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BE-TWIN: ECTS-ECVET- Building Bridges and Overcoming Differences

BE-TWIN: ECTS-ECVET- Building Bridges and Overcoming Differences. Adaptation and transfer of the methodology UNICA Bologna Lab, Berlin 5-6/12/2013 Věra Šťastná, Charles University. Be-TWIN Design of a common methodology.

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BE-TWIN: ECTS-ECVET- Building Bridges and Overcoming Differences

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  1. BE-TWIN: ECTS-ECVET- Building Bridges and Overcoming Differences Adaptation and transfer of the methodology UNICA Bologna Lab, Berlin 5-6/12/2013 Věra Šťastná, Charles University

  2. Be-TWINDesign of a commonmethodology UNICA task: Design and publish a methodological guide linking both credit systems as well as a matrix to be applied in the framework of the case studies This was an uneasy task for UNICA, as both ECTS and ECVET are on move ECTS – according to the previous methodology /ECTS Users´ Guide (2005) allocated to LAs; new ECTS Key Features and Users´ Guide (2009) exclusively allocates ECTS credit points to in advance defined LOs ECVET – not really implemented. Tested via a series of pilot projects, little experience

  3. The Be-TWIN philosophy Learning outcomes were considered primary layer of information in spite of the fact they were defined with slightlydifferent nuances in different documents- How far are they really different? Credits were second layer of information: ECVET = relative importance of LOs vis-à-vis the whole qualification ECTS=workload and in case of the example of Charles University ECTS credits were allocated to courses (i.e. learning activities LAs) Attempt to understand „training and learning as a lifelong continuum which offers individuals various points of entry and departure throughout their lives“

  4. Key concepts Rigorous quality assurance system has to be in place with appropriate delivery and feedback Different concepts of ECTS and ECVET respected Freedom of an institution to link type of programme to type of learner (selection) Lifelong learning as a continuum comprising initial and post-experience education Outcome orientation Permeability

  5. Methodology - matrix A matrix was developed – the project partners see two scenarios possible using the matrix: Apply both credit systems within one training programme; Apply only one credit system (either ECTS or ECVET) using the same methodological approach based on Learning outcomes to enable better recognition and permeability between different sectors of education.

  6. Simplified matrix – view

  7. Potential usage of the metodology - matrix Facilitate the assessment and recognition of any type of prior learning, even if the system does not work with credits Rethinking existing curricula – potential for identifying shortcomings More transparent for a learner More understanding and greater permeability between VET and HE Highlighting the relevance of Diploma Supplement and Certificate Supplements Could improve the recognition of geographical mobility Could improve recognition in vertical mobility if a learner moves between different learning contexts In the framework of accreditation of prior learning for an adult learner a possibility to better formulate and identify the learning outcomes already gained

  8. Learning outcomes ECTS Quality Assurance Qualification Frameworks (incl. Meta FrameworksatEuropeanlevel Diploma Supplement/Europass We deal with all (majority) ofthem but separately, Necessary to look for synergic effects on qualifications. any pathways, equivalences, … make sense only if hey serve a concrete aim – finalise a degree programme, have the qualification assessed to get a job (compete at the labour market), LOs and credits play a role in recognition Prior LearningRecognition Pathfinder Group on Automatic Recognition (Bachelor and Master) Existing Tools

  9. Level – also linked to the level of the European meta-framework(s) Profile Learning outcomes and their assessment ECTS credits (Student workload), ECVET credits points measure the necessary workload) ECVET credits (assessed LOs), ECVET credits points (measure relative weight of the unit in relation to the whole qualification Quality assurance Curriculum Qualification is multidimensional

  10. The challenge is to put the tools together – the matrix puts three of them: Learning outcomes Credits Learning activities (subjects)

  11. Short mapping among UNICA universities, 2013 • The purpose was to revise, update and/or improve the Be-TWIN methodology considering the point of view of universities. • Two main topics • experiences with the implementation of the learning outcomes approach • Be-Twin Methodology: is it known at all? How rationale and potential usage of the Be-Twin methodology are perceived . • Universities were not provided with any document/ explanation about the Be-Twin methodology beforehand.

  12. The questionnaire was sent to all UNICA universities – 40; We have received 8 (20% of) answers;

  13. Indicationsfromthemappingexcercise: • The Matrix is not known among UNICA universities; • The practise at universities differs a lot; • Not all universities have LOs defined; • If the LOs are defined the practice at what level of the programme/for which components differs a lot; • At all universities there are ECTS credits (75-100% of programmes – probably all programmes have ECTS) • Some universities have LOs, however the LOs are not connected with ECTS credits – space for the Matrix? • We will bring the questionnaire to the Bologna lab • Timing is difficult – too many developments in revisions of basic Bologna tools

  14. Q: 5: Are the LOs formulated at:

  15. Q. 7: Are the degree programmes and/or their parts expressed in the form of LOs? • Q. 8: If the degree programmes are expressed in LOs, are the credits allocated to LOs?

  16. Q. 9: If the degree programmes are expressed in LOs and ECTS credits are assigned to LOs at which level

  17. Integrated Tools! STPEHEN ADAM: stephenadam@orange.fr • CONTEXT: • Growth in demand • Constrained funding • Demographic change • Increased competition • Globalisation RANKINGS ? Student- centred learning Employability Learning outcomes –delivery assessment

  18. Next steps • Revise/update the part dealing with glossary; • ECTS, ECVET definitions and a third part describing the main similitudes and differences in interpretation of terms in the two contexts; • questionnaire prepared distributed to UNICA universities; • Interviews with critical friends; • A good dissemination

  19. Thank you for your kind attention and foryour questions

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