1. Andy Gibbs Yerevan 2009 Winter School “Promoting European Dimension in Higher Education”

2. AIMS Be able to write precisely learning outcomes Know how to develop programs and curriculum based on the students’ competences Have the knowledge and understanding of the basic competences for the bachelor’s and master degrees

3. Specific Topics Promotion of the “European Dimensions” as a direction of Bologna Process Learning outcomes European project “Tuning” Methodology of composing the compatible program The development of the methodology of composing a multilevel curriculum of the higher education

4. Introductions Something about meSomething about you What do you want to Know? Be able to do? Understand? By the end of this week

6. That’s the end of the introductions! We have already started working Learning by doing Learning can be fun

7. Part two The Bologna Process It ’ s a means to an end-not an end in itself It ’ s meant to be facilitative – provides resource Keep the goals in mind – strengthening universities – preparing for competition Bologna has shared goals with many HEIs It ’ s about the world not just Europe It ’ s part of a wider whole – the EHEA

8. 8 Bologna: What is the Bologna Process? Bologna Declaration: –June 1999, 29 countries, –Joint declaration on ‚The European Higher Education Area‘ (EHEA) –Commitment to achieve EHEA as a key way to promote citizens‘ mobility and employability and Europe‘s overall development Bologna Process: –Intergovernmental process –46 countries (i.e. EU and non-EU) –Bologna Follow-up Group, Board, Secretariat –Key role of European HE institutions and students

9. The Bologna Action Lines (Bologna Prague Berlin) Easily readable and comparable degrees Two (now three) cycle structure Use of credits such as ECTS Mobility Cooperation in quality assurance European dimension Lifelong learning Involvement of students Attractiveness and competitiveness of the EHEA Doctoral studies and synergies between EHEA and ERA

10. London and Leuven Quality Assurance/Enhancement/Culture. The debate around the implementation of a European register of QA agencies The External Dimension. European HE in the context of globalisation The Social Dimension and Mobility, particularly with regard to employability and relationships with employers. Joint Degrees Doctoral Programmes and Research Careers Focus on teaching and learning

11. Bologna: Participating Countries

12. Key drivers are employability, mobility and competitiveness. Degrees and Higher Education systems are more easily understood through a 3 cycle system Qualifications Framework, ECTS, Diploma Supplement, European Quality Assurance creating a competitive knowledge-based economy (in line with the Lisbon agenda) Bologna: Challenges and Drivers

13. Bologna: Implementation Issues Access and articulation: From Bachelor to Master; entry requirements for Doctorate Employers understanding: New system well understood by employers? What should be done in order to better promote the new degrees? Diploma Supplement: Issued everywhere to all students? ECTS: Correct use? Recognition: Problems solved? Curriculum reform: Formal adoption of new degrees or profound reform? Students centred learning: Already well understood? National Qualifications Frameworks: Do HEIs understand their value and purpose? Are stakeholders involved in the development? Overarching Qualifications Frameworks: Helpful or confusing?

14. 14 European Standards and Guidelines for QA To be understood as joint principles to be considered during the development of national and institutional QA procedures. Peer review of QA agencies All QA agencies must be recognised by a competent public authority in the European Higher Education Area (EHEA), as well as be independent in operation and decision from third parties. European Register of QA agencies (tbc 2007) Instrument to assure and improve quality of QA agencies, and to promote mutual trust between them, as well as provide a list of reliable agencies institutions and governments can choose from. European Forum for QA European-level discussions about QA involving all constituencies and stakeholders. Tools for Success: Post-Bergen 2005

15. Learning Outcomes  Learning outcomes are the building blocks of Bologna  End of session two

16. Session Three Learning Outcomes Important for Programme Design Quality Assurance Focusing student learning Aligning teaching and learning methods with assessment

17. A definition A learning outcome is a statement of what the learner is expected to know, understand or be able to do at the end of period of learning - typically a unit, module year or programme

18. Review your learning outcomes Ask yourself, is it Specific? Measurable? Achievable? Realistic? Time specific? SMART

19. What did we do today?