The ECTS, Competences, and the Validation of Acquired Experience

1. The ECTS, Competences, and the Validation of Acquired Experience Paul Rousset and Atken Armenian French University in Armenia

2. Key Terms • Knowledge • Competence • Diploma • Certification

3. Competences • Competences represent a dynamic combination of attributes, abilities, and attitudes. Fostering these competencies is the object of educational programmes. Competences are formed in various course units and assessed at different stages. They may be divided in subject-area related competences (specific to a field of study) and generic competences (common to any degree course). Source: ECTS Users’ Guide, Directorate General for Education and Culture, Brussels, 2005 02 14 p.45 EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 45

4. In this presentation, it will be argued that competences are acquired in four ways: 1. Classic approach (formal academic education) 2. Professional Training 3. Blend of Practical Professional and Academic education (e.g. sandwich courses that alternate academic training and professional experience) 4. Acquired experiences in a life-long process.

5. Competence The possession of required skill(s), knowledge, professional capacity

6. Attribute The Quality or Characteristic of a person

7. Ability The power or capacity to do or act. It is a competence based on natural skill, training, experience, or any other qualification.

8. Attitude Manner Disposition Feeling Orientation Tendency Position, etc. with regard to an educational outcome (skill or knowledge).

9. Credits in ECTS can only be obtained after successful completion of the (academic or professional) work required and appropriate assessment of the learning outcomes and competences achieved.

10. Learning outcomes are sets of competences expressing what the student will know understand or be able to do after completion of a process of learning, long or short. EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 4

11. An example of a subject specific competence in the field of History: At the end of the course unit/module the learner is expected to demonstrate his/her ability to comment and annotate texts and documents correctly according to the critical canons of the discipline. • EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13

12. An example of a subject specific competence in the field of Physics: At the end of the course unit/module the learner is expected to be able to describe and explain the function of the basic devices of optoelectronics; optical fibres; liquid crystal displays; bi-polar and surface field effect transistors and MOS light emitting diodes. • EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13

13. An example of a generic competence: At the end of the course unit/module the learner is expected to be able to demonstrate the use of information-retrieval skills effectively, in relation to primary and secondary information sources, including information retrieval through on-line computer searches. • EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 13

14. LANGUAGE COMPETENCES LEVEL C2 • Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity . . . • No signs of having to restrict what he/she wants to say. LEVEL C1 • Can select an appropriate formulation from a broad range of language to express him/herself clearly, without having to restrict what he/she wants to say. Source: The Common European Framework in its political and educational context p 110

15. LANGUAGE COMPETENCES LEVEL B2 • Can express him/herself clearly and without much sign of having to restrict what he/she wants to say. • Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so. LEVEL B1 • Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and films. • Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times. Source: The Common European Framework in its political and educational context. p 110

16. LANGUAGE COMPETENCES LEVEL A2 • Has a repertoire of basic language which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words. • Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. • Can use basic sentence patterns and communicate with memorised phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions etc. • Has a limited repertoire of short memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations. LEVEL A1 • Has a very basic range of simple expressions about personal details and needs of a concrete type. Source: The Common European Framework in its political and educational context. p 110

17. Not all learners are full time students enrolled in regular degree programmes. A growing number of adult learners follow ‘stand-alone’ courses or modules, which may or may not be linked to formal qualifications, such as courses for Continuous Professional Development.

18. Masses of people possess valuable skills and competences acquired outside higher education institutions, through self study, work or life experience. • There is no reason why non-traditional learners should not benefit from the transparency and recognition provided by ECTS. • How can such diverse learning be expressed in credits and be considered towards a formal qualification (if so wished)? • EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM AND THE DIPLOMA SUPPLEMENT http://europa.eu.int/comm/education/programmes/socrates/ects/guide_en.pdf p. 17

19. Validation in formal education and training settings • Validation in the labor market (enterprises, eceonomc sectors, public organizations) • Validation of voluntary and civil society activities (youth organizations, community learning) Aim may be to re-integrate individuals into education and training settings, the labor market and society at large. Source: Common European Principles for Validation of Non-formal and Informal learning EAEA News 2004 04 02

20. Certification The process of formally validating knowledge, know-how and/or competences acquired by an individual following a standard assessment procedure. Certificates or diplomas are issues by accredited awarding bodies. Certification validates the outcome(s) of either formal learning (training actions) or informal/non-formal learning.

21. Formal Learning Learning that occurs in an organised and structured context. It is intentional from the learner’s point of view.

22. Informal Learning Learning from work-related, family, or leisure activities. It is neither organized nor structured and is unintentional from the learner’s point of view.

23. Non-formal Learning • Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support) but with an important learning element. • Learning is intentional from the learner’s point of view.

24. Principles of Validation 1 Purpose of Validation Make visible and give value to qualifications and competences - irrespective of where these have been acquired. May be formative or summative.

25. Principles of Validation 2 Individual Entitlements • Must serve the needs of individual citizens. • Transparent • Fair • Private • Based on social dialogue • With right of appeal • It is the property of the individual

26. Principles of Validation 3 Responsibilities of Institutions and Stakeholders • Must provide guidance and support • Provision of information, guidance and counselling • Provide legal and practical basis • Should recognise non-formal acquisitions of competences

27. Principles of Validation 4 Confidence and Trust • Transparency of Procedures and Criteria • Well-defined standards and procedures • Clear and Accessible information on conditions and methodologies used • Clearly articulated requirements to ensure high reliability • Accessible information regarding standards

28. Principles of Validation 5 Impartiality • Confidence and trust • Code of conduct and professional competence of assessors – their roles and responsibilities.

29. Principles of Validation 6 Credibility and Legitimacy • All inclusive process of all stakeholders • No single predominating influence • Safeguard impartiality and full participation of all parties.

30. THANK YOU