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The Bologna Process Implemented. ECTS Workshop Novi Sad April 2006. Implementing the Bologna Declaration: The Bologna Process. Challenges 2005/2007 - Still. Quality Assurance. Academic Recognition. Qualifications framework. Evaluation Accreditation. Bachelor Master Doctorate.
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The Bologna Process Implemented ECTS Workshop Novi Sad April 2006 gehmlich@wi.fh-osnabrueck.de
Implementing the Bologna Declaration: The Bologna Process Challenges 2005/2007 - Still Quality Assurance Academic Recognition Qualifications framework Evaluation Accreditation Bachelor Master Doctorate • Credit Transfer • Credit Accumulation Qualifying Learning Outcomes quantified by credits gehmlich@wi.fh-osnabrueck.de
Phase 1 How to get there – an inductive approach by universities (e.g. „Tuning educational structures in Europe): Employability gehmlich@wi.fh-osnabrueck.de
Learning Chain Labour Market Change of paradigm Learnig outcomes Subject related -Knowledge broadening -Knowledge deepening Generic -Knowledge access and developing Learners Selection (accumulates credits) Learning space (Teaching and learning, Research Learning material, Learning methods...) Total Quality Management Labour Market gehmlich@wi.fh-osnabrueck.de
Tuning ProjectWeighted Ranking of the Most Importance Competences (All Subjects) gehmlich@wi.fh-osnabrueck.de
Fundamental Importance: Weighted Ranking of the Least Important Competences (All Subjects) gehmlich@wi.fh-osnabrueck.de
Phase 2 Terminology gehmlich@wi.fh-osnabrueck.de
Definition Learning outcomes / competences • Statements of what a learner is expected to know, understand, and / or be able to do at the end of a period of learning gehmlich@wi.fh-osnabrueck.de
Terminology Workload • A quantitative measure of all learning activities that may be feasibly required for the achievement of the learning outcomes Credit • A quantified means of expressing the volume of learning based on the achievement of learning outcomes and their associated workload gehmlich@wi.fh-osnabrueck.de
Terminology Profile • Either the specific (subject) field(s) of learning of a qualification or the broader aggregation of clusters of qualifications of programmes from different fields that share a common emphasis or purpose (e.g. an applied vocational as opposed to more theoretical academic studies) Levels • Representing a series of sequential steps (a development continuum), expressed in terms of generic outcomes, against which typical qualifications can be positioned gehmlich@wi.fh-osnabrueck.de
Phase 3 Link with ECTS – For transfer, accumulation and academic recognition gehmlich@wi.fh-osnabrueck.de
ECTS - Key Features • Student-centred system • Based on workload required to achieve learning outcomes • “Convention” that 60 credits represents an annual workload of a full-time student • Allocated to all aspects of study programme • Based on completion + assessment • Respect for the Learning Agreement between student and institutions gehmlich@wi.fh-osnabrueck.de
ECTS - Guidelines • About 40 weeks of full-time learning • Normally 1 credit equals 25-30 hours • Time to be invested by the learner to achieve the learning outcomes, including independent studies • Credits are allocated in such a way that the first academic degree can be obtained on the basis of 180-240 credits predetermined in a respective study-programme • This has to be stated in the ECTS documents gehmlich@wi.fh-osnabrueck.de
ECTS - Links • Workload = Learning • Learning assessed = Credits • Requirement = Learning has to be assessed (this must be possible) • „Assessability“ = by defining the learning outcomes • Need = adequate method of assessment • Extension (B/C/M) = ECVET gehmlich@wi.fh-osnabrueck.de
Documents • Informationpackage / Course Catalogue • Learning Agreement • Transcript of Records • Diploma Supplement • Extension within Brugges/Copenhagen/Maastricht (B/C/M-Process) • Europass • CV, Language Pass, Mobility Pass, Certificate Supplement, Diploma Supplement gehmlich@wi.fh-osnabrueck.de
Phase 3 The Learning Chain in Terms of Bologna gehmlich@wi.fh-osnabrueck.de
Learning Chain Tools - Documents Labour Market Change of Paradigm Learning Outcomes Subject-related -Knowledge Deepening / Widening Generic -Skills / Competences Knowledge opening / developing QFR-NQR-HQR-SQR Learner Credit Transfer + Accumulation Application /CV / Learning Agreement/ TOR / Mobility Pass Language Pass Diploma/Certificate Supplement Learning Space Teaching and Learning, Research Learning Environment Information Package / Course Catalogue Labour Market Quality Assurance/ -enhancement Standards & Guidelines / Register
Bologna in Action Indicators Trainability/ Learning Agreement Learning Space -wherever- Information Pack. Employability Modularisation Descriptors Individual Selection Learning Outcomes Profile • Performance • Credits • Grade Level Workload Award / Diploma Supplement Credit Transfer / Accumulation Transcript of Records Indicators gehmlich@wi.fh-osnabrueck.de
Bologna in Action Indicators Trainability/ Learning Agreement Information Package Employability Structure of a Module Tuning 6x4 • Individual • Selection • Interview • Portfolio u.a. • Learning Outcomes: • Subj. rel. /non subj. rel. • Knowledge widening • Knowledge deepening • Knowledge accessing • Instrumental • Interpersonal • systemic Dublin Descriptors Qualifications-framework • Performance • Credits • 5 • Grade • Local • Ranking LLL Workload -Effectiveness - Efficiency Award / Diploma Supplement Transfer / Accumulation Transcript of Records Indicators gehmlich@wi.fh-osnabrueck.de
Phase 4 Qualifications Frameworks – Bundles of learning outcomes to define a qualification – an overview gehmlich@wi.fh-osnabrueck.de
Qualificationsframework -Referenceframework- EU-Commission QFW for LLL Brugges- Copenhagen- Maastricht- Process Min. of Education Higher Education QFW for EHEA Bologna-Process Levels of Qualifications- -Bachelor -Master -Doctorat Levels of Qualifications 1 – 2 – 3 – 4 – 5 6 – 7 - 8 Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits Described by bundling learning outcomes according to descriptors Knowledge and understanding Applying k&u Making judgements Knowledge & Under- standing Skills Competences Communication Learn to learn gehmlich@wi.fh-osnabrueck.de
Onionmodel LEARN I N G O U T C Q EQF NQF Q RECOGNITION HQF SQF FQF BQF gehmlich@wi.fh-osnabrueck.de
41 The European Qualifications Framework for Higher Education The Dublin Descriptors gehmlich@wi.fh-osnabrueck.de
Joint Quality Initiative – Dublin Descriptors Knowledge and understanding • 1 (Bachelor) [is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study ...2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context ...3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field gehmlich@wi.fh-osnabrueck.de
Further criteria • Applying knowledge and understanding • Making judgements • Communication • Learning skills • http://www.jointquality.org See the following slides: gehmlich@wi.fh-osnabrueck.de
1 (Bachelor) [through] devising and sustaining arguments2 (Master) [through] problem solving abilities [applied] in new or unfamiliar environments within broader (or multidisciplinary) contexts ..3 (Doctorate) [is demonstrated by the] ability to conceive, design, implement and adapt a substantial process of research* with scholarly integrity .. [is in the context of] a contribution that extends the frontier of knowledge by developing a substantial body of work some of which merits national or international refereed publication .. Applying knowledge and understanding gehmlich@wi.fh-osnabrueck.de
Making judgements1 (Bachelor) [involves] gathering and interpreting relevant data ..2 (Master) [demonstrates] the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data ..3 (Doctorate) [requires being] capable of critical analysis, evaluation and synthesis of new and complex ideas.. gehmlich@wi.fh-osnabrueck.de
1 (Bachelor) [of] information, ideas, problems and solutions ..2 (Master) [of] their conclusions and the underpinning knowledge and rationale (restricted scope) to specialist and non-specialist audiences (monologue) 3 (Doctorate) with their peers, the larger scholarly community and with society in general (dialogue) about their areas of expertise (broad scope).. Communication gehmlich@wi.fh-osnabrueck.de
1 (Bachelor) have developed those skills needed to study further with a high level of autonomy ..2 (Master) study in a manner that may be largely self-directed or autonomous..3 (Doctorate) expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement .. Learning skills gehmlich@wi.fh-osnabrueck.de
Phase 41 At European level - Idea of the European Commission within the Brugges Copenhagen-Maastricht Process gehmlich@wi.fh-osnabrueck.de
Michael Teutsch EU-Kommission EQF level 8 Q NQF/NQS EQF level 7 NQF/ NQS Q EQF level 6 Q NQF/NQS EQF level 5 NQF/ NQS Q NQF/NQS EQF level 4 Q EQF level 3 Q NQF/NQS Q NQF/ NQS EQF level EQF level 1 Country B Country A
Phase 43 At sectoral / discipline level – Example: Bachelor in Business and Management gehmlich@wi.fh-osnabrueck.de
Phase 44 At university level – Example: Osnabrueck University of Applied Sciences, D gehmlich@wi.fh-osnabrueck.de
Learning Outcomes and Levels Bachelor Degree 3 years gehmlich@wi.fh-osnabrueck.de
The ability to / is able to work with …. Knowledge and Understanding Knowledge Widening Level 1 A broad basis of the subject area / of the disciplines in general Accounting: -describe and explain the role of accounting as part of the information management system in an organisation … Knowledge which is embedded in the essential theories, concepts and principles An awareness about The developing and Dynamic type of knowledge and understanding gehmlich@wi.fh-osnabrueck.de
Phase 5 Quality Enhancement : Accreditation and Evaluation gehmlich@wi.fh-osnabrueck.de
Quality Enhancement • Measures • Qualitative measuring is pursued through the achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What? • Qualitative measuring is pursued by grading how the student performed (rating) (ex-post) – How? • Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much? • Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement gehmlich@wi.fh-osnabrueck.de
„ECTS-Grades“ = Rating • Credits = The learner was successful • Grades = How (to which extent) was the learner successful in his performance • Two systems = - Local Grades - Rating in relation to past cohorts (3-5 years) gehmlich@wi.fh-osnabrueck.de
Of the successful students The best 10% The following 25% The following 30% The following 25% The following 10% ECTS-Grade A B C D E Assessment / Rating gehmlich@wi.fh-osnabrueck.de
Of the unsuccessful students Amendments are required before the performance could be considered as „passed“ Significant amendments are required Grade FX F Assessment / Rating gehmlich@wi.fh-osnabrueck.de
51 External Accreditation and Evaluation Example: Changes in Germany due to Bologna - New Forms of Governance gehmlich@wi.fh-osnabrueck.de
Accreditation and Evaluation • Essential for public funding. Variations in the federal states. • Accreditation • Prior to the start of a study-programme • Related to a definite point of time • Evaluation • Ex-ante / formative (on-line) / ex-post • Related to a period of time gehmlich@wi.fh-osnabrueck.de
Accreditation • 1 German Accreditation Board • 6 Accreditation agencies • Broad / regional + transnational • Specific / whole of Germany + transnational • Each accreditation agency has one general committee to decide • Members from universities, business, organisations, students • Supported by the administration of the agencies • Several agencies also have subject oriented committees • Peer review gehmlich@wi.fh-osnabrueck.de
52 Internal Accreditation and Evaluation Example: Osnabrueck University of Applied Sciences, D gehmlich@wi.fh-osnabrueck.de
