Transcript Slide 1

Overview
of the 2002 developments
in the recognition field
Dr. Andrejs Rauhvargers,
Secretary General,
Latvian Rectors’ Council
All documents mentioned in presentation are
available at:
http://www.aic.lv/ace
links to each document:
http://www.aic.lv/ace/porto201.html
EAIE Annual
Conference,
Porto, September 12-14,
2002
2002 Directions of
Developments in Recognition
• From creation of legal framework to
implementation (ACE session 2.07)
• Recognition and Bologna process
–
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cooperation with quality assurance
recognition of joint degrees
ECTS and recognition
Recognition for the labour market and
recognition of LLL qualifications
– developments along subject lines –
Tuning
– Descriptors - a framework for recognition
when moving to assessment of learning
outcomes and competencies?
• Recognition and GATS – the role of
the Lisbon Convention
Recognition-related events I
Recognition and quality assurance
• 10-11 Sep 2001, Paris
UNESCO Expert Meeting on the
Impact of Globalisation on Quality
assurance and Recognition
•
12-13 March 2002offic
Amsterdam Conference “Working on
the European Dimension of Quality”
• 17-18 Oct 2002, Paris
UNESCO Global Forum Meeting on
Quality assurance and Recognition
Recognition-related events II
Recognition and Bologna process
• 11-12 April 2002 offic, Lisbon
CoE conference “From Lisbon to a
European Higher Education Area”
Recognition and the use of credits
• 11-12 October 2002 offic
EUA/Swiss conference on ECTS –
The Challenge for Institutions
• Jun 2003 offic
Seminar on Recognition and Credit
Systems for HE in the Context of LLL,
Prague
Recognition-related events III
Degree structure and development of
joint degrees
• 30-31 May 2002 offic
Stockholm seminar on Joint Degrees
within the framework of the Bologna
Process
• 20 Sep, 2002
EUA Joint Masters’ Project launch
conference, Brussels
• 14-15 March, 2003 offic
Helsinki Seminar on Master Degrees
• Spring 2003 offic
Seminar on Integrated Programmes,
Italy (curriculum development& joint
degrees)
From Lisbon to European Higher
Education area, 11-12 Apr, 2002
Topics covered
• State of the art of implementation of the
Lisbon Convention,
• Overview of the recognition issues in
Bologna process,
• Recognition for labour market: view of
employer,
• Progress in assessing learning outcomes
and non-traditional qualifications
• Role of information
• recognition of transnational qualifications:
implementation of Code
• External dimension of Bologna process,
UNESCO Global forum on international
QA, Accreditation, Recognition
Cooperation with quality
assurance
HE
institutions
IR
Admissions services
QA
Improving and maintaining quality standards
(quality improvement, accountability)
Students
IR
Evaluation of credentials; information on:
- status of institutions/programs, their
recognition possibilities
- qualifications systems of other countries
QA
(Information on status of institutions/ courses)
IR
Evaluation of credentials; information on
qualifications systems of other countries
QA
?
IR
Evaluation of credentials, information on:
- procedures of professional recognition
(regulated professions)
- qualifications systems of other countries
QA
Improving and maintaining the QA system
(accountability, public protection)
IR
Evaluation of credentials; Information on
qualifications systems of other countries
QA
via
IR?
Nationally: indirectly by running the QA
system (public protection)
Across borders through IR: information on
status of institutions or courses
Graduates,
professionals
Government
agencies
Employers
Descriptors of Bachelor and
Master degrees
• the descriptors for Bachelor and
Master degrees areeveloped by the
“Joint quality initiative”
• descriptors are generalised for all
bachelor and all master degrees
• descriptors can help to see
qualifications in the categories of
learning outcomes
• descriptors can help credential
evaluators to determine whether there
are substantial differences between
the level of the foreign qualification
compared to the home prototype
Descriptors of Bachelor and Master
degree superimposed
Bachelor
Master
knowledge
and
understanding
- builds upon secondary education,
- supported by advanced textbooks
- but some aspects
require knowledge of
the forefront of the
field of study
- extends/ enhances
that of Bachelor’s level,
- provides a basis for
originality in developing/
applying ideas,
- often within a research
context
applying of
knowledge
- professionality in
work/ profession,
- competences demonstrated by devising &
sustaining arguments
& solving problems in
own field
problem solving in
- new/ unknown environment,
- wider/ multidiscipliniary
context
analysis
ability to gather and
analyse data in own
field
ability to integrate
knowledge and handle
complexity, formulate
judgements with
incomplete or limited
information
Descriptors of Bachelor and
Master degree superimposed II
Bachelor
Master
communication
can communicate
information, ideas,
problems and
solutions
learning
abilities
have developed
studying in a manner that
those skills needed to may be largely selfstudy further with a
directed or autonomous
high level of
autonomy
can communicate their
conclusions and the
underpinning knowledge
and rationale in both
specialist and nonspecialist audiences
clearly and
unambiguously
Tuning project outcomes
• A methodology for tuning European
higher education structures
• A set of learning outcomes in 7
subject areas
• A methodology for measuring
student workload
• Identification of obstacles to
convergence
• Platform for discussion with
professional bodies
• Final report based on experience
gained
• Recommendations for use in a wider
context
Recognition and GATS
• To be accepted in the higher
education sector, it is essential that
GATS respects the existing
mechanisms in international higher
education, in particular the Lisbon
Convention
• Among signatories of the Lisbon
Convention there are 4 major
exporters of educational services
Basic principles of Lisbon
Convention relevant to GATS
• Holders of foreign qualifications shall
have adequate access to an
assessment of these qualifications
• Each country shall recognise foreign
qualifications ... unless it can be shown
that there are substantial differences
• Recognition of a higher education
qualification issued in another country
shall have one or both of the following
consequences:
– access to further higher education
studies,
– the use of an academic title.
– in addition, it may facilitate access to the
labour market
Principles of Code
relevant to GATS
• academic quality and standards of
transnational education programmes
should be at least comparable to those
of the awarding institution as well as to
those of the receiving country,
• awarding institutions as well as the
providing institutions are accountable
and fully responsible for quality
assurance and control,
• awarding institutions should be
responsible for issuing the
qualifications resulting from their
transnational study programmes,
providing clear and transparent
information on the qualifications, in
particular by using the Diploma
Supplement.
Conclusions - Joint degrees
•
Efforts to establish joint degrees are
relevant to most Bologna objectives : joint
quality assurance, recognition across the
EHEA, transparency / convergence of HE
systems, mobility, international
employability, attractiveness.
•
Effect of a programme is greater than the
sum of its parts.
•
Most Bologna countries have started JD.
•
JD are most common in: economics/
business, engineering, law, management,
European studies/political science.
Conclusions - Joint degrees
•
More common at doctoral and Master
levels.
•
ECTS is widely used.
•
Languages: usually those of the partner
countries and/or English.
•
Lack of national legislation creates
problems for the award of joint degrees.
•
Award of a joint degree in the name of
several institutions is still legally difficult.
•
“real” joint degrees fall outside both
national and international legal framework
for recognition.
Recommendations - Joint degrees
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Common definition of a JD is needed
National legislation should be amended to
ensure
– development of joint programmes
award of degrees
– removing indirect obstacles.
International legislation should be amended
to extend the scope of the Lisbon
Convention to JD (ENIC and NARIC)
Even wider use of ECTS and the Diploma to
ensure transparency
Common mechanisms for the quality
assurance of joint degrees are neded (EUA,
ENQA).
JD in professional fields, particularly
regulated ones, should be strongly
encouraged.
Additional funding should be sought
Executive summary
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- Master degrees
There is a dominant trend towards Master
level degrees that require 300 ECTS credits
The suggested definition of a Master degree
in the EHE: it requires normally 300 ECTS
credits, of which at least 60 should be
obtained at the graduate level in the area of
the specialisation con-cerned.
This would allow for:
- Bachelor 180 + Master 120 credits ;
- Bachelor 240 + Master 90 - 120 credits (of
which up to 30 or 60 may be waived)
- 300 credits Master (integrated progr.)
Medicine and related disciplines require a
different scheme in most countries but this
is not in contradiction.
Extremely long “undergraduate” courses of
5–6 years are clearly out of line with the
international definitions of “undergraduate“
and “(post)graduate“.
Executive summary
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- Master degrees
Courses that are too short may find it very
difficult, if not impossible, to get
transferable accreditation when it is
generalised in Europe.
Differentiation between “academic” and
“professional” Master degrees – some
countries do and some don’t .
Generel access requirement is Bachelor,
but many countries allow access of equal
qualifications and provide more bridges
between the sectors of HE.
ECTS and DS – being used or introduced in
most countries
Few HEI seek accreditation from foreign
agencies, as national and regional are
developing rapidly