STEPHEN ADAM stephenadam@orange.fr

SEEC CONFERENCE: CREDIT CHANGES AND CHALLENGES

LONDON, 10TH DECEMBER 2010

CURRENT ISSUES ASSOCIATED WITH THE THE TWO CREDIT-LINKED META-FRAMEWORKS - THE OVERARCHING FRAMEWORK OF QUALIFICATIONS FOR THE EUROPEAN HIGHER EDUCATION AREA (FQ-EHEA) AND THE EUROPEAN

QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING (EQF)

Do we have a European surfeit of meta-frameworks = framework chaos?

Is the creation of a single integrated European meta-credit and qualifications framework a possibility or a dream?

Would it be of any benefit and if so to whom?

FOCUS:

1. Multiple challenges currently facing European higher education reform

2. Some issues and questions3. Boundaries and tools – overlap and potential domain confusions4. Overarching Framework for Qualifications of the European Higher

Education Area (FQ-EHEA)5. European Qualifications Framework for Lifelong Learning (EQF)6. European Credit Transfer and Accumulation System (ECTS)7. The European Credit System for Vocational Education

and Training (ECVET)8. Summary of problems9. Is there any hope for some sensible rationalisation? Possible steps

towards a solution

Student- centred learning

Student- centred learning

EmployabilityEmployability

Learning outcomes –

delivery assessment

Learning outcomes –

delivery assessment

STPEHEN ADAM: stephenadam@orange.fr

RANKINGS ?RANKINGS ?

CONTEXT:• Growth in demand• Constrained funding• Demographic change• Increased competition• Globalisation

1. Multiple challenges!

2. Some issues and questions:

See BeTWIN project

2. Some issues and questions:

1. Can ECVET be made compatible with ECTS?

2. What is the difference between VET and HE (nationally and internationally)?

3. What is the evidence to support the assertion by Bologna ministers that new NQF compatible with the FQ-EHEA are also going to be compatible with the EQF?

4. Are European tools supporting recognition and mobility clear, unambiguous and fit for purpose?

5. Are we suffering from framework proliferation, overlap and confusions that could be dysfunctional?

3. Boundaries and tools - overlap and domain confusions

INTERNATIONALFRAMEWORKS OF

FRAMEWORKS(general + broad – for framework

creators)

DIFFERENTPURPOSES

LOCAL(Complex and

detailed specific regulations - for

institutional staff)

4. Overarching Framework for Qualifications of the European Higher Education Area (FQ-EHEA)

5. European Qualifications Framework for Lifelong Learning (EQF)

6. European Credit Transfer and Accumulation System (ECTS)

7. The European Credit System for Vocational Education and Training (ECVET)

According to the technical specifications of ECVET, qualifications are described in terms of units of learning outcomes. The Recommendation on ECVET (2009) defines a unit of learning outcomes as “a component of a qualification, consisting in a coherent set of knowledge, skills and competences that can be assessed and validated”. A credit for learning outcomes on the other hand means “a set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications”. This means that an assessed unit of learning outcomes leads to obtaining a credit of learning outcomes.

ECVET points are allocated to a qualification as a whole and to its units. Allocation of ECVET points to a qualification is based on using an agreement according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET.

ECVET points are a ‘numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification’.

The credit and ECVET points are thus different entities. While a credit is a set of knowledge,

skills and competences the learner has achieved, ECVET points provide information about

the weight of units within the qualification.

8. Summary of problems

• There are obvious terminological problems and confusions• Differences in key definitions used• Credit is understood differently• The relationship between the meta- frameworks is unclear and potentially baffling• An artificial meta-disjunction/barrier between VET and HE is being created

9. Is there any hope for some sensible rationalisation? Steps towards a solution

References:

BE-TWIN Project ‘ECVET-ECTS’ http://www.ecvet-projects.eu/Documents/Be-

TWIN_Methodological_Guide_2010.pdf

Bologna Process

http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

CEDEFOP ‘Linking credit systems and QF’ http://www.cedefop.europa.eu/EN/publications/15974.aspx

ECVET

http://ec.europa.eu/education/lifelong-learning-policy/doc50_en.htm

ECVET EC Newsletter

http://www.ecvet-projects.eu/News/NewsItem.aspx?id=19

ECTS Users’ Guide (2009)

http://ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf

European Higher Education Area (EHEA) http://www.ehea.info/

European Universities Association (EUA) http://www.eua.be/Home.aspx

European Qualifications Framework (EQF)

http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

Qualification frameworks (FQ-EHEA) http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp