Embed Size (px)
Citation preview
1
Recognition of Credits -Achievements and Problems /Challenges
A Stocktaking ExerciseBologna Conference Riga Dec.3-5 / 2004
22 [email protected]@wi.fh-osnabrueck.de
AchievementsAchievements
How can achievements be How can achievements be measured?measured?
One proposalOne proposal Critical Success FactorsCritical Success Factors
SuitabilitySuitability – – fit for purposefit for purpose
AcceptabilityAcceptability – – fit for stakeholdersfit for stakeholders
Feasibility – Feasibility – fit to livefit to live
SustainabilitySustainability – – fit for lifefit for life
Suitability – fit for purpose
11 Credits document the achievement of learning objectives - expressed as learning outcomes – by the learner
12 Allocated credits to a learning module highlight the expected notional workload necessary to be invested by the learner
Common denominators Workload and Outcome
Achieved?
Suitability – fit for purpose
The development of ECTS from a transfer to a transfer and accumulation system and the linkage of learning outcomes with credits have made it possible
11/12 ECTS = fit for purpose
Suitability – fit for purpose
13 A credit system has to support the Bologna objective of Employability
Achieved?
Learning Chain
Learnig outcomesSubject related
-Knowledge broadening-Knowledge deepening
Generic-Knowledge accessing
LearnersSelection
(accumulates credits)
Learning space(Teaching and learning, Research
Learning material, Learning methods...)
Change of paradigm
Total Quality Management
Labour Market
Labour Market
IndicatorsInformation process
Information process
EmployabilityLearning Space
-wherever-Information Pack.
Trainability/Learning Agreement
Award /Diploma Supplement
Transcriptof Records
CreditTransfer /Accumulation
Profile
Level
Modularisation
Learning Outcomes
Workload
IndividualSelection
Performance•Credits•Grade
Descriptors
IndicatorsInformation process
Information process
EmployabilityInformationPackage
Trainability/LearningAgreement
Award /Diploma Supplement
Transcript of Records
Transfer /Accumulation
Tuning
Dublin Descriptors
Structure of a Module
Learning Outcomes:Subj. rel. /non subj. rel.•Knowledge widening•Knowledge deepening•Knowledge accessing
•Instrumental•Interpersonal•systemic
Workload-Effectiveness - Efficiency
IndividualSelection
•Interview•Portfolio u.a.
Performance•Credits
•5•Grade
•Local•Ranking
Qualifications-framework
LLL
6x4
Suitability – fit for purpose
With its instruments to communicate transparency, i.e. Information Package / Course Catalogue Learning Agreement Transcript of Records Diploma Supplement,
its linkage with learning outcomes
13 ECTS definitely supports employability
Suitability – fit for purpose
14 A credit system is not only for university learning but has to cover all areas of learning Formal Non-formal Informal
That is for all forms of education and training
Achieved?
Suitability – fit for purpose
ECTS – ECVETAPLAPEL„Joint Action“ – Projects,
TELL ELITE´LLL
University Lyon
= Work in progress
Suitability – fit for purpose
One credit system for all forms of learning:
14 A challenge for ECTS
Acceptability – fit for stakeholdersWhom does ECTS serve?
• A credit system has to respect the perspectives of– „customers“
• Learners• Teaching and training staff• Employers
– And also stakeholders in a wider sense, such as• Parents• Governments (education, training, finance…ministries –
issue of governance: Whom should ECTS serve / How should purposes be determined)
• Social partners• Society
Acceptability – fit for stakeholdersWhom does ECTS serve?
• Criteria are the expected performance outcome and may be expressed as „return“, „risk“, „stakeholder reaction“
• Achieved?
Acceptability – fit for stakeholders
21 Return• The learner receives a number of credits • Credits reflect a value expressed as learning
outcomes, i.e. competences the learner has acquired
• Credits identify the notional time necessary to invest (workload)
The return: Qualified Learning Outcomes quantified by credits 21 ECTS is working
Acceptability – fit for stakeholders
22 Risk• Recognition of credits achieved
– Identical number of credits– Different number of credits
• Explanation– Responsibility of the institution which allocates credits for an
incoming learner– Difference between absolute and relative credits (compare with
purchasing power of the Euro in Euroland)
• The risk:– Expectations of applying learners may not be met
22 ECTS is working
Acceptability – fit for stakeholdersWhom does ECTS serve?
23 Stakeholder reaction (mapping):– To identify stakeholder expectations and
powerInterest
Power
Low High
Low Minimal effortParents
Keep informedEmployers / Learners
Teachers / Trainers
High Keep satisfiedFinance ministries
Social partners
Administration
Key playersAccreditation Agencies
Quality Assurance
„Bologna Process“ (QFW)
Acceptability – fit for stakeholders
• Since the development from a transfer to an accumulation system:– Increase of interest in the return– Increase of understanding the philosophy,
accepting the risk– Interest in „getting involved“ – stakeholder
mapping
2 ECTS is acceptable = fit for stakeholders
Feasibility – fit to live
Is the only credit system which has been tested European-wide
Feasibility Study revealed the possibility to develop the ECTS Transfer System, tested since 1989, into an accumulation system
CSF 3 Feasibiltiy – fit to live = Achieved Guarantors :
European Quality Assurance System (Evaluation / Accreditation)
European Qualification Framework based on learning outcomes and credits
Sustainability – fit for life
Bologna-Euro (currency) for education and training
Essential basic elements Based on trust Generally accepted Works as unit of account Respects convertibility Enables recognition Represents value Is Convertible Is compatible (common reference)
Sustainability – fit for life
Challenges Merge ECTS and ECVET Design a European Qualification Framework
in which the levels are described by learning outcomes
which can be achieved with an identified notional workload expressed in credits
Understand the concept of „purchasing power of credits“
Purchasing Chain
Where?/How?•Work •Learning
-formal-non-formal-informal
Outcome/Can do:
Purchasing Power•Buy
•Transfer of credits
Who?/What?•Individuum•accumulates
Income•Saves credits
Transformation Process-TQMCurrency
PerspectiveShift of Paradigm
Sustainability – fit for life
The Credit Chameleon You achieved level B2 of the Language
Competence Framework Let´s assume for this achievement 900 hours
were deemed to be the notional workload According to the Key Features this would be
translated into 30 credits
Sustainability – fit for life
Do 30 credits count towards the 180 (let´s assume a 3-year BA-programme)? May they count less? May they count more? May they count exactly 30 at all?
Lesson learned: Credits can have an absolute and a relative value They always become relative when they are being put
into a programme Learning outcomes have to be identified precisely and
concisely Credits have a „purchasing power“
Sustainability – fit for life
Challenge Can all subject and generic skills be measured
in absolute terms? Tuning Experts Groups of all stakeholders
Does this lead to standardised study-programmes in certain subject areas?
Possible, but better not Better: standardisation of learning outcomes in a
given subject area - if the stakeholders think so
Sustainability – fit for life
What can you do with the credits received? Basically: Spend or Save
Spending To cover immediate needs
• Swapping for a paper qualification (to be able to apply for a specific job e.g.)
Saving To accumulate with
• A specific intention to „barter“ the credits later for something „huge“, e.g. a degree
• No specific intention yet• For the fun of it
Actions taken• Transfer to your „learning account“
Sustainability – fit for life
A currency/credit system therefore is the key requirement of life-long-
learning concepts Geared towards
• Learners• Values• Competences• Employability
Conclusion • ECTS as a transfer and accumulation system is
unintentionally basically designed as a currency system
• All aspects related to a currency system are therefore valid for ECTS as wellThis relates e.g. to issues such as– „purchasing power“ of the outcomes– Conversion of achievements at institutional, national
and international level– Fluctuations of values– Formal, non-formal and informal achievements
Indicators / TransparencyInformation process
Information process
EmployabilityInformationPackage
Trainability/LearningAgreement
Award /Diploma Supplement
Transcript of Records
Transfer /Accumulation
Bologna Priorities 2005
Quality Assurance
Academic Recognition
Qualifications framework
BachelorMasterDoctorate
Credit TransferCredit Accumulation
ProductProcessesStructure
Qualified Learning Outcomes quantified by credits as currency
Conclusion• As with any currency the basic element today is
Trust• How to achieve this for ECTS?
– Like in the monetary union: stability criteria– Which means for education and training:
• Transparency• Quality (Structure / Process / Product)• Supported by „tuned educational structures“ (see Tuning
Project, Joint Quality Initiative, etc.)
Conclusion• The challenges for Bologna 2007
– Design one currency: EC(T)S or ECET (European credit in education and training)
