PRO-EAST Workshop Rome, 9 – 11 May 2007 Promotion and Implementation of EUR-ACE Standards

PRO-EAST Workshop Rome, 9 – 11 May 2007 PRO-EAST Workshop Rome, 9 – 11 May 2007 Promotion and Implementation of EUR-ACE Standards Promotion and Implementation of EUR-ACE Standards

Two Cycles of European Engineering Two Cycles of European Engineering Education: Education:

Dublin Descriptors, FQ-EHEA, EQF - LLL and Dublin Descriptors, FQ-EHEA, EQF - LLL and EUR-ACE StandardsEUR-ACE Standards

Günter Heitmann, Technical University BerlinGünter Heitmann, Technical University Berlin

SEFI, E4/TREE, EUR-ACESEFI, E4/TREE, EUR-ACE

1. Need for qualitative standards in the Bologna Process1. Need for qualitative standards in the Bologna Process and the two European Frameworks for Qualifications and the two European Frameworks for Qualifications 2. EUR-ACE standards and its relation to European Framework2. EUR-ACE standards and its relation to European Framework Standards Standards 3. Improving curricula and teaching / learning arrangements by3. Improving curricula and teaching / learning arrangements by orientation on Framework Standards orientation on Framework Standards

Three central aims of the Bologna Declaration of 1999:Three central aims of the Bologna Declaration of 1999:

- a system of comparable and readible degrees- a system of comparable and readible degrees- a system based on two main cycles - a system based on two main cycles

- quality assurance with a view to developing comparable criteria and - quality assurance with a view to developing comparable criteria and

methodologiesmethodologies

Second Cycle Degree SCD

First Cycle Degree FCD

Second Cycle Program

SCP

First Cycle Program

FCP

Ha

rd S

tan

da

rd:

Min

imu

m 3

ye

ars

So

ft S

tan

da

rd(~

5 y

ea

rs)

(Bachelor)

(Master)

FCD

SCD

TCD

Consecutive *

Undergraduate (First Cycle) Study

3 - 4 Years

Graduate (Second Cycle) Study

1 - 2 Years

Postgraduate (Third Cycle) Study

3 - 4 Years

Fig. 1: Typical options for Higher Education Systems. * Options compatible with the Bologna declaration ** Traditional in continental Europe

Undergraduate (First Cycle) Study

3 - 4 Years

Long Doctorate

4 - 5 Years

Long Study Programme

~ 5 Years

Doctorate

~ 3 Years

Short Study Programme

3 - 4 Years

Short ** Integrated ** Graduate school *

Typical options for European HE systems 2007

Source: G. Augusti

1. 1. Need for qualitative standards in the Bologna processNeed for qualitative standards in the Bologna process

For comparability and recognition of degrees as well as quality assurance in For comparability and recognition of degrees as well as quality assurance in the common European Higher Education Area (EHEA) by 2010 not only the common European Higher Education Area (EHEA) by 2010 not only structural and quantitative (cycles, ECTS, credits for cycles) but also structural and quantitative (cycles, ECTS, credits for cycles) but also qualitative reference points turned out to be necessary;qualitative reference points turned out to be necessary;

The Bologna-Bergen Follow-up Conference 2005 adopted the Framework for The Bologna-Bergen Follow-up Conference 2005 adopted the Framework for Qualifications of the EHEA ( FQ – EHEA) including the „Dublin Descriptors“ as Qualifications of the EHEA ( FQ – EHEA) including the „Dublin Descriptors“ as outcomes oriented qualitative level indicators for higher education;outcomes oriented qualitative level indicators for higher education;

In addition the European Commission in 2006 adopted a European Qualifications In addition the European Commission in 2006 adopted a European Qualifications Framework for Lifelong Learning (EQF – LLL) with 8 levels including the 3 Framework for Lifelong Learning (EQF – LLL) with 8 levels including the 3 Bologna cycles with the bachelor, master and doctorate level but slightly different Bologna cycles with the bachelor, master and doctorate level but slightly different indicators;indicators;

BERLIN COMMUNIQUE (2003):BERLIN COMMUNIQUE (2003):

„„Ministers encourage the member States to elaborateMinisters encourage the member States to elaborate a framework of a framework of comparable and compatible qualifications for their higher education comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of systems, which should seek to describe qualifications in terms of workload, workload, levellevel, , learninglearning outcomesoutcomes,, competences competences and and profileprofile. …. …

Within such frameworks, degrees should have different defined Within such frameworks, degrees should have different defined outcomesoutcomes. » . »

The shift from Input to Outcomes as main challenge:The shift from Input to Outcomes as main challenge:

Outcomes can be addressed either as programme outcomesOutcomes can be addressed either as programme outcomes

or more specifically as student learning outcomes with regard to programmes, or more specifically as student learning outcomes with regard to programmes, modules or other kinds of learning situations;modules or other kinds of learning situations;

Definition of learning outcomes: Definition of learning outcomes:

Statement of what a learner is expected to know, understand and/or be able to Statement of what a learner is expected to know, understand and/or be able to do at the end of a period of learning;do at the end of a period of learning;

Learning outcomes can be phrased in different terms and be more or less Learning outcomes can be phrased in different terms and be more or less

comprehensive, besides knowledge and skillscomprehensive, besides knowledge and skills also covering competences and also covering competences and attitudesattitudes. .

Expected advantages of outcomes orientation:Expected advantages of outcomes orientation:

1) increase of transparency for different groups of customers,

2) stronger emphasis on student learning and competence achievement,

3) facilitation of recognition and mobility, including recognition of prior and experiential learning,

4) better alignment and integration of teaching, learning and assessment and of education, practice and life long learning 5) improvement of quality assurance,

6) increase of accountability

Bologna Process: The Framework for Qualifications of the Bologna Process: The Framework for Qualifications of the European Higher Education Area European Higher Education Area

(Bergen 2005)(Bergen 2005)

Based on the three cycles and degree levels with the possibility to introduce an Based on the three cycles and degree levels with the possibility to introduce an intermediate level within the first cycle (short cycle);intermediate level within the first cycle (short cycle);

Quantitative descriptors in terms of ECTS Credits for the first and second Quantitative descriptors in terms of ECTS Credits for the first and second cycle; the third cycle not specified in terms of ECTS Credits;cycle; the third cycle not specified in terms of ECTS Credits;

Adoption of the „Dublin Descriptors“ for the Framework for Qualifications of Adoption of the „Dublin Descriptors“ for the Framework for Qualifications of the EHEA (FQ – EHEA) as the generic outcomes based qualitative indicators the EHEA (FQ – EHEA) as the generic outcomes based qualitative indicators for each degree level and the short cycle.for each degree level and the short cycle.

The „Dublin Descriptors“ as shared qualitative indicators The „Dublin Descriptors“ as shared qualitative indicators (Joint Quality Initiative, 2005)(Joint Quality Initiative, 2005)

First proposed by the Joint Quality Initiative ( see: First proposed by the Joint Quality Initiative ( see: http://www.jointquality.orghttp://www.jointquality.org ) in March 2003 focused on the first and ) in March 2003 focused on the first and second cycle level, 2005 enhanced by the doctorate and short cycle second cycle level, 2005 enhanced by the doctorate and short cycle level descriptors;level descriptors;

Generic descriptors of required outcomes in 5 areas:Generic descriptors of required outcomes in 5 areas:

1. Knowledge and understanding1. Knowledge and understanding

2. Application of knowledge and understanding2. Application of knowledge and understanding

3. Making judgements3. Making judgements

4. Communication4. Communication

5. Learning skills5. Learning skills

Dublin Descriptors: Knowledge and UnderstandingDublin Descriptors: Knowledge and Understanding

Qualification that signify completion of the Qualification that signify completion of the first cyclefirst cycle are awarded to are awarded to students who:students who:

-- have demonstrated knowledge and understanding that builds upon and have demonstrated knowledge and understanding that builds upon and

extends their general secondary education, and is typically at a level extends their general secondary education, and is typically at a level

that, whilst supported by advanced textbooks, includes some aspects that, whilst supported by advanced textbooks, includes some aspects

that will be informed by knowledge of the forefront of their field of study;that will be informed by knowledge of the forefront of their field of study;

Qualification that signify completion of the Qualification that signify completion of the second cyclesecond cycle are awarded are awarded to students who:to students who:

– have demonstrated knowledge and understanding that is founded have demonstrated knowledge and understanding that is founded upon and/or enhances that typically associated with the first cycle, and upon and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and /or that provides a basis or opportunity for originality in developing and /or applying ideas, often within a research context;applying ideas, often within a research context;

Dublin Descriptors: Application of Knowledge Dublin Descriptors: Application of Knowledge


-- can apply their knowledge and understanding in a manner that indicatescan apply their knowledge and understanding in a manner that indicates

a professional approach to their work or vocation, and have a professional approach to their work or vocation, and have

competences typically demonstrated through devising and sustaining competences typically demonstrated through devising and sustaining

arguments and solving solving problems in their field of study;arguments and solving solving problems in their field of study;


– can apply their knowledge and understanding and problem solving can apply their knowledge and understanding and problem solving abilities in new or unfamiliar environments within broader (or abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;multidisciplinary) contexts related to their field of study;

Dublin Descriptors: Making judgements Dublin Descriptors: Making judgements


- - have the ability to gather and interpret relevant data (usually within have the ability to gather and interpret relevant data (usually within theirtheir

field of study) to inform judgements that include reflection on relevant field of study) to inform judgements that include reflection on relevant

social, scientific or ethical issues;social, scientific or ethical issues;


– have the ability to integrate knowledge and handle complexity, and have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;application of their knowledge and judgements;

Dublin Descriptors: Communication Dublin Descriptors: Communication


- - can communicate informations, ideas, problems and solutions to both can communicate informations, ideas, problems and solutions to both

specialist and non-specialist audiences;specialist and non-specialist audiences;


– can communicate their conclusions, and the knowledge and rationale can communicate their conclusions, and the knowledge and rationale underpinning these, to specialists and non-specialist audiences clearly underpinning these, to specialists and non-specialist audiences clearly and unambiguously;and unambiguously;

Dublin Descriptors: Learning skillsDublin Descriptors: Learning skills


- - have developed those the learning skills that are necessary for them to have developed those the learning skills that are necessary for them to

continue to undertake further study with a high degree of autonomy;continue to undertake further study with a high degree of autonomy;


– have the learning skills to allow them to continue to study in a manner have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.that may be largely self-directed or autonomous.

Functions of the Framework for Qualifications of the EHEAFunctions of the Framework for Qualifications of the EHEA

FQ-EHEA supposed to be an „overarching framework“ and reference for FQ-EHEA supposed to be an „overarching framework“ and reference for current or future national qualifications frameworks;current or future national qualifications frameworks;

The national frameworks by referring to the European ones should allow to assign The national frameworks by referring to the European ones should allow to assign national qualifications to the Bologna levels and facilitate comparability and national qualifications to the Bologna levels and facilitate comparability and recognition;recognition;

The European and National Frameworks are not understood as prescriptive The European and National Frameworks are not understood as prescriptive for programme development but seem to have respective implications;for programme development but seem to have respective implications;

Discipline and subject specific standards like EUR-ACE and national ones should Discipline and subject specific standards like EUR-ACE and national ones should aim in general to comply with the generic framework standards.aim in general to comply with the generic framework standards.

The European Qualifications Framework for Lifelong Learning The European Qualifications Framework for Lifelong Learning (EQF – LLL)(EQF – LLL)

The EQF – LLL comprises 8 levels covering both vocational training and The EQF – LLL comprises 8 levels covering both vocational training and university level education and training; university level education and training;

The EQF is also a „framework of framework“ as national frameworks and The EQF is also a „framework of framework“ as national frameworks and qualification systems should refer to it by 2009;qualification systems should refer to it by 2009;

It is based on learning outcomes, described in terms of knowledge, skills and It is based on learning outcomes, described in terms of knowledge, skills and competence, it shall facilitate the recognition of prior and experiential competence, it shall facilitate the recognition of prior and experiential learning;learning;

Levels 6, 7 and 8 compare to the three Bologna cycles, level 5 to a short cycle in Levels 6, 7 and 8 compare to the three Bologna cycles, level 5 to a short cycle in higher education or respective programmes in further vocational or continuing higher education or respective programmes in further vocational or continuing education;education;

Legislative co-decision procedures under way in the Eur. Parliament in 2007Legislative co-decision procedures under way in the Eur. Parliament in 2007

The European Qualifications Framework for Lifelong Learning: The European Qualifications Framework for Lifelong Learning: EQF – LLL Standards for level 6 (bachelor) and level 7 (master)EQF – LLL Standards for level 6 (bachelor) and level 7 (master)

Knowledge:Knowledge:

level 6level 6: advanced knowledge of a field of work or study, involving a critical : advanced knowledge of a field of work or study, involving a critical understanding of theories and principles; understanding of theories and principles;

level 7level 7: highly specialised knowledge, some of which is at the forefront of : highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking; critical knowledge in a field of work or study, as the basis for original thinking; critical awareness of knowledge issues in a field and at the interface between different awareness of knowledge issues in a field and at the interface between different fields; fields;


Skills:Skills:

level 6level 6: advanced skills, demonstrating mastery and innovation, required to : advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or solve complex and unpredictable problems in a specialised field of work or study;study;

level 7level 7: specialised problem-solving skills required in research and/or : specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields;knowledge from different fields;


Competence:Competence:

level 6level 6: manage complex technical or professional activities or projects, taking : manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work and study contexts, responsibility for decision-making in unpredictable work and study contexts, take responsibility for managing professional development of individuals and take responsibility for managing professional development of individuals and groups; groups;

level 7level 7: manage and transform work or study contexts that are complex, : manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches, unpredictable and require new strategic approaches,

take responsibility for contributing to professional knowledge and practice take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams; and/or for reviewing the strategic performance of teams;

2. EUR-ACE Standards and its relation to European Framework 2. EUR-ACE Standards and its relation to European Framework StandardsStandards

EUR-ACE standards with regard to expected Programme Outcomes have been EUR-ACE standards with regard to expected Programme Outcomes have been derived primarily from requirements at the „entry into the profession“ and not just derived primarily from requirements at the „entry into the profession“ and not just from „academic“ requirements, taking appropriate standards in various European from „academic“ requirements, taking appropriate standards in various European countries into account; countries into account;

Dual level: According to the Bologna system of cycles the expected outcomes are Dual level: According to the Bologna system of cycles the expected outcomes are defined as generic outcomes for the first cycle degree (EUR-ACE bachelor) and for defined as generic outcomes for the first cycle degree (EUR-ACE bachelor) and for the second cycle degree (EUR-ACE master), with the first cycle degree already the second cycle degree (EUR-ACE master), with the first cycle degree already providing „employability“ and an entry into the engineering profession;providing „employability“ and an entry into the engineering profession;

The outcomes oriented EUR-ACE Standards aim to satisfy also the level descriptors The outcomes oriented EUR-ACE Standards aim to satisfy also the level descriptors of the Framework for Qualifications (FQ) of the EHEA but are necessarily more of the Framework for Qualifications (FQ) of the EHEA but are necessarily more specific; specific;

They are supposed to function as a sectoral „framework of frameworks“, namely They are supposed to function as a sectoral „framework of frameworks“, namely with regard to the quality and/or accreditation standards of national agencies with regard to the quality and/or accreditation standards of national agencies devoted to engineering programmes; devoted to engineering programmes;

EUR-ACE Standards for Programme OutcomesEUR-ACE Standards for Programme Outcomes

EUR-ACE standards for programme outcomes are generic for engineering and EUR-ACE standards for programme outcomes are generic for engineering and focus on 6 areas of graduate attributes and competence achievement:focus on 6 areas of graduate attributes and competence achievement:

- Knowledge and Understanding- Knowledge and Understanding: FCD: : FCD: 44, SCD: , SCD: 22 outcomes are specified, outcomes are specified,

- Engineering Analysis- Engineering Analysis: FCD: : FCD: 33, SCD: , SCD: 44 outcomes specified; outcomes specified;

- Engineering Design- Engineering Design: FCD: : FCD: 22, SCD: , SCD: 33 outcomes specified; outcomes specified;

- Investigations- Investigations: FCD: : FCD: 33, SCD: , SCD: 4 4 outcomes specified;outcomes specified;

- Engineering Practice- Engineering Practice: FCD: : FCD: 44, SCD:, SCD: 3 3 outcomes specified; outcomes specified;

- Transferable Skills- Transferable Skills: FCD:: FCD: 5 5, SCD: , SCD: 7 7 outcomes specified;outcomes specified;

For the First Cycle Degree (FCD), the EUR-ACE-Bachelor, 21 outcomes are For the First Cycle Degree (FCD), the EUR-ACE-Bachelor, 21 outcomes are required and need to be addressed and achieved by the programme applying for the required and need to be addressed and achieved by the programme applying for the EUR-ACE label, the Second Cycle Degree (SCD), the EUR-ACE Master, requires EUR-ACE label, the Second Cycle Degree (SCD), the EUR-ACE Master, requires 23 outcomes; 23 outcomes;

EUR-ACE Standards for Programme OutcomesEUR-ACE Standards for Programme Outcomes

EUR-ACE outcome standards are usually phrased in terms of „ability to ...“ EUR-ACE outcome standards are usually phrased in terms of „ability to ...“ statements; they need to be further specified by the accreditation agencies or statements; they need to be further specified by the accreditation agencies or programme provider with regard to engineering branches; programme provider with regard to engineering branches;

Example: Example: Engineering Design - Engineering Design - First Cycle graduates should have:First Cycle graduates should have:

- - the ability to apply their knowledge and understanding to develop and realise the ability to apply their knowledge and understanding to develop and realise designs to meet defined and specified requirements;designs to meet defined and specified requirements; - an understanding of design methodologies, and an ability to use them;- an understanding of design methodologies, and an ability to use them;

Second Cycle graduates should have:Second Cycle graduates should have: - an ability to use their knowledge and understanding to design solutions to - an ability to use their knowledge and understanding to design solutions to unfamiliar problems, possibly involving other disciplins;unfamiliar problems, possibly involving other disciplins; - an ability to use creativity to develop new and original ideas and methods;- an ability to use creativity to develop new and original ideas and methods; - an ability to use their engineering judgements to work with complexity, technical - an ability to use their engineering judgements to work with complexity, technical uncertainty and incomplete information;uncertainty and incomplete information;

Implementation of EUR-ACE Standards and some open questionsImplementation of EUR-ACE Standards and some open questions

Are the EUR-ACE outcome standards appropriate and comprehensive enough, in Are the EUR-ACE outcome standards appropriate and comprehensive enough, in particular to achieve a first degree quality compatible with global standards particular to achieve a first degree quality compatible with global standards (Washington Accord) and the European Frameworks for Qualifications? (Washington Accord) and the European Frameworks for Qualifications?

Do all 21 EUR-ACE Programme Outcomes for the First Cycle Degree or all 23 for Do all 21 EUR-ACE Programme Outcomes for the First Cycle Degree or all 23 for the Second Cycle Degree need to be addressed by national accreditation standards the Second Cycle Degree need to be addressed by national accreditation standards and respectively achieved by the programme providers before a EUR-ACE label and respectively achieved by the programme providers before a EUR-ACE label can be awarded?can be awarded?

Is it necessary to introduce different levels of attainment with regard to the required Is it necessary to introduce different levels of attainment with regard to the required outcomes and do we need respective shared performance or outcomes indicators?outcomes and do we need respective shared performance or outcomes indicators?

How can a EUR-ACE appropriate outcomes assessment be implemented by How can a EUR-ACE appropriate outcomes assessment be implemented by programme providers and evaluated by National Agencies and external reviewers?programme providers and evaluated by National Agencies and external reviewers?

How can or should EUR-ACE standards be improved? Need for a special Quality How can or should EUR-ACE standards be improved? Need for a special Quality Assurance System within National Agencies and ENAEE?Assurance System within National Agencies and ENAEE?

3. Improving Curricula and Teaching/Learning arrangements by 3. Improving Curricula and Teaching/Learning arrangements by orientation on Framework Standardsorientation on Framework Standards

Outcomes and competence based Qualification Frameworks and the Outcomes and competence based Qualification Frameworks and the EUR-ACE accreditation requirements are only reference points;EUR-ACE accreditation requirements are only reference points;

Accreditation Agencies as well as programme providers may want to go Accreditation Agencies as well as programme providers may want to go beyond the described minimum standards;beyond the described minimum standards;

Faculty and teaching staff has to get involved in discipline, branch, Faculty and teaching staff has to get involved in discipline, branch, programme, subject and module related specification of learning programme, subject and module related specification of learning objectives and intended learning outcomes;objectives and intended learning outcomes;

A comprehensive process of alignment of programme planning, A comprehensive process of alignment of programme planning, teaching/learning arrangements, an appropriate outcomes assessment teaching/learning arrangements, an appropriate outcomes assessment and feed-back for continuous quality improvement is needed;and feed-back for continuous quality improvement is needed;

Programme providers have to make evident and the external reviewers Programme providers have to make evident and the external reviewers (peers) have to evaluate whether required outcomes are achieved.(peers) have to evaluate whether required outcomes are achieved.

ABET - Evaluation & ABET - Evaluation & Assessment CyclesAssessment Cycles

“2-loop Process”“2-loop Process”

Input fromConstituencies

Input fromConstituencies

Evaluate ObjectivesEvaluate ObjectivesEvaluate Objectives/ Assess Outcomes

Evaluate Objectives/ Assess Outcomes

Formal InstructionStudent Activities

Formal InstructionStudent Activities

Establish Indicators for Outcomes to Lead

to Achievementof Objectives

Establish Indicators for Outcomes to Lead

to Achievementof Objectives

Determine HowOutcomes will be

Assessed


Assessed


Achieved


Achieved

Determine OutcomesRequired to Achieve

Objectives

Determine OutcomesRequired to Achieve

Objectives

Determine educational objectives

Determine educational objectives

Individualstudents

Learning

CONSTRUCT

through

appropriatelearning activities

predefined by tested byA ligned

assessm ent

are guided by

designed toproduce

which alsoproduce

Em ergentlearning

outcom es

are guided by

assessm entcriteria

define

IntendedLearning

Outcom es

used todesign

supported by

som e ofwhich are

becom eincluded

in

unintended butvalued learning

outcom es

m ayidentify

identifies needto m odify

LTSN UK: Constructive Alignment Concept map / Houghton/Biggs

Thanks for your attention.Thanks for your attention.Waiting for questions and comments:Waiting for questions and comments:

[email protected]@tu-berlin.de

Documents

PRO-EAST Workshop Rome, 9 – 11 May 2007 Promotion and Implementation of EUR-ACE Standards