AFANET: Brussels 6'09'03 Diploma Supplement Changes

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AFANET Brussels 6.09.03Diploma Supplement
Changes

• Margaret Eleftheriou

• Institute of Marine Biology of Crete, Greece

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TIME SCALE DIPLOMA SUPPLEMENT DEVELOPMENTS1999
June BOLOGNA Declaration ( 29
signatories) Establishment of European Higher
Education system by 2010 adopt a system of
easily readable and comparable degrees adopt a
system with two main cycles (undergrad.
graduate) establish a system of credits such
as ECTS promote mobility promote European
cooperation in quality assurance promote
European dimension in higher education
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DIPLOMA SUPPLEMENT DEVELOPMENTS2002

• February Education council recommendations
• to Barcelona summit
• Improving the quality and effectiveness
• of education and training
• Facilitating access to all
• Opening European education and training up to the
  world

• March Barcelona summit (SN 100/02 ADD 1 No.44)
• Transparency of diplomas and qualifications
  (ECTS, diploma and certificate supplements)
• 1st Bologna process Seminar Amsterdam
  Accreditation and Quality Assurance

April 2nd Bologna process seminar Lisbon
Recognition issues May 3rd Bologna process
seminar Stockholm
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DIPLOMA SUPPLEMENT DEVELOPMENTS2002
JULY V.Reding announcement establishment of
European Masters 3 pilot programmes TUNING
project slips into information slots with final
meeting

• JULY ERASMUS WORLD
• (Now called MUNDUS)
• new programme -180 million euros, linking
  European Masters (3 universities)
• Student exchanges (4000)
• Scholar exchanges
• Places kept for third world countries

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Proposed new measures 2002 after Sept 8
Varese meeting
Survey on Master Degrees and Joint Degrees in
Europe. Tauch and Rausvargers, EUA, SOCRATES,
September.
Wide differences in credits necessary for
different kinds of Masters degrees, ranging
from 60-120 ECTS for short professional Masters
and 270-300 ECTS for long academic Masters
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• October 2002
• The Zurich Seminar in October 2002,
• one presentation dealing specifically with ECTS
  and the Diploma Supplement
• Complementary tools for recognition and
  transparency.
• put forward the idea that the final ECTS
  transcript should be integrated into the DS.
• November 2002
• The Bruges/Copenhagen Declaration on enhanced
  co-operation in
• Vocational Training - 29/30 November.Mrs Reding
  announced
•     - there would be an attempt to create a
  single framework for transparency of
• competences and qualifications
•       -there would be an attempt to bring
  together in a single user friendly format,
• certificate supplements and diploma
  supplements
• -there would be an attempt to develop an
  ECTS system for vocational training.

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Proposed New Measures 2003
10th JanuaryCommunication from the
Commission Investing efficiently in education
and training an imperative for Europe
The achievement of greater efficiency of
educational investment and the completion of a
European labour market call for a step change in
the recognition of qualifications and
competencies acquired anywhere in the EU.
4th February Role of the Universities in the
Europe of knowledge Education firmly set within
the framework of the global market place, and
their role as that of managers and providers of
knowledge as a product, with students and
business as consumers and clients. The
Communication also gives considerably increased
research funding (3 of GDP, two-thirds to come
from the private sector) to universities, but
with certain provisos, one of which is full
acceptance of the greatly speeded up Bologna
reforms. 14th February EU 2nd Bologna Progress
Report, From Prague to Berlin Wide-scale
introduction of the Diploma Supplement to be
supported (as an eligible expense) from 2003 the
Diploma Supplement label (application date 1
November 2003)
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Proposed New Measures 2003
March 14/15 Helsinki Bologna Seminar Master
degrees 10 recommendations Rec. 4 -Bachelor and
master programmes should be described on the
basis of content, quality and learning outcomes
Rec. 7 though Master degrees normally carry
90-120 ECTS credits, minimum requirements should
now be 60 ECTS credits Rec.10-specific
orientation and profile of a given qualification
to be given in the Diploma
Supplement
March 27/28 Copenhagen Bologna Seminar on
Qualifications Structures in Higher Education 10
recommendations Rec. 10 Diploma Supplement to be
clearly reviewed to ensure that information
provided related to EHEA framework i.e., use of
qualifications descriptors (Dublin descriptors)
profiles specifications (Diploma Supplement)
learning outcomes, competencies (TUNING
project) April 4/5 Mantova Bologna Seminar on
Integrated Curricula Full use should be made of
Diploma Supplement
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Proposed New Measures 2003

• May 9 Launch of TUNING 2 with more partners,
  subject areas
• Aims to fine-tune TUNING methodology
• To establish link between competences and ECTS
• To develop reference points for common curricula
• on basis of agreed competencesz

May 29 EUA Graz Conference on its response to
Bologna Mrs Reding Increase transparency by
description of learning outcomes and
competencies, in Diploma Supplement TRENDS III
report Higher Education Institutions must create
qualifications based on External reference
points descriptors, level descriptors, skills
and Learning outcomes
June 4/5 Prague Bologna Seminar on Validation of
non-formal Learning Experiences 7
Recommendations -To express all qualifications in
terms of explicit reference points Qualifications
descriptors, level descriptors, skills,
learning outcomes, subject related and generic
competencies
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Proposed New Measures 2003
July 4 Official EUA response to role of
universities Para 13 Bologna Process must
develop Reference points, common level and
course descriptors Para 14 Priorities for
action To develop common definitions of
qualifications frameworks and Learning outcomes
at the European Level To introduce Diploma
Supplement more widely, in major languages To
enhance employability
July 26 Publication of ERASMUS Call Thematic
Networks Priorities projects defining and
updating generic and subject- Specific
competencies building on TUNING project
September 16-18 BERLIN ????
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TUNING LINE 1 Learning Outcomes and Competences
Joint study of competences and knowledge will
contribute to Development of easily readable and
comparable degrees And to a system based on two
cycles
85 recognisable generic skills and competences 30
generic competences chosen 3 categories
instrumental, interpersonal, systemic 4
categories for subject-specific
All given here in combined ranking (grads
employers) 1. Capacity for analysis and
synthesis Capacity to learn Problem solving 2.
Capacity for applying knowledge in practice 3.
Capacity to adapt to new situation Concern for
quality 4.Information management skills Ability
to work autonomously 5.Teamwork 6. Capacity for
organisation and planning Oral and written
communication in native language Interpersonal
skills Will to succeed
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TUNING LINE 1 Learning Outcomes and Competences
Combined ranking (grads employers) 7. Capacity
for generating new ideas 8. Elementary computer
skills 9.Decision-making 10.Critical and
self-critical abilities 11.Ability to work in
inter-disciplinary team Initiative 12. Basic
general knowledge Grounding in basic knowledge of
profession Ability to communicate with
experts 13.Ethical commitment 14. Knowledge of
2nd language Project design and
management 15.Research skills Leadership 16.
Ability to work in international context 17.
Appreciation of diversity/multiculturality 18.
Understanding of other cultures.
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AQUATT extras not included in TUNING (yet)
Discussion group skills Simulation
models Library/Literature searches Case
studies Presentation skills
TUNING Common Subject-specific competences
Identify a common core Identify a common study
programme Identify subject areas which seem to be
different But are similar Identify a common set
of learning outcomes

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AQUATT subject specific learning outcomes
- To have knowledge of the biology of farmed
animals (finfish, shellfish, etc) - To know how
to apply this knowledge in animal production - To
be capable of characterising
analysing evaluating different forms
and systems of animal production - To indicate
and prevent side effects of animal production on
man environment - To acquire a scientific
attitude, oriented towards formulation
of hypotheses testing of hypotheses
designing of research protocols
collection of data analysis of data
in different fields - To value strategic and
operational issues in the field of aquaculture
sciences - To search for solutions through a
multi-disciplinary approach - To be capable of
reporting both orally and in writing the results
of their work