Presentation on theme: "Carolyn Bew Anne Boddington University of Brighton"— Presentation transcript:
1 Carolyn Bew Anne Boddington University of Brighton ECTS and RecognitionCarolyn BewAnne BoddingtonUniversity of Brighton
2 Boundaries and tools - overlap and domain confusions International qualification meta-frameworks +associated credit meta toolsNational qualification and/or credit frameworksRegional credit frameworks and descriptorsHEI institutional credit systemsINTERNATIONALFRAMEWORKS OF FRAMEWORKS(general + broad – for framework creators)DIFFERENTPURPOSESLOCAL(Complex and detailed specific regulations - for institutional staff)
3 The Bologna Process- the basic principles The main objective is to structure higher education along three cycles (Bachelor-Master-PhD), pulling together the formerly very diverse higher education structures in Europe.To achieve this aim, the Framework for Qualifications in the European Higher Education Area (FQ-EHEA) was developed, comprising three cycles.National qualifications frameworks describe the qualifications of an education system in individual countries.It is expected that national qualifications frameworks would be developed so as to be compatible with the overarching FQ-EHEA framework.
4 adopt the generic Dublin descriptors Overarching Framework for Qualifications of the European Higher Education Area (FQ-EHEA)Sets the parameters within which the countries of the EHEA will develop their national qualifications frameworksDescribes the ‘outer limits’ within which national frameworks should be situatedAllows for diversity within those limitsEnsures compatibility between national frameworksPresents a common face for higher education in Europe, which is important in a global contextFacilitates movement between systemsIs the face of ‘Bologna qualifications’ to the rest of the worldProvides the broad structure within which new style national qualifications frameworks will be developedFQ-EHEA adopted by Bergen Communiqué new deadline for new style NQF - all to be implemented and prepared for self-certification by 2012Three cycles with attached ECTS credit ranges for first and second cycles (Typically , )NB: Many countries are finding the creation of NQF very difficult (cosmetic changes) + justadopt the generic Dublin descriptorsPurposes:
5 European Higher Education Area (EHEA) a 1st cycle degree = 180 ECTS credits (nominally three academic years)a 2nd cycle degree = ECTS credits (nominally one to two academic years)a 3rd cycle degree is not yet defined in terms of credit
6 Europe - EQFEuropean Qualifications Framework for Lifelong Learning (EQF)Meta- framework with eight levels and full level descriptorsReferencing of national schemes against EQF is under way across EuropeLinked to ECVET, a credit system with credit points that reflect the weighting of qualifications; there are no levels in ECVET
7 European Credit Transfer and Accumulation System (ECTS) 1 ECTS makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studiesThe system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degreesIt aids curriculum design and quality assuranceECTS is a tool that helps to design, describe, and deliver programmes and award higher education qualificationsIn riginated mainly as a mobility ‘credit transfer’ tool to aid the recognition of periods of study undertaken at a foreign host institution in the home institution. Since the inception of the Bologna Process it has slowly developed and is now experiencing its final and most difficult transitional phase with its gradual metamorphosis into a student-centred credit accumulation system, based on learning outcomes.NB. The ECTS transition to using learning outcomes is difficult + progress slow + appearsto have wide applications
8 European Credit Transfer and Accumulation System (ECTS) 2 The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualificationsECTS can be applied to all types of programmes, whatever their mode of delivery (school-based, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal)It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobilityECTS is widely used in formal higher education and can be applied to other lifelong learning activities
9 ECTS, Workload, and Learning Outcomes ECTS credits are awarded on the basis of workloadWorkload indicates the time students typically need to complete all the learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year) and the associated learning outcomesIn most cases, student workload ranges from 1,500 to 1,800 hours for an academic year, so that one credit corresponds to 25 to 30 hours of work
10 In Practice (estimation): ECTSWeeksWorkload per week (hours)Total Workload (hours)1 ECTS115 – 201.3 – 1.520 – 30Typical 5 ECTS Degree Module/Subject56.5 – 7.5100 – 150Fulltime 1 Semester3040600 – 8001 Fulltime Academic Year601,200 – 1,6003 year Bachelors degree1803,600 – 4,8004 year Bachelors degree2404,800 – 6,400
11 Comparative Grading Table Country A Grading ScaleGrading %Country B Grading Scale30 lode5.61203015.7235290.53252812.342711.8269.08.22411.3232.7226.0212.35.7191.9186.9Total100
12 Mobility, ECTS and Recognition If a student decides to take part of their 1st,2nd, or 3rd cycle degree at another Institution then:A collaborative agreement forms the basis of the agreementA bilateral agreement must exist between the two InstitutionsA learning contract must be signed by both Institutions and the student prior to arrival at the Host InstitutionA transcript of the credits and grades must be provided by the Host InstitutionThe credits and grades must be recognised by the Home Institution
13 UK - FHEQFHEQ is a national qualification framework, levels 1–8; levels 4-8 correspond to the FQ-EHEAEach level is illustrated by a qualification descriptorThe FHEQ descriptors are linked to other parts of the academic infrastructure in a number of ways:Qualification descriptorsGeneric statements of the intended outcomes of studySubject benchmark statementsDetailed statements on the expected outcomes on particular subjectsProgramme specificationsDetailed statements about the intended outcomes of an individual programmeQualification descriptors are generic statements of the intended outcomes of study. Many academic progs aim to develop general and specific skills. These are not explicitly addressed in the qualification descriptors , as many skills and the extent to which they are developed are discipline specific.So the are addressed in subject benchmark statements and individual programme specifications.
14 Learning OutcomesStatement of what a learner is expected to know, understand and be able to do by the end of a period of leaning.They translate the aims of the programme of study into a set of competences – knowledge, understanding, skills and attributes – which the leaner is expected to have acquired and be able to demonstrate at the end of the period of learning.They are written from the learner’s perspective and should be appropriate to the level of the award for which the learner is studying.Subject-specific competences- associated with the particular subject being studiedGeneric competences- express what the learner might be expected to acquire in the course of degree level study whatever their subject.
15 Task! Working in groups of three or four: Fill in the programme specification using the template provided, with details from the academic programme you have brought with youPay close attention to the guidance questions - they are there to nudge you!
16 Useful Links The Scottish Credit and Qualifications Framework The Scottish Credit and Qualifications FrameworkNational Qualifications Authority of Ireland –National Framework of QualificationsThe ECTS user quide