ACE Opening Session 2002 News from the Recognition Field Lesley Wilson Secretary General European University Association (EUA)

2002 Developments Recognition What is EUA doing? 2 nd Convention of HigherWorking Towards Graz:2 nd Convention of Higher Education Institutions, 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” 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 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 Requires comparability in: systems structures content of studies How?Which tools?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 maintained Credit accumulation and transfer is facilitated by clearly defined learning outcomes

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 Thus facilitating recognition…

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 weeks) Credits allow calculation of the necessary workload and impose a realistic limit on what is possible in a programme or course. C redits 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 The results of Tuning should be discussed broadly and if possible elaborated and extended by all stakeholders

Tuning Coordinators Rijksuniversiteit Groningen (NL) Universidad de Deusto (ES)

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 – :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