1. New tool for attainment
FINAL EVENT
Dublin, 01 June 2016
New tool for attainment
Jean‐Marie Filloque,
University of Brest (FR)
June 2016

2. Why and how to report on attainment?
An institutional engagement
The London communiqué from the Ministers responsible for Higher Education in the countries participating in the Bologna Process EHEA, 2007,
The European Council conclusions on the social dimension of Higher Education, 2013

3. Why and how to report on attainment?
An institutional engagement
The London communiqué from the Ministers responsible for Higher Education in the countries participating in the Bologna Process EHEA, 2007:
“ We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations.
We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background.
We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity.”

4. Why and how to report on attainment?
An institutional engagement
The European Council conclusions on the social dimension of Higher Education, 2013:
“ While the challenges facing Europe today cannot be resolved by education and training alone, it is critical both in economic and social terms to equip people with the high-level skills and competences that Europe needs, including by striving to secure more equitable access to, participation in and completion of higher education.
There are still too many capable individuals who do not participate in higher education for social, cultural or economic reasons or due to insufficient systems of support and guidance.
« In parallel with efforts to improve skills through vocational education and training, high-quality higher education and lifelong learning also have a crucial role to play in enhancing employability and increasing competitiveness, while at the same time promoting the personal and professional development of students and graduates, and stimulating social solidarity and civic engagement.”

5. Why and how to report on attainment?
An institutional engagement
The European Council conclusions on the social dimension of Higher Education, 2013:
The EC proposes 10 recommendations able to bring HE in a better position for SD.
The 10th focuses specifically on the necessity of benchmarking and collecting quantitative data on all aspects of Social engagement effects:
« the EC invites the member states to Engage in the systematic collection of relevant comparable data - while making optimum use of existing resources - in order to enhance the evidence base for policy development and to enable the effective monitoring of national objectives on access, participation and completion rates among under-represented and disadvantaged groups in higher education.

6. Why and how to report on attainment?
COMMIT tool for attainment
The COMMIT project team has agreed on the EC definition of social dimension for HE and to develop a dedicated tool.
But what could be the purposes of such tool?
Institutional or national quality assurance system
Benchmarking performance/ranking
Administrative and statistical purposes
To provide information for current and prospective students and counselling
Allocation of resources to HE institutions (by national bodies) and within HEI (by the institution itself)
Supporting policy planning and the design of HE policy
Etc.
Each university can choose its on goal and select subpart of the tool…

7. The “supporting network” of stakeholders
The COMMIT tool for attainment
Part 1:
The monitoring system: an overview
Part 2:
Qualitative data on SD
The arrangements offered: which ones and for whom?
The arrangements monitored: which ones?
The destination of the data: to who?
Part 3:
Quantitative data on SD
The tool have been design in several parts that can be used separetly…
The first section is composed of a set of questions to be prepared in advance and discussed in the visit. They enable to create a kind of profile of the university concerning SD.
The figures: how many persons concerned by these arrangements ?
The results: efficiency?
Part 4:
The “supporting network” of stakeholders

8. Identified criteria used to categorize learners
The COMMIT tool for attainment
Identified criteria used to categorize learners
The tool have been design in several parts that can be used separetly…

9. Different types of possible arrangements
The COMMIT tool for attainment
Different types of possible arrangements
Information and leaflet
Specific desk/reception
Pedagogical organisation (e.g.: part time, coaching, etc.)
Validation of formal prior learning (including Vocational Education and Training)
Validation of non formal and informal learning for access
Validation of on formal and informal learning for credit within the diploma
Specific funding system for tuition fees (free access, grants, specific pricing…)
Specific funding system for grants (kind of salary replacement, allocation…)
Specific system for children (nursery, kindergarten…)
Adapted tools or possibilities for people with disabilities
Distance learning
....
The tool have been design in several parts that can be used separetly…

10. But it is possible to design such tool
The COMMIT tool for attainment: limitations
After a first survey over 12 universities in 12 different countries (Jul Oct. 2015): a feasibility report….
The perimeter:
University,
Faculty,
Department
But it is possible to design such tool
The national regulations!
The monitoring system!
The access to data!

11. A tool that can be automated
The COMMIT tool for attainment: propositions
A new revised tool
A customisable tool
A tool that can be automated
A tool that have still to be tested…

12. Thank you for your attention
Projects
Conferences
Seminars
Networking
Resources
Publications
Thank you for your attention
June 2016