TSC Education in German speaking countries – a rough overview

TSC Education in German speaking countries - a rough overview by Christoph Veigel, Version 2006, EURASHE_sem_HESC_060210_pres_VEIGEL.pdf (45 KB) - A general overview of Short Cycle Higher Education in the German speaking countries in Europe, followed by a brief country profile of Germany, Austria and Switzerland. As a conclusion, personal comments on the rigid German HE system, in comparison with the British system.

Short-Cycle Higher Education in Russia

Short-Cycle Higher Education in Russia by Vladimir Petrov, Version 2006, EURASHE_sem_HESC_060210_pres_PETROV.pdf (0.9 MB) - An analysis of the present state of short-cycle higher education in the Russian Federation, and a description of the structure and the main federal procedures, which allow such institutions to work on a legal basis (licensing, attestation, accreditation). The presenter will give a short description of institutional processes of the system development, which influence adaptation of short-cycle higher education the Russian Federation to the standards of Bologna process.

Short Higher Education in Denmark

Short Higher Education in Denmark by Jytte Mansfeld, Version 2006, EURASHE_sem_HESC_060210_pres_MANSFLED.pdf (94 KB) - General overview of the higher education system in Denmark as it exists today – and a more detailed description of the short higher education programmes.
Right now the whole system of higher education in Denmark is under review. The new ideas for a future model as well as the coming challenges will be considered and examples of transfer possibilities for students in the short higher education programmes will be given.

Short cycle HE in a national framework of qualifications: The Irish experience

Short cycle HE in a national framework of qualifications: The Irish experience by Bryan Maguire, Version 2006, EURASHE_sem_HESC_060210_pres_MAGUIRE.pdf (37 KB) - The short cycle has played an important role in higher education in Ireland since the 1970s. Programmes are primarily delivered through the public institutes of technology, though a growing number of private providers also offer them. These lead to the award of the Higher Certificate, with 120 ECTS credits. The major fields of study are business and technical.
The National Framework of Qualifications, established in 2003, defined the generic learning outcomes associated with the Higher Certificate. Most Higher Certificates are awarded by the Higher Education and Training Awards Council (HETAC) which is also the quality assurance agency for higher education outside the universities. HETAC has also established standards for some specific disciplines such as engineering, science, computing and art and design. Even within these standards however there is considerable latitude for individual programmes to be tailored to specific local and sectoral needs.
Many Higher Certificate holders progress to awards at higher levels in the framework. Typically the path leads to an ordinary bachelors degree following a further 60 ECTS worth of study and thereafter to an honours bachelors degree (also 60 credits) and then to a masters degree (usually a further 60 credits).

Higher Education Short Cycle

Higher Education Short Cycle by Gerard Madill, Version 2006, EURASHE_sem_HESC_060210_pres_MADILL.pdf (53 KB) - Brief outline of the system in Scotland
Since 1992, Scotland has had a unitary HE sector, where older universities co-exist with newer universities - former colleges of higher education, sometimes known as ‘monotechnic’ and ‘multitechnic’ HE institutions (including Colleges of Art and Teacher Training Colleges). Within the HE sector, there is a tradition of short cycle HE which goes back at least 25 years in the case of Certificates and Diplomas of Higher Education (CertHE/DipHE) and a variety of other programmes and qualifications. The Further Education sector largely delivers Higher National Qualifications, which are regulated by the Scottish Qualifications Authority, although some HE institutions also deliver a significant proportion of HNQs. HNQs are vocational HE qualifications, which have a long history and are valued by employers. They also offer a route into degree programmes. HNQs and CertHE/DipHE are integrated within the Scottish Credit and Qualifications Framework (SCQF). The presentation will give a very brief outline of the SCQF, focussing on its purpose & vision.

Articulation of HESC with degrees
A considerable amount of work has been undertaken and is ongoing to develop articulation arrangements from HNQs to degrees. The Scottish Advisory Committee on Credit and Access has developed a website detailing opportunities for progressing from HNQs to degree study, including ‘advanced entry’ where learners with HNQs can often enter directly into the second or third year of a (four year) degree programme. The generic ‘toolkits’ have been developed to help ‘bridging’ from HNQs to Degrees for the institution, in order to fill any gaps in learning or experience from one programme to the other. Further work is being undertaken by Scotland’s Wider Access Regional Forums to support the embedding of articulation practices in 4 subject-based areas (Engineering, Science, Computing and IT, Social Sciences in the first instance, but with further developments planned).

Conclusion
Bologna is about creating a common European Higher Education Area. It is about creating greater transparency, making the mobility of students, staff and graduates easier. It is not about creating a single model/mould for all HE. This seminar has allowed delegates to hear about what goes on in other parts of Europe and elsewhere. Mr Madill will argue that the variety of practice between and even within countries should be valued and should not be undermined by the Bologna process or by developments regarding qualifications frameworks at European level. In the wider Lifelong Learning/social inclusion agenda, HESC has a major role to play and needs to be an integral part of the EHEA.

Short Cycle Higher Education: Opportunities and challenges in the EHEA

Short Cycle Higher Education: Opportunities and challenges in the EHEA by Guy Haug, Version 2006, EURASHE_sem_HESC_060210_pres_HAUG.pdf (58 KB) - The presentation will review the main stages in the process towards the EHEA from the perspective of short higher education and will try to identify some of the main current and future threats and opportunities. It will invite interested stakeholders to make their case with decision makers in time for the 2007 ministerial meeting.

Short cycle vocational higher education and employment

Short cycle vocational higher education and employment by André Gauron, Version 2006, EURASHE_sem_HESC_060210_pres_GAURON.pdf (32 KB) - Presentation of the situation of Short Cycle Higher Education in France.
In the French context, a big emphasis is always put on IUT/BTS; however, there are also many more high schools which prepare students for the same level of qualifications. Finally, a focus on the employment possibilities for students completing a short cycle higher education programmes.

The University Institutes of Technology (IUT)

The University Institutes of Technology (IUT) by Patrick Donnet, Noella Gaigeot, Version 2006, EURASHE_sem_HESC_060210_pres_DONNET.pdf (2.0 MB) - Les Instituts Universitaires de Technologie sont des composantes des universités françaises, dotées d'une certaine autonomie, et ont pour objectif de former, en 2 ans (Diplôme Universitaire de Technologie) ou 3 ans (Licence Professionnelle), par une approche technologique et grâce à un partenariat très étroit avec les milieux professionnels, les cadres intermédiaires dont l'économie à besoin. Les formations dispensées en IUT permettent à leurs diplômés une bonne insertion professionnelle, mais également de réelles opportunités de poursuites d'études dans le reste du dispositif d'enseignement supérieur.

Presentation of the University Institutes of Technology (Instituts Universitaires de Technologie - IUT), which are part of the French University system. Within this system, they benefit from a certain degree of autonomy and they give students a qualification after a two-year study programme (Diplôme Universitaire de Technologie), or a three-year one (Licence Professionnelle). Those Institutes put a strong emphasis on the technological aspects and they act in close partnership with the professional sector. The qualifications that they give allow students both to enter directly in the job market or to continue with their studies.

Short-cycle Higher Education – World Bank Perspective and Global Agenda

Short-cycle Higher Education - World Bank Perspective and Global Agenda by Peter Darvas, Version 2006, EURASHE_sem_HESC_060210_pres_DARVAS.pdf (0.4 MB) - Explanation of the role that professionally oriented HEI (including the HESC) may have in developing countries, for reinforcing their capacity to participate in the world wild knowledge economy.

HESC in France and its integration in the Bologna Process – STS: Current situation and expectancies

HESC in France and its integration in the Bologna Process - STS: Current situation and expectancies by Sylvie Bonichon, Version 2006, EURASHE_sem_HESC_060210_pres_BONICHON.pdf (0.1 MB)

Short-Cycle Higher Education in Hungary

Short-Cycle Higher Education in Hungary by István Bilik, Version 2006, EURASHE_sem_HESC_060210_pres_BILIK.pdf (0.2 MB) - The SCVHE has developed from different types of vocational education belonging to the primary and secondary level.
The political transformation in the early nineties changed the state of vocational education – the widened labour market needed different manpower with a higher intellectual level.
The vocational secondary school system could not meet the demands of employers and the vocational training forced its way in the HEIs: a hard competition having been started.