Curriculum reform Tirana 16th-17th March

A bit about ESIB ESIB-the National Unions of students in Europe is an umbrella organization representing over 11 millions students in Europe. Its members are based in more than 37 European countries. ESIB is recognized by the major players in higher education in Europe.

Curriculum reform and Bologna Process System of easily readable and comparable degrees, based on a structure of main two cycles; Recognition for further level of education and for the labor market; Fundamental objectives of higher education.

Degree Structure First cycle degree (Bachelor, BD). There might be different types of BD, nevertheless they should always address all the objectives of higher education. Flexible curricula guarantee this achievement.

Degree Structure II ESIB stresses that the definition of this degree must not be made too rigid, to allow for different profiles at the level of countries, regions and disciplines.

Degree Structure III Second cycle degree (Master, MD) MD should offer students the chance to either specialise further in the subject or subjects of their BD, or to complement their education in another field.

Degree Structure IV Access to students from other higher education institutions in and outside the country must be ensured as to students holding degrees that do not follow the two-cycle degree structure, especially during a transition period. The completion of a relevant second-cycle degree should provide access to employment and to doctoral degree.

Degree Structure V Requirements for the implementation: Access to every cycle must be guaranteed; Parallel implementation of ECTS, Diploma Supplement and Qualification Framework; Proper adaptation of curricula; Need for Quality Assurance and Accreditation.

Diploma Supplement Diploma Supplement=An annex to a diploma describing qualifications obtained in higher education. It is a tool for transparency, for enhancement of employability and for the implementation of the Lisbon Recognition Convention.

Diploma Supplement II Requirements: Widely implemented; Including information of the quality assurance systems and of the qualifications; Issued automatically and free of charge; Issued in the national language and in English.

ECTS ECTS (European Credit Transfer System) It is a benefit for achieving more transparency, compatibility and recognition. It is based on a system where the actual workload is taken as the reference for stipulating the duration of a study programme, therefore the duration can become more realistic.

ECTS II Workload: 1600 is the average working hours per year, it should correspond to 60 credits; Allocation of credits should be done on the departmental/faculty level; It should be top-down, the number of credits should be distributed along the different parts of the programme for the year. The course units should not be too long.

ECTS III It must be based on the investment of time in learning, this implies that all activities required for the examination are taken into account; Its measuring is the result of a regular evaluation amongst the students and the teachers, based on real figures; Its measure must be precisely regulated.

ECTS IV The awarding of credits should only be linked to the completion of a part of the study programme and not be connected to the individual grades into account. Proper information on the functioning of ECTS should be guaranteed to students.

ECTS as a transfer system ECTS as description of the content of the course. The description should be issued both in English and in the language used in the courses. It should be available on beforehand and automatically issued. It should be seen in connection with the Diploma Supplement.

ECTS and recognition The recognition of credits must be guaranteed automatically in the same institution. Between HEIs, it is automatic when it concerns a student in the framework of a mobility programme. If the student is a free mover then recognition depends on the appreciation of the receiving HEI with certain procedural guarantees for the student.

ECTS as accumulation system Requirements: Avoid hunt for easy points / education à la carte; Ensure recognition of qualifications outside traditional learning paths; Validity of credits

Qualification Framework The biggest advantage is the support such frameworks can provide towards a system that is based on learning outcomes and the shift from a teaching based system to a learning based system. It is essential that learning outcomes are set in such a way that they reflect all purposes of education.

Qualification Framework II Qualifications Frameworks are an element that contributes to a more cohesive, comparable and compatible system for the European Higher Education Area. Therefore the implementation of the ECTS, the Diploma Supplement and of the Lisbon Recognition Convention are nonetheless needed.

Qualification Framework III ESIB welcomes the inclusion of education other than higher education into a qualifications framework. Nevertheless, all the higher education community must be involved in the discussion on QF.

Curriculum Reform general remarks The process of reforming curricula should follow some general guidelines: Balance between top-down and bottom- up approaches; Inclusion of all the stakeholders at all levels; Need for in depth reforms.

For more information on ESIB policies under the session documents Thank you!!!!