Transcript ACE Opening Session 2002 News from the Recognition Field

ACE Opening Session
2002 News from the Recognition Field
Lesley Wilson
Secretary General
European University Association (EUA)
http:/www.unige.ch/eua
2002 Developments Recognition
What is EUA doing?
• Working Towards Graz:2nd Convention of Higher
Education Institutions, 29-31 May 2002
• Recognition Issues in the Bologna Process….
• ECTS, Diploma Supplement, Masters and Joint
Degrees, the Tuning Project, link to GATS
EUA and the Development of ECTS
EUA Conference, Zürich,11.12.Oct. “Credit
Transfer and Accumulation –the Challenge for
Institutions”
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ECTS as a tool for Quality Assurance
ECTS, students and mobility
Credits and the two-tier system
Credit transfer to accumulation – the challenges
Credits and the definition of learning outcomes
ECTS & DS – complementary tools
Credits for lifelong learning
Monitoring the implementation of
ECTS
EUA “peer to peer” service
with Socrates support
§ 30 national co-ordinators
§ 80 expert counsellors – national helplines, local
support, 50 international site visits each year
§ Overview of ECTS + Diploma Supplement –
implementation at national level
Towards an ECTS label –new Socrates support
TUNING
Educational Structures
in Europe
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Final outcomes + recommendations
presented May 2002 in Brussels
A methodology for “tuning” higher education
structures in Europe
A methodology for measuring student workload
A set of learning outcomes in 7 subject areas
Identification of obstacles to convergence
A platform for discussion with professional bodies
WHY TUNING?
• To implement Bologna – Prague - Berlin
process at university level
• To find ways to implement two cycles
• To identify common reference points from a
discipline + university perspective
• Business,Geology, History,
Mathematics,Physics, Education, Chemistry
TUNING Action Lines
• Line 1: Academic and generic competences
• Line 2: Subject specific competences
(knowledge and skills)
• Line 3: ECTS as a credit accumulation
system
• Line 4: Approaches to teaching, learning
and assessment
ECTS as an
Accumulation System
EDUCATIONAL STRUCTURES
Objective: Comparison in Higher Education
• Requires comparability in:
• systems
• structures
• content of studies
• How? Which tools?
• definition of learning outcomes/ competences
• a credit transfer and accumulation system
ECTS as an Accumulation System
EDUCATIONAL STRUCTURES
Objective: Comparison in Higher Education
Possible obstacles:
• differences in the regular teaching and learning periods
(including examination periods) per academic year in
Europe
• differences in structures and recognised degrees /
qualification in a European setting
• differences in the length of higher education studies to
be unbridgeable or incomparable:
• first cycle degree: 180 to 240 credits
• second cycle degree: 60 to 120 credits
ECTS as an Accumulation System
LEARNING OUTCOMES /
COMPETENCES
• Comparability and competitiveness requires
transparent learning outcomes /competences
(besides a credit system)
• Credits as such are an insufficient indication
for the (level of) learning achievements
• The definition of learning outcomecs /
competences - responsibility of academic staff
• Based on learning outcomes, credits are an
important tool for designing curricula
• Different pathways can lead to comparable
learning outcomes = the diversity in Europe is
A EUROPEAN CREDIT
ACCUMULATION AND TRANSFER
SYSTEM
• European higher education requires one credit
system: ECTS
• An essential tool for more flexible higher
education (LLL, part-time studies etc.)
• Will involve developing a system of level
indicators and course type descriptors
• Credits no longer have relative, but they have
absolute value
A EUROPEAN CREDIT
ACCUMULATION AND TRANSFER
SYSTEM
• 60 ECTS credits measures the workload of a typical
student during one academic year (nine months)
• A full calendar year programme (12 months
programme of teaching, learning and examinations)
can have a maximum load of 75 credits (which equals
46-50 weeks)
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Credits allow calculation of the necessary workload
and impose a realistic limit on what is possible in a
programme or course.
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Credits are not interchangeable automatically from one
context to another
TUNING Project
CONCLUSIONS
• Universities are taking their full responsibility
in the Bologna process
• Academics working together can establish
reference
• Common reference points can be identified
based on subject related + generic competences
• The Tuning techniques – an innovative
approach for further developing the EHEA
• Tuning - a co-ordinated context for further
collaboration in the EHEA
RECOMMENDATIONS
• Higher education institutions should agree on a
common terminology and develop a set of
methodologies for convergence at the
disciplinary level across Europe
• Competences (both subject-related and generic)
should be central when designing educational
programmes
• A framework based on a common
understanding of the European credit system
should be adopted.
• A common approach to the length of studies
within the Bologna two-cycle system is essential
Tuning Coordinators
• Rijksuniversiteit Groningen (NL)
http://odur.let.rug.nl/tuningProject
• Universidad de Deusto (ES)
www.relint.es/TUNINGProject/index.htm
Supporting the development of
Joint Degrees
Launch Conference, 20 September 2002, Brussels
Study on Masters programmes and Joint Degrees
in Europe
• Pilot project launching the first 11 Joint Masters
Networks at European level – for discussion:
• Recognition arrangements
• Organisation of mobility
• Quality assurance provision
• Course integration/ joint curricula
• Student support, e.g. language training