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Pan Metron Ariston

Dr. S. Kaplanis, D. Nanousi, MPhil.

TEI PATRA, GREECE,

Abstract: This paper analyses the potential mobility schemes in Education and/or

Training streamlined along with CATS. The need to develop a universally accepted

‘Metron’ Ariston, highly utilizable in these schemes, is outlined together with the

prerequisites, requirements and recommendations for each case. Those issues are

cross-correlated to the corresponding stages and directives issued for the free

circulation of products, goods. A recommendation for a set of steps, following

Directives and “Normalized” Standards is attempted, to facilitate and secure the

Academic and Professional Recognition.

I. General Concept

This Greek saying attributed to Sophokles, is recalled in order to facilitate the purpose

of this article. When talking about Quality in Educational all establishments, we are,

in fact, including the concept of excellence, in this meaning, too. (1). High Quality

process performance and excellence, however, are based on quantification derived

through measurements, comparison in general and benchmarking (2-3) “Metron” as a

generic term has a broad conceptual implication, ranging from measurement of time,

weight, length, prices, values, even symmetry and harmony.

Metron indicates rules, laws and regulations, while it implies trust, confidence and

compliance, while it has to be (pre) defined objectively to cover any case. In addition

to that, “Metron” is used, in poetry, art, education, but also, for persons’ behavioral

changes, qualifications and capacity of achievements. Metron facilitates transparency,

based on its property to provide for quantitative and qualitative data, for the case,

measured or assessed. Thus it provides the “ariston” utilisability by rejecting any

extreme.

In this sense “metron”, is linked to Quality (4,5), defined as “the totality of features

and characteristics of a product or service that bear on its ability to satisfy stated or

implied needs/requirements”

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II. “Metron – ECTS/CATS”

In Bologna declaration signed by European Ministers and other official

representatives (19-6-1999) (6), it is stated that “in order to promote European

citizens; employability and international competitiveness of the European Higher

Education system there is a need for the adoption of an easily readable and

comparable degrees system.”

In the same Declaration there is concern;

• For the establishment of a credit system, such as ECTS, as a system promoting

mobility. Credits, however, could, also be acquired in non-higher education

contexts, including life long learning (Education/Training at any level), provided

they are recognized by receiving Universities concerned.

• for the promotion of movement of students, teachers and researchers with out

obstacles

• For the promotion of quality assurance with a view to develop comparable criteria

and methodologies while the European dimension in Higher Education is

considered as core component in curriculum development, inter-institutional

cooperation etc.

All the above describe the new potential environment of the European Higher

Education, Area as well as emphasize on the roles Higher Education is called to play

in order to facilitate:

• The European citizens’ personal development plans, with European dimension.

The call of all society’s constituents to have at their disposal, at any time all kind

of learning means for initial, complementary, continuing education and training

throughout their lives, (7), and acquire accredited knowledge, experience, shills.

• The transparency and accountability of the competencies/skills/attitudes etc

acquired (8).

• That all the schemes available offer the stakeholders, a commonly accepted

system of validation and certification with the European Label (8) while

producing a positive impact on employment, development, and social coherence.

Although all the above constitute the new requirements to which the HEIs, mainly,

are called to respond, there is no system introduced, which could transform one’s

achievements, that he/she gained through out his/her life, to measurable, transparent

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and unambiguous documents which count in one’s academic and professional

qualifications-development.

Credit, the core element of ECTS concept, representing the work - load of studies,

seems to need re-thinking, for it is to be used as a measuring tool for a wide spectrum

of activities, such as work experience, training, prior learning etc. The credit concept

therefore, seems that is not limited to mobility (physical at national or transnational

level or virtual) any more.

It has to cover a wider area and it is supposed to be the ‘metron’ to assess knowledge,

skills, experience etc. within a general, set scheme: CATS. However, by definition,

credit cannot be used as a tool, securing quality of curricula training courses etc.,

although it contributes to quality (9).

Inevitably, there is need for a “metron” or a “metrics” system, which gives transparent

information, in a standardized form, for the quantity of courses curricula i.e. content,

workload, level as well as the quality of courses curricula, teaching and learning

environment etc. Such a “metrics” system would constitute the platform to forge the academic and

professional competencies and assure recognition.

The question is raised spontaneously:

What is the frame of the “metron” or metrics systems that would allow for academic

and professional recognition? What the properties and the features of such a metrics

system would be, provided that there exist a wide diversity in the Education and

Training systems and that this diversification, linked to L.L.L. generates a plethora of

possible mobility routes with a strong European component? Is CATS* an answer on

its own to the above? *(Credit Accumulation and Transfer Systems or credit systems which are not restricted to either the

credit accumulation or the credit transfer component that combine the advantages of credit

accumulation and credit transfer) (10)

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In table one, which follows, an attempt is made in order to show, possible mobility

flows, the sources that provide qualifications (academic, professional) and the

schemes where the CATS policy could be applied in principle, at least for Greece.

However, this issue, is open to discussion between colleagues from the various

countries, who:

• If they agree to the approach as analyzed in the table I, may follow a similar

mapping for their country.

• If they don’t agree, they may propose another format to approach the same issue,

in order to reach comparable results.

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Comments on table I

Taking into consideration:

• The real facts as it concerns mobility at all levels (post-secondary education

onwards and at all types-CET, L.L.L.) and

• The fact that the numbers of mobility of any type of education and training is

dramatically increased by the time, as they are tightly linked, also, to

employability.

• The fact that both the aforementioned issues have been discussed in the White.

Paper on Education and Training: Teaching & Learning, towards the Learning society

and the Bolonga Joint declaration.

• The fact that the achievements an individual would claim credits for, where

pursuing Professional or academic recognition are related to:

→ Education (attendance of courses, modular, conventional, ODL, in Post-secondary

institutions, HEIs).

→ Work placement: integrated to studies, taking place in work environment.

→ Training (taking training courses) in HEIs Training centers, Consortia, Networks,

Professional bodies etc.

→ Work experience, in places where a profession is exercised.

→ Prior learning, taking place in formal education settings, in house-training

occurred in industrial, commercial settings.

• The need the activities a person undertakes throughout his/her life, to correspond

to educational/training objectives and, of course, to credits/“metron”, which bear

academic and/or professional value.

• The need that the basis for building an academic or advance professional profile

by accumulation of credits and transfers, should be, at least, post-secondary

education, according to G D, 89/49,92/51, as knowledge and education, although

can be supplemented and improved through training, work experience etc., they

might not be substituted by them (15).

• The need that relationship between academism and professionalism in one hand

and recognition on the other, has to be extensively elaborated, so that there is no

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dispute against as sometimes, confusion is raised, since requirements for one’s

professional pursuit are affected by decisions or regulations of bodies from the

other side, the academic*. This refers to countries where professional** activities

come after academic recognition is acquired.

• The need for a straight communication and a common understanding to be

developed among the parties involved in education, training and professional

processes. The need, in other words, for a common language/code to be

developed.

The analysis attempted before has to be followed in all types of education and training

providers (post-secondary institutions, training institutions-centers etc.). In such an

analysis the prerequisites and requirements have to be identified and methodologies to

accredit skills and competencies, approved by all stakeholders have to be established.

The European mobility schemes need to be further discussed and be integrated into a

quality assurance model, where a “metrics” system of high utilizability and flexibility.

Providing high academic and professional credibility will be built in. The partnerships

established in this domain under the European programmes (Force, Comett,

Eurotechnet etc.) provide a dynamic asset to develop this holistic approach to credit

allocation award academic and/or professional recognition and employability.

A question springs up now:

“Is there, any “metrics” system available or used in any other EU policy relevant to

free movement of persons: students / graduates / professionals?”

* Academic recognition is related to higher education entrance, intermediate and final qualifications, as well as to

individual parts of the course programme, whether or not this comprises the use of academic credit systems.

** Professional qualifications are awarded by the state or by professional organizations, chambers, (when the professions

are regulated): Professional qualifications recognition are related to national education/higher education systems as well

as to national professional settings. (13)

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III. “Metrics” system for mobility schemes, based on the policy of products free

circulation.

1. The EU as an economic, cultural and monetary union, protects the health and

safety of its citizens, fostering the free movements of capital, goods, services and

persons.

The sectors of economy, agriculture and others are rigorously framed legally and

administratively due to the one policy or common policy exercised in EU, article 3

of Maastricht Treaty.

This fact has driven the development of a series of Directives, Regulations and

Decisions in one hand and the establishment of bodies and committees, on the

other, which are competent, or responsible for the implementation and the

compliance of the harmonized standards in the design, production, construction

and circulation of goods.

2. The stages, steps and procedures to be followed for a product in order to obtain

the European Label for free circulation, constitute a well-established series as one

can realize in the relevant flowchart (Table II).

One distinguishes:

Step 1: where the equipment is designed according to technical and sales

requirements, meeting, also, health and safety requirements set by the Technical

Directives, if the product falls into such category.

• The manufactured product forms an intellectual property, too.

• However, it is possible that several parts of the product to be imported from other

countries, thus building a composite product which, again, has to get its European

Label.

This case is very similar with the students when under mobility, acquire part of their

skill, knowledge, experience in another country or University.

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Step 2: If product does not pose a risk to health, safety and the environment is not a

regulated product. These products are regulated by the individual member states. Such

a case can be drawn in parallel to non regulated profession in one member state, but

not necessarily in another. Several times, courses correspond to professions which are

regulated in one country but not in another.

However, in all these cases if a quality system is in place of any product manufacturer

or service provider or University, hen the mobility of the item, the intellectual

property etc is readily facilitated, as it secures health, safety, environment

requirements etc.

Step 3: Manufacturer follows Directive 83/189 referring to the Certification and

Technical standards and specifically has to select the one in which the product

category falls. Counseling with the notified body in the Member State is a must.

Step 4: Manufacturer selects the right module of conformity to the normalized

standards. For this a risk assessment has to be carried out

Step 5: Manufacturer has to test product according to B and C standards.

Step 6: Finally, the T.C.F (Technical Construction File) is prepared and after the

auditing by the notified body is done, a process mostly facilitated, if the company is

quality certified, e.g. by ISO 9000 or any other quality management system, a

declaration of conformity is issued.

And

Step 7: The CE Mark is affixed, resulting to free marketing in EU.

3. In Education, however, things differ. There is no common or one policy for

Educational and Training EU Educational policy in EU is not under the

responsibility of any EU body. The EU supplements actions of the member states

to promote high quality education, as well as the European dimension in

Education.

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On the other hand, a graduate, a professional or a student might be considered as the

“product” of the Educational/Training system.

Therefore, if one would like to exercise the freedom of movement to offer his / her

services or be an employee in another country, has to comply with the requirements

set in host country, but without discrimination against the non-nationals. Here we can

realize the non-existence of normalized standard.

The similarity of mobility between persons and goods is better highlighted, when one

considers equipment whose part(s) come from another country, but comply with the

specific technical Directives concerning the safety requirements.

This equipment obtain after the (pre) defined steps have been successfully followed

the CE label and they are freely marketed.

The case for a graduate, student, professional is when part(s) of his/her studies have

been taken in another country. This implies that the set of studies, curricula,

objectives, skills, are related to each other and there has to be a “metron” to weight

their added value and guarantee for the quality of the “product”.

Quality means that the sum of added values satisfy the requirements of the profession.

Profession to be objectively defined across the curricula objectives. All these, imply

also the “product” satisfies the requirements of the market i.e. safety, environmental

protection, health & quality.

In the table which follows we present the corresponding phases, principles, actions

and steps that lead the “product” i.e. the professional/? to get the Label of mobility,

for Academic and Professional purposes and marketing, too.

The pan metron ariston i.e. to use metron in every part or process of a University,

HEI, provides a direct visualization for TQM and especially the process performance,

control and measurement.

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The “metron” as shown in the diagram constitutes a Metrics system or a joint system

of:

a. Credit Transfer & Accumulation

b. Quality Assurance and Evaluation

c. Benchmarking

These provide a measure of the quantity and the quality and in addition to that, if

consistently exercised, they contribute to the development of a culture of continuous

improvement. They increase the flexibility, that is the ability to meet client’s

requirements.

Finally, they contribute to the ethos of excellence, as benchmarking has to be in-built

for reasons of sustainability and competitiveness.

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References

1. S. N. Kaplanis “a Quality Assessment project in the TEI of Patra based on the

European Pilot Project

EFQM Conference, Amsterdam, 25-26 January, 1996

2. J. S. Oakland, Total Quality management, Butteivor Heinemann 1993

3. J. M Juran, “Juran on leadership for Quality”

The free press, 1989.

4. B.S 4778, 1987 (ISO8402-1986)

Quality Vocabulary “Part 1, international Terms”.

5. Quality: by Feigen Bam “The total composite product and service characteristics

of marketing (this denotes direct mobility) engineering, manufacture and

maintenance through the product and service in use will meet the expectative by

the customer”.

6. The joint Bologna Declaration, of the European Ministers of Education, Bologna,

19th June 1999.

7. S. Kaplanis, the New HEIs Contribution to the Making of the Knowledge Society.

Continuing Education paper presented in Bonn, 7 & 8/5/1999 in ACA seminar.

8. White Paper on Teaching and Learning : Towards a learning society

9. Luxembourg: Office for the official publication of the European Communities

1996.

10. ECTS, European Community Course Credit Transfer System European

Commission 1994/95.

11. F. Dalichow, “CATS, ACADEMIC AND PROFESSIONAL RECOGNITION

ON A WORLD-WIDE SCALE? Paper presented in CATS conference in Derby

15-19/6/1998.

12. General Directive 89/48 EEC 1988

13. General Directive 95/51 EEC 1992

14. Council of Europe/UNESCO Convention on the Recognition of Qualification

covering Higher Education in the European Region, “Lisbon Recognition

convention of 1997”.

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15. Sectoral Directives :

• Council Directives 78/1026/EEC/1978, recognition of diplomas, certificate, other

formed qualification for veterinary medicine

• Council Directive 85/384/EEC/1985 on mutual recognition of diplomas

certificates and other evidence of formal qualifications in architecture.

• Council Directive 85/433/EEC/1985 on mutual recognition of diplomas

certificates and other evidence of formal qualifications in primacy.

• Council Directive 89/594/EEC of 30 October 1989 amending Directives

75/362/Eec, 77/452/EEC, 78/10226/EEC relating to the mutual recognition of

diplomas, certificates and other evidence of formal qualifications as doctors,

nurses responsible for general care, dental practitioners, veterinary surgeons and

midwives, together with Directives 75/363/EEC, 78/1027/EEC concerning the

coordinator of provisions laid down by Low, Regulation or Administrative Action

relating to the activities of doctors, veterinary surgeons and midwives etc.

16. Ralf. G Lewis, Douglas Smith “ Total Quality in Higher Education” St., Press

1994

17. Maastricht Treaty, 1992