A broader perspective for the EHEA

A broader perspective for the EHEA by Hans Daale, Version 2017, EURASHE_AC_LeHavre_170330-31_pres_DAALE.pdf (0.2 MB) -

The ‘market’ for education providers at the higher levels is changing. That process has not ended yet... it just has started. Of course, there are the formal degrees in the European Higher Education Area. But since the introduction of the European Qualifications Framework in 2008 more and more member states are using a National Framework (NQF) for linking other types of qualifications to their higher levels. HE cycles can be linked automatically to them (levels 5 till 8 of the EQF), as formal education. But providers of non-formal qualifications can have them recognized by a ‘national coordination point’, looking at the learning outcomes at a certain level. The most interesting case is the position of VET providers, offering qualifications by using work-based learning. Those programs can be designed close to the actual needs of (dynamic) sectors of the labour market, based on certain types of professions. But the market for so-called Business Academies is also growing, offering tailor-made programs for companies. They are able to have more status by mentioning the NQF level on the diploma or certificate. Besides that, apprenticeships are being seen in several countries as a solution for growing rates of youth unemployment, stimulated by the government by having agreements with employers’ organizations. One of the consequences of these developments is the emergence of new types for diplomas, also international, at a level equivalent to 5 or higher of the EQF. What does this mean for Higher Education Institutions, like a UAS? Should they also shift their focus to the provision of non-formal education, by broadening their ‘port-folio’ of qualifications? In this breakout session, a glimpse into the future of lifelong learning...

Key Considerations for Cross-Border Quality Assurance in the European Higher Education Area

Key Considerations for Cross-Border Quality Assurance in the European Higher Education Area by ENQA, ESU, EUA, EURASHE, EQAR, Version 2017, Key-Considerations-CBQA-EHEA_Feb2017.pdf (0.5 MB)

Learning Outcomes or Competences?

Learning Outcomes or Competences? by Lucien Bollaert, Version 2008, EURASHE_AC_Malta_080508-09_pres_BOLLAERT.pdf (0.4 MB) -

This latest year the learning outcomes have been the main theme of Bologna seminars and conferences. Rightly they are more and more considered to be central at the Bologna process. ECTS, (recognition of) mobility, quality assurance, employability, lifelong learning and qualification frameworks all cannot be set up and function without learning outcomes. At the same time institutions are confronted with the consequences in curricula, learning and evaluation methods and (educational) organisation. Since 2000 the learning cutcomes have been confronted with competences. The discussion culminated in the EQF and the ECTS-ECVET. Which way to go?