BE-TWIN: ECTS-ECVET- Building Bridges and Overcoming Differences

Adaptation and transfer of the methodology

UNICA Bologna Lab, Berlin 5-6/12/2013

Věra Šťastná, Charles University

Be-TWINDesign of a common methodology

• UNICA task: Design and publish a methodological guide linking both credit systems as well as a matrix to be applied in the framework of the case studies– This was an uneasy task for UNICA, as both

ECTS and ECVET are on move– ECTS – according to the previous

methodology /ECTS Users´ Guide (2005) allocated to LAs;

– new ECTS Key Features and Users´ Guide (2009) exclusively allocates ECTS credit points to in advance defined LOs

– ECVET – not really implemented. Tested via a series of pilot projects, little experience

The Be-TWIN philosophy• Learning outcomes were considered primary layer of

information in spite of the fact they were defined with slightly different nuances in different documents- How far are they really different?

• Credits were second layer of information: – ECVET = relative importance of LOs vis-à-vis the whole

qualification– ECTS= workload and in case of the example of Charles

University ECTS credits were allocated to courses (i.e. learning activities LAs)

• Attempt to understand „training and learning as a lifelong continuum which offers individuals various points of entry and departure throughout their lives“

Key concepts

• Rigorous quality assurance system has to be in place with appropriate delivery and feedback

• Different concepts of ECTS and ECVET respected

• Freedom of an institution to link type of programme to type of learner (selection)

• Lifelong learning as a continuum comprising initial and post-experience education

• Outcome orientation

• Permeability

Methodology - matrix

• A matrix was developed – the project partners see two scenarios possible using the matrix:

1) Apply both credit systems within one training programme;

2) Apply only one credit system (either ECTS or ECVET) using the same methodological approach based on Learning outcomes to enable better recognition and permeability between different sectors of education.

Simplified matrix – view

Potential usage of the metodology - matrix

• Facilitate the assessment and recognition of any type of prior learning, even if the system does not work with credits

• Rethinking existing curricula – potential for identifying shortcomings

• More transparent for a learner• More understanding and greater permeability between VET

and HE• Highlighting the relevance of Diploma Supplement and

Certificate Supplements • Could improve the recognition of geographical mobility• Could improve recognition in vertical mobility if a learner

moves between different learning contexts• In the framework of accreditation of prior learning for an

adult learner a possibility to better formulate and identify the learning outcomes already gained

Existing Tools8

• Learning outcomes• ECTS• Quality Assurance• Qualification Frameworks (incl. Meta Frameworks at European

level

• Diploma Supplement/Europass

• We deal with all (majority) of them but separately, • Necessary to look for synergic effects on qualifications.

– any pathways, equivalences, … make sense only if hey serve a concrete aim – finalise a degree programme, have the qualification assessed to get a job (compete at the labour market),

• LOs and credits play a role in recognition– Prior Learning Recognition– Pathfinder Group on Automatic Recognition (Bachelor and

Master)

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Qualification is multidimensional

• Level – also linked to the level of the European meta-framework(s)

• Profile• Learning outcomes and their assessment• ECTS credits (Student workload), ECVET

credits points measure the necessary workload) ECVET credits (assessed LOs), ECVET

credits points (measure relative weight of the unit in relation to the whole qualification

• Quality assurance• Curriculum

• The challenge is to put the tools together – the matrix puts three of them:

–Learning outcomes

–Credits

–Learning activities (subjects)

Short mapping among UNICA universities, 2013

• The purpose was to revise, update and/or improve the Be-TWIN methodology considering the point of view of universities.

• Two main topics – experiences with the implementation of the learning

outcomes approach – Be-Twin Methodology: is it known at all? How

rationale and potential usage of the Be-Twin methodology are perceived .

• Universities were not provided with any document/ explanation about the Be-Twin methodology beforehand.

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• The questionnaire was sent to all UNICA universities – 40;

• We have received 8 (20% of) answers;

• Indications from the mapping excercise:– The Matrix is not known among UNICA universities;– The practise at universities differs a lot;– Not all universities have LOs defined;– If the LOs are defined the practice at what level of the

programme/for which components differs a lot;– At all universities there are ECTS credits (75-100% of

programmes – probably all programmes have ECTS)– Some universities have LOs, however the LOs are not

connected with ECTS credits – space for the Matrix?• We will bring the questionnaire to the Bologna lab• Timing is difficult – too many developments in

revisions of basic Bologna tools

• Q: 5: Are the LOs formulated at:

subject 1

module 1

programme 2 (1x profile)

Other (please specify)

2 All (subject, module, programme)

no answer 2

• Q. 7: Are the degree programmes and/or their parts expressed in the form of LOs?

• Q. 8: If the degree programmes are expressed in LOs, are the credits allocated to LOs?

YES 6

NO 2

no answer 2

YES 4

NO 2

• Q. 9: If the degree programmes are expressed in LOs and ECTS credits are assigned to LOs at which level

no answer 4

more levels 1

subject 2 (ECTS is calculated according to the subject LOs. This means how many hours an average student needs for acheving the LOs by the teaching, learning and assessment methods)

other 1 (The ECTS credits are assigned to curriculum, i.e. to subjects or other learning activities – e.g. to elaboration of the diploma thesis. The LOs are usually connected with the profile of a programme graduate. Therefore as stated in the comment to the Q.1 we find useful to interlink the level of LOs and credits on the basis of the curriculum as the Matrix enables)

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

INTEGRATED

TOOLS!

Next steps

• Revise/update the part dealing with glossary;• ECTS, ECVET definitions and a third part

describing the main similitudes and differences in interpretation of terms in the two contexts;

• questionnaire prepared distributed to UNICA universities;

• Interviews with critical friends;• A good dissemination

Thank you for your kind attention

and for your questions