ERASMUS TOPLANTISI

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ERASMUS TOPLANTISI
BOLOGNA
SOCRATES/ERASMUS ECTS

24.03.2004
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• The Bologna Process
• - Bologna Declaration June 1999
• - Prague communique May 2001
• - Berlin conference September 2003

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• Bologna Declaration
• Adoption of a system of easily readable and
• comparable degrees
• Diploma Supplement
• Adoption of a system based on two main cycles
• Undergraduate
• Postgraduate
• Establishment of a system of credits
• such as ECTS

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• Bologna Declaration
• Promotion of European co-operation in Quality
  Assurance
• Elimination of obstacles to mobility
• Promotion of European Dimension in Higher
  Education

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• Prague Communiqué
• Three additional Action lines
• Lifelong Learning
• Higher Education institutions and students
• Promoting the attractiveness of the European
• Higher Education Area

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• Berlin Conference
• 33 Ministers of Education agreed on the issues
• quality assurance
• the adoption of a system of degree structures
  essentially based on two main cycles
• recognition of degrees
• doctoral programes as the third cycle in the
  Bologna Process.

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• RECOGNITION
• INCREASINGLY CENTRAL ISSUE
• FOR
• TEACHERS
• STUDENTS
• EMPLOYERS
• GOVERNMENT

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The Diploma Supplement Introduction What is
it? (1) The purpose of the supplement is to
provide sufficient independent data to improve
the international transparency and fair
academic and professional recognition of
qualifications (diplomas, degrees, certificates,
etc). It is designed to provide a description
of the nature, level, context, content and status
of the studies that were pursued and successfully
completed by the individual named on the original
qualification to which this supplement is
appended. It should be free from any
value-judgements, equivalence statements or
suggestions about recognition. Information in all
eight sections should be provided. Where
information is not provided, an explanation
should give the reason why.
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The Diploma Supplement Introduction What is
it? (2) - An information model developed by
the European Commission,
Council of Europe and UNESCO/CEPES. - A
supplement providing extra information on any
qualification. - A description of the nature,
level, context, content and status of
qualifications. - A way to improve transparency
and recognition.
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The Diploma Supplement WHY IS IT NEEDED? -
New qualifications proliferate worldwide. -
The non-recognition of qualifications is now a
global problem. - Mobile citizens seek fair
recognition of their qualifications. -
Original credentials provide insufficient
information. - Many barriers to recognition
exist.
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The Diploma Supplement WHAT IT CAN DO - Promote
transparency in higher education. - Accommodate
rapid changes in qualifications. - Aid mobility,
access and lifelong learning. - Facilitate
academic and professional recognition. - Protect
national/institutional autonomy. - Promote
informed judgements about qualifications. - Reduce
cost. - Increase the mobility of
qualifications. WHAT IT IS NOT - A Curriculum
Vitae. - A substitute for the original
qualification/transcript. - An automatic system
that guarantees recognition.
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The Diploma Supplement Sections and sub-sections
(1) 1 INFORMATION IDENTIFYING THE HOLDER OF THE
QUALIFICATION 1.1 Family name(s) 1.2 Given
name(s) 1.3 Date of birth (day/month/year) 1.4
Student identification number or code (if
available) 2 INFORMATION IDENTIFYING THE
QUALIFICATION 2.1 Name of qualification and (if
applicable) title conferred (in original
language) 2.2 Main field(s) of study for the
qualification 2.3 Name and status of awarding
institution (in original language) 2.4 Name
and status of institution (if different from 2.3)
administering studies (in original
language) 2.5 Language(s) of instruction/examinat
ion
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The Diploma Supplement Sections and sub-sections
(2) 3 INFORMATION ON THE LEVEL OF THE
QUALIFICATION 3.1 Level of qualification 3.2 O
fficial length of programme 3.3 Access
requirements(s) 4 INFORMATION ON THE CONTENTS
AND RESULTS GAINED 4.1 Mode of
study 4.2 Programme requirements 4.3 Programme
details (e.g. modules or units studied), and
the individual grades/marks/credits
obtained (if this information is available on
an official transcript this should be used
here) 4.4 Grading scheme and, if available,
grade distribution guidance 4.5 Overall
classification of the qualification (in original
language)
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The Diploma Supplement Sections and sub-sections
(3) 5 INFORMATION ON THE FUNCTION OF THE
QUALIFICATION 5.1 Access to further
study 5.2 Professional status (if
applicable) 6 ADDITIONAL INFORMATION 6.1 Addit
ional information 6.2 Further information
sources 7 CERTIFICATION OF THE
SUPPLEMENT 7.1 Date 7.2 Signature 7.3 Capacit
y 7.4 Official stamp or seal
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The Diploma Supplement Sections and sub-sections
(4) 8 INFORMATION ON THE NATIONAL HIGHER
EDUCATION SYSTEM (N.B. Institutions who intend
to issue Diploma Supplements should refer to the
explanatory notes that explain how to complete
them.)
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The Diploma Supplement Supplement Guidelines It
is recommended that Supplements - Follow a
common structure. - Accompany the original
qualification. - Have key information in the
originating language of the Institution. -
Are free from value judgements. - Are
centrally produced by institutions. - Contain
information on the local higher education
system. - Are issued
automatically. - Are translated accurately. -
Are linked to quality assurance systems. -
Are evaluated with sensitivity.
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SOCRATES

• Context
• 1978-1987 Joint Study Programme
• 1987-1994 Erasmus
• 1995-1999 Socrates 1
• 2000 - 2006 Socrates 2
• 7 year time span 1850 million euro

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SOCRATES

• OBJECTIVES
• To contribute to the development of quality
  education by
• strengthening the European dimension in education
• promoting knowledge of European languages
• promoting cooperation and mobility and removing
  obstacles
• encouraging educational innovation and exploring
  matters of common policy interest

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Actions - observation and innovation (Arion,
Eurydice, NARIC) - Joint actions with Leonardo da
Vinci Youth - Accompanying measures
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• SOCRATES - ERASMUS
• Centralised Actions (Commission)
• - Curriculum Development (CD)
• - Intensive Programmes (IP)
• - Thematic Networks (TN)

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• SOCRATES - ERASMUS
• Decentralised Actions (National Agency)
• - Teacher Mobility (TM)
• - Student Mobility (SM)
• - Organisation of Mobility (OM)

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• Some Facts 2001/2002 budgets
• - Share of Socrates budget, minimum 51 113.6 M
  
• - Student mobility 89.5 M
• - Teacher mobility 9.5 M
• - Organisation of mobility 14.6 M

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• Some Facts 2001/2002 Mobility
• - Number of Teachers
• 2001/02 16,000

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• Erasmus Mobility- SM and TM
• Student Mobility (SM), Teaching Staff Mobility
  (TM)
• Basic Rules Which Apply to Both SM and TM
• Home institution must have an institutional
  contract/mobility charter
• Must always involve at least one EU country
• Must always be an integral part of an academic
  degree or diploma course at the host institution
• Must be covered by a bilateral agreement between
  the home and host institutions
• Mobile person must be national of participating
  country
• There is provision for support for special needs

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• Erasmus Mobility-SM
• Basic Rules Which Apply to SM
• Minimum study period abroad 3 months
• Maximum study period abroad 12 months
• Must get full credit recognition for study period
  abroad
• Must not be charged any academic fees in host
  country
• Must not be in first year of first degree course
• Must be fully registered on a recognized degree
  or diploma course at the home institution
• Can have only one Erasmus grant ever.
• Then-Eligible for an Erasmus Student Mobility
  Grant

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• Erasmus Student Grants
• Funding provided by the Commission to the NA
• Student grants provided by the NA
• to institutions for their students
• to students directly
• Fundamental issues for the NA
• Fixed budget
• Unknown timing for NA to receive funds from
  Commission
• Unknown demand for grants
• Requirement to give grants to students before
  they go abroad if possible

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• Some Facts 2001/2002 Mobility
• - Number of Students
• 2001/02 120,000 (est.)
• TOTAL since 1987 1 MILLION ERASMUS STUDENTS

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• Some Facts Mobility
• - From/to countries

• Poland
• Romania
• Slovakia
• Slovenia
• EEA
• Iceland
• Liechtenstein
• Norway
• TURKEY

• Associated Countries
• Bulgaria
• Cyprus
• Czech
• Republic
• Estonia
• Hungary
• Latvia
• Lithuania
• Malta

• EU
• Austria
• Belgium
• Denmark
• Germany
• Finland
• France
• Greece
• Ireland

• Italy
• Luxembourg
• Netherlands
• Portugal
• Spain
• Sweden
• UK

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• Some Facts 2001/2002 Mobility

Erasmus Teacher Mobility Outgoing and Incoming by
Country (1)
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• Some Facts 2001/2002 Mobility

Erasmus Teacher Mobility Outgoing and Incoming by
Country (2)
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• Some Facts 2001/2002 Mobility

Erasmus Student Mobility Outgoing and Incoming by
Country (1)
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• Some Facts 2001/2002 Mobility

Erasmus Student Mobility Outgoing and Incoming by
Country (2)
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• Some Facts 2001/2002 Erasmus Teacher Mobility
  by Subject Area

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• Some Facts 2001/2002 Erasmus Student Mobility
  by Subject Area

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STUDENT MOBILITY-1

• What do we want FOR our outgoing student?
• What do we want FROM our outgoing student?
• What do we expect of the HOST institution?
• What do we want FOR the incoming student?
• What do we require FROM the incoming student?
• How do we tell partners/students?

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STUDENT MOBILITY-2

• What does the student want?
• How do we avoid misunderstanding?
• What answers does ECTS offer?
• What do students need/want to know?
• How do we inform students?

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• ECTS, an instrument for quality for
• institutions
• academics
• students

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• ECTS
• - Institutional commitment
• - Long-term investment
• - Champions make it happen
• - Institutional Co-ordinator
• - Departmental Co-ordinator
• both need strong institutional support

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• Key Features of ECTS
• - Information Package
• - Transparency
• - Learning Agreement
• - Transcript of Records
• - Course catalogue to include
• Information on the Institution
• Information on degree programmes
• General description
• Description of individual course units
• General information for students

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• ECTS CREDITS
• 60 per year
• allocated to all degree programmes
• clearly indicated on module descriptions on the
  basis of student workload

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• ECTS GRADING SCALE

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• INFORMATION PACKAGE
• includes student guide
• course catalogue
• information on the institution
• information on all degree
  programmes (first and
• second cycle)
• other forms of information
  (both general and detailed
• course information)

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• INFORMATION PACKAGE
• - Expectation
• ECTS requirements incorporated in the normal
  information package produced by the
  institution.
• May be in hard copy and/or on web.

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• INFORMATION PACKAGE
• Hoped that other programmes will be shown to
  utilise ECTS, e.g.
• - doctoral programmes
• - continuing professional development courses
• - life-long learning
• - diploma certificates

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• ACADEMIC RECOGNITION
• ECTS facilitates Academic Recognition through the
  Learning Agreement and the Transcript of Records.

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• Learning Agreements
• - Whose responsibility?
• - When should they be completed?
• What are the implications?
• - How can Course changes be managed?

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• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• Allocation of Credits
• - What factors will be taken into account in
  allocating credits?
• - What problems do you envisage?
• - How will you resolve them?
• - What approval mechanism will you need to use?
• - What will you do if incoming students find that
  60 credits is too great a load?
• - How can ECTS be used as an accumulation system
  in your Institution?

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• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• Transcripts
• - Who will produce transcripts?
• - Will it be necessary to write special software?
• - Who will sign them and send them to students?
• - Will you provide your outgoing students with a
  transcript?
• - Will you use ECTS grades on your transcripts?
• - See also below
• - Do you envisage any problems in preparing
  individual transcripts for incoming students?
• - How will you resolve these?

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• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• ECTS Grading System
• - Will you use the ECTS grading system?
• - Do you anticipate that it will present
  problems?
• - How will these be resolved?
• - How will you calculate the ECTS grades?
• Academic Recognition
• - How will you incorporate credits from the Host
  Institution into your
• programme?
• - How will you use the grades received from the
  Host Institution?
• - Do you anticipate problems and how will you
  resolve these?