acquired knowledge inprofessional work/scientific work
apply acquired knowledge

Apply knowledge
conduct research/studies

X

LatviaX

Analysis
apply knowledge

X

Estonia

X

Argumentation, discussion and presentation
analysis

Armenia Bulgaria

5

0

4

X
X

X

X

8

Skills

Short version of learning outcome

implement strategies

to formulate and implement anappropriate intervention strategy

ethicsto understand and use principles ofpsychology ethics
to have the necessary skills fordiagnosis, assessment etc. in work withindividuals

have necessary skills

Professional work and development

Armenia Bulgaria

LatviaUnitedKingdom

X
X
X
0

151

Estonia

2

2

3

0

The content analysis of the learning outcomes: Master’s degree in Business Administration(frequency of concepts)
SkillsShort version of learning outcomesability to apply

apply complex business applications, fundamental
business skills

ability to apply

to apply the latest theories

Armenia

to integrate business management functions, issues ofglobal environment

ability tointegrate

to integrate gained knowledge in different fields
0

to use different information sourcesX

ability to use

the use of new IT tools for support of businessleadership

Ability to use

Analysisto present quality and risk management principles

makingsomethingmaking suitable recommendations

to argue, explain and discuss

to make management decisions

knowledge andunderstandingknows categories and terminology/contemporary
theories and trends/problems in the sector/economics
and management
knows how to plan time and resources

1

0

0

0

0

1

X
0

1

X

0

X

X

1

1

0

1

1

X

X
X
2
X

problem solving

to solve business and management problems

X

X

2

1

0

develop one's competences and develop oneself
professionallyhas acquired relevant tools for working at managerial orhigh level specialist positions
to independently apply the latest theories

3

1

0

0

1

X
X
X
0

0

1

2

0
X
X

0
152

0
X

fundamental business skills in different fields(accounting, finance etc.)
people management etc.

Business skills

1X

to evaluate resources for problem solving

Professional development

1X

to understand public sector economics and financerelations to economics/theoretical approaches of
economic policy
acquires systematic understanding and wide range
knowledge in economics

Problem solving

X
0

X

Knowledge and understanding

business skills

1

X

problem solving

business skills

1

X

to demonstrate in-depth knowledge of competitivenessof enterprises etc.

professional
work
professional
work
professional
work

0

X

2

knowledge andunderstandingknowledge andunderstanding

1

X

Decision making

knowledge andunderstandingknowledge andunderstanding

0

X

Argumentation, discussion and presentation
decision making

1

X

1

argumentation,
discussion andpresentationargumentation,
discussion andpresentation

0

X
1

to classify management decisions, marketing andinnovation problems
can analyse problems/situations (business,organisational etc./economic)0X

Ability to integrateability to adopt decisions

UnitedKingdomXability to use

decision making

LatviaX
0ability tointegrate

analysis

EstoniaX

Ability to apply

analysis

Bulgaria

0

0

0

2

Skills
research

Short version of learning outcomesto carry out research in business and management/
prepare reports, present results of scientific research

ArmeniaX

ability to develop to develop database/strategies

X

Research

2

153

Bulgaria

0

Estonia

LatviaUnitedKingdom

X

X

X

1

1

1

154