Best recognition instruments for the dialogue between global experts Final Conference - Malta , 18 - 19 October 2012

1. ANALYSIS OF ERASMUS MUNDUS CASE STUDIES – ACTION 4 Leonor Santa Clara – Portuguese Directorate General for Higher Education Best recognition instruments for the dialogue between global experts Final Conference - Malta, 18 - 19 October 2012

2. The Objective of Action 4 Analysis of 5 Erasmus Mundus Master Courses (EMMC) Assess + collect information on issues related to recognition during different phases of the life of these courses .

3. How to choose the courses? Some common criteria agreed: • participation of an institution of the country responsible for the case study; • course functioning in the academic year 2011-2012; • renewed courses, preferably; • joint, double and multiple degrees; • previous information of eventual problems; • diversified fields of study; • Involvement of institutions of third countries + diversify countries participating.

4. Thechosencourses • EMDiReB – Erasmus Mundus Master in Diagnosis and Repair of Buildings • EMLE - Master in Law and Economics • GeoTech – Master of Science in Geospatial Technologies • IMEC - International Master’s Programme in Early Childhood Education and Care • NordSecMob - Master's programme in Security and Mobile Computing

5. Diversity? • Covering 4 scientific areas; • 1 course involving third country HEI but not awarding degree; • Various types of degrees awarded; • Courses with 60, 90 and 120 ECTS; • Courses with problems but also successful ones; • 16 European countries and 2 third countries; • Only 1 course coordinated by a Bridge partner; • 4 selected in phase 1 of EM (3 renewed) and 1 selected in phase 2.

6. Whatweanalysed • Creation of the joint course • Degree awarded and Diploma Supplement • Selection of students and academics • Recognition of the course/degree in other countries

7. Creation of the joint course • Implicationsofdifferent HE systemsandnationallegislation • Coursecomponents (ECTS, thesisrequirements, etc..) • Nationalaccreditation • Professional vsacademiccourses • Specific rules for jointprogrammes

8. Creation of the joint course (2) • Evolution in nationallegislationandaccreditation processes Ex: Spain: innovativeauthomaticaccreditationandregisterof EM courses

9. Degree awarded and Diploma Supplement • Different degrees: • A case where the degrees were of same level but different nature • Obstacles related to national legislation • A case where there seemed to be no official degree • Only delivering diplomas/certificates for studies undertaken in the University • Delays issuing documents

10. Degree awarded and Diploma Supplement (2) • Diploma Supplement not delivered in all countries • UNESCO/CEPES model of joint Diploma Supplement • Some allow joint Diploma Supplement but also have to deliver national Diploma Supplement

11. Selection of students and academics • Application requirements • Joint and centralised selection • Verification of third country degrees and HEI Databases; Embassies; ENIC/NARIC centres; interviews; Binding declarations/ certified • Students Agreement

12. Selection of students and academics (2)

13. Recognition of the course/degree in other countries • How are Erasmus Mundus degreesaccepted? • Is there a distinctionbetweenhowjoint, doubleormultipledegrees are received?

14. Conclusions • Importance of knowledge of the different HE systems; • Relevance of consortium agreement; • Some countries where sensible to these issues, adapting national legislation; • Even between European countries and with Bologna Process, there are still significant differences and obstacles • Use the available tools that may facilitate recognition process such as the Diploma Supplement

15. Conclusions (2) • Be open to differences and finding solutions; • Clear information for students; • Erasmus Mundus Programme and its quality needs to be better known; • Further collaboration with EM NS, ENIC/NARIC centres and other stakeholders.

16. Thank you!