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Bologna Process in terms of EU aims and objectives Dobroslaw Bilski – WSEZiNS (PL)

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Presentation on theme: "Bologna Process in terms of EU aims and objectives Dobroslaw Bilski – WSEZiNS (PL)"— Presentation transcript:

1 Bologna Process in terms of EU aims and objectives Dobroslaw Bilski – WSEZiNS (PL)

2 Why about Bologna Process? The Bologna Process was a series of ministerial meetings and agreements between European countries designed to ensure comparability in the standards and quality of higher education qualifications. The main goal: harmonising the architecture of the European Higher Education system One of the outcomes of Bologna Process was framework for the European Higher Education - now compatible with European Qualification Framework (EQF). The EQF is a common European reference framework which links countries’ qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens’ mobility between countries and to facilitate their lifelong learning. EQF has therefore become an essential tool for the development of European international educational projects.

3 Plan of the lecture Shifting focus of European Qualification Frameworks (EQF) Using „learning outcomes” EQF as important determinants of the program EQF and Community Mental Health Training Programme (CMHTP)

4 Shifting focus of European Qualification Frameworks (EQF) The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison between national qualifications and should also mean that people do not have to repeat their learning if they move to another country.

5 Shifting focus of European Qualification Frameworks (EQF) The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasises 'learning inputs', such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.

6 Using „learning outcomes” “LEARNING OUTCOMES” means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence; “KNOWLEDGE” means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual; “SKILLS” means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); “COMPETENCE” means the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

7 KnowledgeSkillsCompetence Level 1  basic general knowledge  basic skills required to carry out simple tasks  work or study under direct supervision in a structured context Level 2  basic factual knowledge of a field of work or study  basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools  work or study under supervision with some autonomy Level 3  knowledge of facts, principles, processes and general concepts, in a field of work or study  a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information  take responsibility for completion of tasks in work or study  adapt own behaviour to circumstances in solving problems EQF levels (1-3)

8 KnowledgeSkillsCompetence Level 4  factual and theoretical knowledge in broad contexts within a field of work or study  a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study  exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change  supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Level 5  comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge  a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems  exercise management and supervision in contexts of work or study activities where there is unpredictable change  review and develop performance of self and others EQF levels (4-5)

9 KnowledgeSkillsCompetence Level 6  advanced knowledge of a field of work or study, involving a critical understanding of theories and principles  advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialized field of work or study  manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts  take responsibility for managing professional development of individuals and groups Level 7  highly specialized knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research  critical awareness of knowledge issues in a field and at the interface between different fields  specialised problem- solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields  manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches  take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams EQF levels (6-7)

10 KnowledgeSkillsCompetence Level 8  knowledge at the most advanced frontier of a field of work or study and at the interface between fields  the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice  demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research EQF levels (8) Level 6 – the first cycle of HE Level 7 – the second cycle of HE Level 8 – the third cycle of HE trainings, postgraduate studies

11 EQF as important determinants of the program the program must be described by learning outcomes a description of the learning outcomes must fulfill European and National Education Framework EQF level on which the program is carried out depends on: – a national system of vocational education and higher education (at the moment in most European countries only work underway on the Report Reference) – the qualification requirements for professional group to which it is addressed (there were important differences between the project partners)

12 EQF and Community Mental Health Training Programme (CMHTP) Community Mental Health Training Programme (CMHTP) is an adaptation of the original Primary Care Mental Health Practice Programme developed in the University of Plymouth CMHTP is transformed to level 3 European Qualification Framework vocational training in Community Mental Health. But it’s also an adaptation to several European countries. However, the idea of the program transfer to various countries coincided with the specific national conditions, also the national qualification frameworks.

13 The example of problems with different EQF levels in our project KnowledgeSkillsCompetence Level 3  knowledge of facts, principles, processes and general concepts, in a field of work or study  a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information  take responsibility for completion of tasks in work or study  adapt own behaviour to circumstances in solving problems Level 6  advanced knowledge of a field of work or study, involving a critical understanding of theories and principles  advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study  manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts  take responsibility for managing professional development of individuals and groups

14 As a result of the application of achievements of the Bologna Process and the EQF Frameworks… … VTPCMH program allows for adaptation to specific national conditions by: – the modular design of the program; – the modules of flexible described learning outcomes; – modules with a flexible range of teaching hours.

15 An example of module description Module III: Crisis intervention and risk management Learning hours: 15 – 30 Sample subjects: – Crisis intervention – Risk management Module aims: This module aims to provide the learner with an understanding of key principles and models of crisis intervention. It also focuses on risk management process within a mental health context. Learning outcomes: At the end of this module student will be able to: – Know the key principles and models of crisis intervention – React to critical situation of individuals and groups and provide basic support – Understand how to work within a risk management process

16 Thank you for your attention

17 Why about Bologna Process? KnowledgeSkillsCompetence Level 1  basic general knowledge  basic skills required to carry out simple tasks  work or study under direct supervision in a structured context Level 2  basic factual knowledge of a field of work or study  basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools  work or study under supervision with some autonomy Level 3  knowledge of facts, principles, processes and general concepts, in a field of work or study  a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information  take responsibility for completion of tasks in work or study  adapt own behaviour to circumstances in solving problems Level 4  factual and theoretical knowledge in broad contexts within a field of work or study  a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study  exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change  supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Level 5  comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge  a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems  exercise management and supervision in contexts of work or study activities where there is unpredictable change  review and develop performance of self and others Level 6  advanced knowledge of a field of work or study, involving a critical understanding of theories and principles  advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study  manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts  take responsibility for managing professional development of individuals and groups Level 7  highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research  critical awareness of knowledge issues in a field and at the interface between different fields  specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields  manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches  take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams Level 8  knowledge at the most advanced frontier of a field of work or study and at the interface between fields  the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice  demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research


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