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Workshop 1: Lisbon Convention and Global Recognition
Seminar for Bologna and Higher Education Reform Experts
Jessica Stannard, Nuffic, the NetherlandsMarketa Tokova, President, Erasmus Student Network
>Introduction>Presentations:
● Main instruments and trends in global recognition● European mobility schemes for students and staff● Obstacles to recognition
>Group work>Discussion and conclusions
Programme
Main instruments and trends
> Lisbon Recognition Convention> Qualifications frameworks> Information resources and international networks> National Action Plans on Recognition> Accreditation and quality assurance> Lifelong learning> Joint degrees> Global dimension of recognition> Diploma Supplement> ECTS> Erasmus Student Charter
Main instruments and trends
> Lisbon Recognition Convention●Adopted in 1997 ●As of June 2010, ratified by 50 countries●Goal: to facilitate and improve academic
recognition by adopting clear recognition procedures and transparent and uniform criteria
●Foreign qualifications should be recognized and differences should be viewed with flexibility. Only relevant substantial differences should lead to partial recognition or non-recognition.
Main instruments and trends
> Qualifications frameworks
● Translation tool to facilitate transparency recognition of qualifications mobility
● Framework for Qualifications of the European Higher Education Area (Bologna Framework)
3 cycles linked to Dublin Descriptors
● European Qualifications Framework for Lifelong Learning (EQF)
8 levels Includes all types of education, training & qualifications
Main instruments and trends
> Information resources and networks“The responsibility for providing information on the qualification for which recognition is sought is shared by applicants, higher education institutions at which the qualifications in question were awarded and the competent recognition authority. “
● Exchange of information and expertise● Internet, published / unpublished resources● Networks: Bologna networks, ENIC-NARIC network● Diploma supplement
Main instruments and trends
> ECTS (European Credit Transfer and Accumulation System)
●Set up in 1989 originally for Erasmus programme●Currently, a core stone of the European Higher
Education Area●Tool for easy comparison and understanding of study
programmes●Involving all Bologna countries
●Learner-centred system●Based on student workload in order to achieve
learning outcomes
Main instruments and trends
> ECTS (European Credit Transfer and Accumulation System)
●Principles:●Workload of 1 full-time academic year: 60 ECTS
●1 ECTS credit = 25 to 30 working hours
●ECTS credits obtained after successful completion of the work and assessment of the learning outcomes
●Learning outcomes = what the student will know, understand or be able to do after completion of a process of learning, long or short.
●Credits allocated to all educational components of a study programme
Main instruments and trends
> Learning Agreement
●Agreement between a student and the university to deliver the courses and to grant credits for the achievement of the expected learning outcomes
●Originally for mobile students to provide a binding agreement prior to mobility
●Signed by student, home and host university●No individual negotiations with professors
●Designed to guarantee full recognition of the programme of study abroad
Main instruments and trends
> Diploma Supplement
●Accompanying document to the HE diploma to provide sufficient information on the studies to improve recognition of qualifications
●Description of studies (content and results), qualification, details on higher education system etc.
●Importance due to the development of joint, transnational or cross-border degrees; as well as for the external quality assurance
●Bologna ministers●Diploma Supplement issues automatically, free of charge and
in a widely spoken European language by 2005
Main instruments and trends
> Erasmus University Charter
●General framework for all the European cooperation activities of a HEI within Erasmus
●Set of elementary principles and requirements any HEI must comply with in order to guarantee quality of mobility and cooperation
●Obligatory for HEIs if they want to participate in Erasmus actions
●Violation = sanctions or withdrawal of the Charter
Main instruments and trends
> Erasmus Student Charter
●Document stating rights and responsibilities of Erasmus students●What to expect
●Free tuition●Full recognition of studies / placements abroad●Equal treatment as the local students
●What is expected from students●Duties both towards their home and host higher
education institutions
European Mobility Schemes
> Erasmus Programme> For students> For staff> Intensive programmes
> International cooperation> Erasmus Mundus> Other programmes (Tempus, Edulink, Alfa etc.)
European Mobility Schemes
> Erasmus Programme
●European education and training programme initiated in 1987
●Student and staff mobility●Erasmus Placements●Erasmus Intensive Programmes
●Main aims●Creating of the European Higher Education Area and
fostering innovation in Europe●Personal development of the participants●Strengthening the European identity
European Mobility Schemes
> Erasmus for students
●Studies abroad●Studying at a host HEI from the second year on●Duration: 3 to 12 months●Full recognition of the study programme●No tuition fees at the host institution
●Placements abroad●Student placement at a host enterprise or other organisation●Duration: 3 to 12 months●Full recognition after fulfilling the requirements set out in the
training agreement
European Mobility Schemes
> Erasmus for staff
●Teaching abroad●Lecturing at a host higher education institution●For teaching staff of HEIs and enterprise staff●Duration: 1 day (minimum 5 hours) to 6 weeks
●Training abroad●Receiving training at a host enterprise or organisation
or higher education institution●For teaching and other staff of higher education
institutions●Duration: 5 days to 6 weeks
European Mobility Schemes
> Erasmus Intensive Programmes
●Intensive programmes●Short programme of study covering specialist topics●For teachers and students from at least 3 different
countries●Duration: 10 days to 6 weeks●Recognition for students
●Intensive Language Courses●Language courses for Erasmus students in the less
widely used and taught languages●Duration: 2 to 6 weeks
European Mobility Schemes
> International cooperation in education and training
●Main aims●Supporting partner countries outside the EU●Promoting common values and closer understanding●Advancing the EU as a worldwide centre of excellence in ET●Improving the quality of services and human resources in
the EU through mutual learning, comparison and exchange of good practice
●Programmes●Erasmus Mundus, Jean Monner, Tempus, Edulink, Alfa etc.
European Mobility Schemes
> Erasmus Mundus
●Cooperation and mobility programme enhancing quality in HE through scholarships and academic co-operation between Europe and the rest of the world
●Financial support for institutions and individuals:●European joint Masters and Doctorates●Partnerships with non-European HEIs●Projects to promote European higher education worldwide
●Open to any HEI in the world
European Mobility Schemes
> Other programmes
●Tempus●Mobility programme building the co-operation in the field of
higher education between the EU and partner countries in neighbouring regions
●Edulink●Programme for capacity building and regional integration in
higher education in ACP states and regions (Africa, Caribbean and Pacific)
●Promotion of HE as a means of reducing poverty.
●Alfa●Co-operation programme between HEIs in the EU and Latin
America
Obstacles to Recognition
> Substantial differences> Descriptions of learning outcomes and
competencies> Transnational programmes> Communication between people who
make and those who implement policy on recognition
> National culture, legislation and attitude
Obstacles to Recognition
> PRIME report> Incompatibility of study programmes> Problems with the calculation of course credits> Organisational issues> Non-recognition of certain courses> Home university or professors do not
recognise studies abroad
Group Assignment
> Please discuss the following, and provide arguments in favor of or against:
1. A student who has completed a 3-year bachelor’s degree from Australia cannot be admitted to a master’s programme in my country because of a substantial difference in purpose. The same degree doesn’t grant admission in Australia, where an honours bachelor’s degree (4 years) is usually required.
2. A student whose results at the home institution were mediocre returns from study abroad with excellent grades. All the results are degraded based on the previous history of the student.
3. A master’s degree that requires 60 ECTS to complete (following a bachelor’s of 180 ECTS) cannot be given full recognition because of a substantial difference in length.
4. Mention one strength and one weakness of recognition practice in your country.
