1 / 21

Stephen Adam, UK Bologna Promoter adamss@wmin.ac.uk and stephenadam@orange.fr

Professional Development Event Credit matters in Europe Wednesday 23 January 2008 10.00 – 4pm CEPLW Centre of Excellence in Professional Learning from the Workplace University of Westminster, London. UPDATE ON CREDITS IN EUROPE: - A review of current developments and a Bologna update;

obert
Download Presentation

Stephen Adam, UK Bologna Promoter adamss@wmin.ac.uk and stephenadam@orange.fr

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Professional Development EventCredit matters in EuropeWednesday 23 January 200810.00 – 4pmCEPLWCentre of Excellence in Professional Learning from the WorkplaceUniversity of Westminster, London UPDATE ON CREDITS IN EUROPE: - A review of current developments and a Bologna update; - ECTS, ECVET and UK credit concerns: qualifications frameworks, recognition & transparency issues, and quality assurance; - Possible institutional strategies and practicalities. Stephen Adam, UK Bologna Promoter adamss@wmin.ac.uk and stephenadam@orange.fr

  2. PROBLEM: The Bologna Process is a huge and highly complex topic! FOCUS: • THE BOLOGNA PROCESS: • Observations and clarifications • The emerging European Higher Education Area (EHEA) is more than the sum of its parts • What does the Bologna Process seek to achieve? • The London Communiqué (May 2007) and credit • The Bologna PROCESS BFUG Work Programme 2007-2009 • UPDATE ON CREDITS IN EUROPE - ISSUES THAT IMPACT ON THE UK: • Background - credit developments in the UK • Qualifications frameworks (FEHEA + EQF) • European Credit Transfer and Accumulation System (ECTS) • UK STRATEGIES AND RESPONSES: • What is the UK official position (EWNI + Scotland)? • Why should UK HEI react positively to the Bologna reforms? • What might institutional strategies include?

  3. 1. THE BOLOGNA PROCESSObservations and clarifications • It will not be completed by 2010. We will have a multi-speed Europe – this is not problematic and reforms should not be rushed • It is driven by 46 Ministers who are committed to converge their HE structures to create ‘compatible and comparable’ education systems • The reform process has been marked by incredibly rapid developments • A vision-reality gap exists (see the ‘Trends V, Stocktaking and EUS Bologna reports) - progress is not always as good as officially reported • The implications of the Bologna Process are significant for all signatory countries (there are positive and negative consequences)

  4. It is ‘associated’ with a huge European Commission educational reform agenda – aimed at improving antiquated educational systems The Bologna Process is all about - mobility, recognition, efficiency, competitiveness and attractiveness of European higher education BOLOGNA REPRESENTS AN EDUCATIONAL REVOLUTION

  5. Competitiveness, Knowledge economy, growth + employment, Commission communication on modernising higher education. EIT proposals 1. THE BOLOGNA PROCESSThe Bologna Process is more than the sum of its parts VET + ECVET Lifelong learning EQF and level descriptors+ Common principles for validation of Non-formal learning The new European educational architecture is almost complete Professional Recognition (regulated and non-regulated) EHEA (cycle descriptors) Qualifications frameworks Quality Assurance Mobility & Recognition tools Learning Outcome (Tuning) Credits Qualifications Convention + Diploma Supplement (EUROPASS) + ENIC-NARICS

  6. 1. THE BOLOGNA PROCESSWhat does the Bologna Process seek to achieve? It is a reform process aimed at establishing a European Higher Education Area by 2010 when higher education systems in European countries should be organised in such a way that: • It is easy to move from one country to the other (within the European Higher Education Area) – for the purpose of further study or employment; • The attractiveness of European higher education is increased so many people from non-European countries also come to study and/or work in Europe; • The European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community. These goals are rather ambitious and not solely connected to the Bologna Process. However, within the Process, the necessary tools for achieving these goals are being developed and implemented. SOURCE: Council of Europe publication ‘Bologna for Pedestrians’

  7. 1. THE BOLOGNA PROCESS The London Communiqué (18th May 2007) and credit • Generally considered positive • No big innovations and the focus on implementation and achieving the EHEA by 2010 • Emphasised ‘compatible and comparable’ HE systems • Included more about the vision, values + key principles beyond tools • Admitted a long way to go with particular difficulties for some countries/areas – especially regarding qualifications frameworks • Strongly emphasised lifelong learning and Recognition of Prior Learning (RPL) and ‘experiential’ learning (informal and non-formal) + the crucial role of learning outcomes (as a basic building block) • EUA to continue to promote share experience in innovative doctoral programmes • Welcomed quality assurance developments - further develop the ‘register’ linked to the ENQA ‘Standards and Guidelines’ • Seeks to develop the EHEA in the global context

  8. 1. THE BOLOGNA PROCESS The London Communiqué (18th May 2007) and credit • Identified the following priorities for Leuven, April 2009: • Mobility • Employability • European higher education in a global setting • Stocktaking to focus on the overall implementation of the Bologna goals, including issues related to the social dimension of the European Higher Education Area, mobility, employability, lifelong learning and recognition. • Future orientations for furthering the process after 2010 • Mentions credits several time, most importantly: ‘With a view to the development of more student-centred, outcome-based learning, the next exercise should also address in an integrated way national qualifications frameworks, learning outcomes and credits, lifelong learning, and the recognition of prior learning.’

  9. 1. THE BOLOGNA PROCESSThe Bologna Process BFUG Work Programme 2007-2009 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/workprogramme/ The detailed Bologna work programme for 2007-2009 covers all the action lines referred to in the London Communiqué and encompasses numerous co-ordination groups, Bologna seminars, working groups and official conferences that cover the following area (for full details please consult the website above): • Mobility • Degree structure • Employability • Recognition • Qualifications frameworks • Lifelong learning • Quality assurance • Third cycle/Doctoral candidates • Social dimension • Global dimension • Data collection • Stocktaking • Beyond 2010

  10. 2. CREDITS IN EUROPE - ISSUES THAT IMPACT ON THE UK:Background - credit developments in the UK • Europe Unit 2007 survey indicated that 87% of UK HEI credit rate their programmes • The post-Burgess - Credit Issues Development Group are developing ‘guidelines on the use of credits in England/HE credit framework for England’. The Europe Unit are providing guidance on the relationship of national credit arrangements and ECTS • CQFW, Higher education conference 24 January 2008, Working Across Boundaries - covers progression routes and transferability for learners locally, UK-wide and at a European level. It addresses the Frameworks that currently exist within the UK and Europe, the Bologna Process, Lifelong Learning and the Recognition of Prior Learning, Workforce Development and Employer Engagement. • October 2006, Scotland successfully self-certificated the Framework for Qualifications of HEI in Scotland (FHEQ) against the FEHEA • QAA organised a ‘round table’ discussion on 20 December 2007 to discuss UK Masters 2010 and beyond’. The meeting explored the impact of the UK within the EHEA. Draft generic reference points for Masters are under consideration • 2008, EWNI Credit Forum to become the UK Credit Forum - to be confirmed

  11. 2. CREDITS IN EUROPE - ISSUES THAT IMPACT ON THE UK:Qualifications Frameworks (FEHEA + EQF) The Framework for Qualifications of the European Higher Education Area (FEHEA) • Self certification by 2010 impossible for many countries (see the document produced for the Council of Europe Forum on Qualifications Framework, October 2007) • The framework is impacting on the UK HE structures – causing framework development. Scotland has successfully self certificated the Scottish FHEQ against the FEHEA • The English FHEQ is being updated (revised version due to be published spring 2008) and is to be self certificated against the FEHEA by 2010 • The Bologna credit ranges: first cycle: typically 180-240 ECTS credits: second cycle typically 90-120 (min 60 at 2nd cycle); third cycle - no credits specified. • The current UK position is: • A full calendar year UK Masters = 90 ECTS credits (UK credit value 180 credits) • UK supports ECTS based on learning outcomes • Four year integrated Masters (480 UK credits with a minimum of 120 credits at Masters level) fit with the minimum FEHEA 60 ECTS credit at 2nd cycle level

  12. The European Qualifications Framework for Lifelong Learning (EQF) • 24th October 2007 the European Parliament voted in favour of the recommendation on adopting the EQF • ECVET may differ from ECTS in terms of the definition of credit although they are moving closer • The EQF level descriptors differ from the FEHEA Dublin cycle descriptors • There may be disjunctions between the EQF and FEHEA • The UK sector in March 2007 responded to the Commission consultation on a European Credit System for Vocational Education and training (ECVET). They welcomed the aims of an EVET system but emphasised the need for compatibility with ECTS Potential confusions arise from the existence of multiple qualifications frameworks and credit systems …

  13. Dangers: possible misunderstandings and over-complication + a misleading diagram! COMPOSED OF 46+ NATIONAL QUALIFICATIONS FRAMEWORKS BY 2010 ECTS / ECVET?

  14. 2. CREDITS IN EUROPE - ISSUES THAT IMPACT ON THE UK:European Credit Transfer and Accumulation System (ECTS) • ECTS has moved from transfer to accumulation without providing guidance • The current Users’ Guide published, February 2005 is outdated and dangerous! The new guide will include more on Bologna, RPL and lifelong learning • The new User’s Guide is due out in 2008 and ongoing issues include: • Definition and understanding of credit (the primacy of learning outcomes is crucial) • Definition and relationship of learning outcomes and workload (notional learning time) • The indication that 1 ECTS credit = 25-30 hours total student workload (1500-1800 hours) • Disagreements as to status as a meta-credit system as opposed to a national system • Relationship between ECTS credits and ECVET is unclear (also FEHEA and EQF) • The role and nature of levels is unclear + the relationship to credit allocation • There is some agreement that the grade translation system is flawed and dangerous • The drafting advisory group next meet in Brussels 31st March 2008

  15. 3. UK STRATEGIES AND RESPONSESWhat is the UK official position (EWNI + Scotland)? • Government is fully committed to the Bologna Process + EC Lisbon goals • Regards Bologna as providing important opportunities that benefit students, employers and institutions • Seeks to promote more mobility (staff, student, programme) • Wants institutions fully to engage with the Bologna Process • Identifies main challenges to UK HE as: • To develop a national system of credit arrangements • To promote outward student mobility • To encourage comprehensive use of the Diploma Supplement (UK has a poor record - only 56% HEI did according to the 2007 Europe Unit survey + many did not follow standard format)

  16. 3. UK STRATEGIES AND RESPONSESWhy shouldUK HEI react positively to the Bologna reforms? • They offer improved survival in a competitive environment (institutional and national) • Better opportunities for students and graduates: recognition, mobility and flexible learning paths (credits systems + choices) • Improved European and global visibility (strategic benefits) • European partnerships, strategic alliances and joint degrees • Improved international (+ national) recognition and quality assurance • Access to European Commission funding + opportunities for staff • Force Higher Education Institutions (HEI) towards internal reform (structures & processes)

  17. Lead to better qualifications + improved skilled workforce • Improve the student experience, aided by student centered learning • Modernise national education system + improve the educational infrastructure • Change Ministry-institution relationships - increasing academic autonomy • Bologna’s global impact is increasing – it is essential to be a part of this. To do nothing is dangerous!

  18. 3. UK STRATEGIES AND RESPONSESWhat might institutional strategies include? Possible suggestions: • Develop a strategy statement + institutional commitment (NB. 40% UK HEI have a European strategy – Europe Unit 2007 survey) + implementation plan + targets with identified resources • Disseminate information + instigate staff development + hold events • Select strategic European partners (academic twinning) • Consider long term staffing implications (language, skills, nationality, qualifications, experience) • Re-evaluation of curricula + embed an appropriate European dimension • Consider if existing qualifications are ‘fit for purpose’ in the 21st century

  19. Create ‘new style’ qualifications based on learning outcomes and developed in partnership with employers and other stakeholders • Create large-scale staff, student (ECTS) and programme mobility • Implement flexible credit accumulations systems and express all programmes/modules in terms of ECTS credits • Develop joint Masters programmes (Erasmus Mundus) • Issue Diploma Supplements + consider other EUROPASS developments • Consider implementation of jointly supervised Doctoral studies + exploit European research funding opportunities

  20. Final thought with apologies to Wallace and Gromit …UK must not reluctantly cling to the Bologna train but take a more positive approach to European educational reform. UK EDUCATION BOLOGNA EXPRESS

  21. USEFUL WEBSITES: • Benelux Bologna Secretariat website: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ • Council of Europe website: http://www.coe.int/t/dg4/highereducation/EHEA2010/Default_en.asp • European Commission website: http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html • European Students’ Union (ESU) website: http://www.esib.org/ • European Universities Association (EUA) website: http://www.eua.be/index.php • UK Europe Unit home website (see guides + notes + policy position papers): http://www.europeunit.ac.uk/home/index.cfm

More Related