Transcript The ECTS, Competences, and the Validation of Acquired

The ECTS, Competences,
and the Validation of Acquired
Experience
Paul Rousset and Atken Armenian
French University in Armenia
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Key Terms
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Knowledge
Competence
Diploma
Certification
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Competences
• Competences represent a dynamic combination of
attributes, abilities, and attitudes. Fostering these
competencies is the object of educational programmes.
Competences are formed in various course units and
assessed at different stages. They may be divided in
subject-area related competences (specific to a field of
study) and generic competences (common to any
degree course).
Source: ECTS Users’ Guide, Directorate General for Education and Culture, Brussels, 2005 02 14 p.45
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 45
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In this presentation, it will be argued that
competences are acquired in four ways:
1. Classic approach (formal academic
education)
2. Professional Training
3. Blend of Practical Professional and
Academic education (e.g. sandwich
courses that alternate academic training
and professional experience)
4. Acquired experiences in a life-long
process.
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Competence
The possession of
required skill(s),
knowledge,
professional capacity
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Attribute
The Quality
or Characteristic
of a person
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Ability
The power or capacity to do or act.
It is a competence based on
natural skill,
training,
experience,
or any other qualification.
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Attitude
Manner
Disposition
Feeling
Orientation
Tendency
Position, etc.
with regard to an educational outcome (skill
or knowledge).
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Credits in ECTS can only be obtained after
successful completion of the (academic or
professional) work required and
appropriate assessment of the learning
outcomes and competences achieved.
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Learning outcomes are sets of competences
expressing what the student will
know
understand
or
be able to do
after completion of a process of learning,
long or short.
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA
SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 4
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• An example of a subject specific
competence in the field of History:
At the end of the course unit/module the
learner is expected to demonstrate his/her
ability to comment and annotate texts and
documents correctly according to the
critical canons of the discipline.
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EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA
SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13
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• An example of a subject specific
competence in the field of Physics:
At the end of the course unit/module the
learner is expected to be able to describe
and explain the function of the basic
devices of optoelectronics; optical fibres;
liquid crystal displays; bi-polar and surface
field effect transistors and MOS light
emitting diodes.
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EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA
SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13
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An example of a generic competence:
At the end of the course unit/module the
learner is expected to be able to
demonstrate the use of informationretrieval skills effectively, in relation to
primary and secondary information
sources, including information retrieval
through on-line computer searches.
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EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA
SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13
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LANGUAGE COMPETENCES
LEVEL C2
• Can exploit a comprehensive and reliable mastery of a very wide
range of language to formulate thoughts precisely, give emphasis,
differentiate and eliminate ambiguity . . .
• No signs of having to restrict what he/she wants to say.
LEVEL C1
• Can select an appropriate formulation from a broad range of
language to express him/herself clearly, without having to restrict
what he/she wants to say.
Source: The Common European Framework in its political and
educational context p 110
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LANGUAGE COMPETENCES
LEVEL B2
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Can express him/herself clearly and without much sign of having to restrict
what he/she wants to say.
Has a sufficient range of language to be able to give clear descriptions,
express viewpoints and develop arguments without much conspicuous
searching for words, using some complex sentence forms to do so.
LEVEL B1
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Has a sufficient range of language to describe unpredictable situations,
explain the main points in an idea or problem with reasonable precision and
express thoughts on abstract or cultural topics such as music and films.
Has enough language to get by, with sufficient vocabulary to express
him/herself with some hesitation and circumlocutions on topics such as
family, hobbies and interests, work, travel, and current events, but lexical
limitations cause repetition and even difficulty with formulation at times.
Source: The Common European Framework in its political and educational
context. p 110
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LANGUAGE COMPETENCES
LEVEL A2
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Has a repertoire of basic language which enables him/her to deal with everyday situations with
predictable content, though he/she will generally have to compromise the message and search for
words.
Can produce brief everyday expressions in order to satisfy simple needs of a concrete type:
personal details, daily routines, wants and needs, requests for information.
Can use basic sentence patterns and communicate with memorised phrases, groups of a few
words and formulae about themselves and other people, what they do, places, possessions etc.
Has a limited repertoire of short memorised phrases covering predictable survival situations;
frequent breakdowns and misunderstandings occur in non-routine situations.
LEVEL A1
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Has a very basic range of simple expressions about personal details and needs of a concrete
type.
Source: The Common European Framework in its political and educational context. p 110
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• Not all learners are full time students
enrolled in regular degree programmes. A
growing number of adult learners follow
‘stand-alone’ courses or modules, which
may or may not be linked to formal
qualifications, such as courses for
Continuous Professional Development.
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• Masses of people possess valuable skills and
competences acquired outside higher education
institutions, through self study, work or life
experience.
• There is no reason why non-traditional learners
should not benefit from the transparency and
recognition provided by ECTS.
• How can such diverse learning be expressed in
credits and be considered towards a formal
qualification (if so wished)?
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EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT
http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 17
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• Validation in formal education and training
settings
• Validation in the labor market (enterprises,
eceonomc sectors, public organizations)
• Validation of voluntary and civil society
activities (youth organizations, community
learning)
Aim may be to re-integrate individuals into
education and training settings, the labor
market and society at large.
Source: Common European Principles for Validation of Non-formal and Informal learning EAEA News 2004 04 02
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Certification
The process of formally validating
knowledge, know-how and/or
competences acquired by an individual
following a standard assessment
procedure. Certificates or diplomas are
issues by accredited awarding bodies.
Certification validates the outcome(s) of
either formal learning (training actions) or
informal/non-formal learning.
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Formal Learning
Learning that occurs in an organised and
structured context. It is intentional from the
learner’s point of view.
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Informal Learning
Learning from work-related, family, or leisure
activities. It is neither organized nor
structured and is unintentional from the
learner’s point of view.
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Non-formal Learning
• Learning which is embedded in planned
activities not explicitly designated as
learning (in terms of learning objectives,
learning time or learning support) but with
an important learning element.
• Learning is intentional from the learner’s
point of view.
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• Principles of Validation 1
Purpose of Validation
Make visible and give value to qualifications
and competences - irrespective of where
these have been acquired.
May be formative or summative.
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• Principles of Validation 2
Individual Entitlements
• Must serve the needs of individual
citizens.
• Transparent
• Fair
• Private
• Based on social dialogue
• With right of appeal
• It is the property of the individual
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• Principles of Validation 3
Responsibilities of Institutions and
Stakeholders
• Must provide guidance and support
• Provision of information, guidance and
counselling
• Provide legal and practical basis
• Should recognise non-formal acquisitions
of competences
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• Principles of Validation 4
Confidence and Trust
• Transparency of Procedures and Criteria
• Well-defined standards and procedures
• Clear and Accessible information on
conditions and methodologies used
• Clearly articulated requirements to ensure
high reliability
• Accessible information regarding
standards
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Principles of Validation 5
Impartiality
• Confidence and trust
• Code of conduct and professional
competence of assessors – their roles and
responsibilities.
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Principles of Validation 6
Credibility and Legitimacy
• All inclusive process of all stakeholders
• No single predominating influence
• Safeguard impartiality and full participation
of all parties.
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THANK YOU
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