ECA

working group 1: Mutual recognition

PARIS, 6 December 2006

Europe in Transition:

ACCEPTING & RESPECTING

Marianne Cox

NARIC/ENIC

THE NETHERLANDS

• Academic Recognitionevaluation in view of further study and/or award national titles

• Professional Recognition

Evaluation of credentials for work purposes

Terminology

Council of Europe / UNESCO:

CONVENTIONS ON THE RECOGNITION OF QUALIFICATIONS

European Convention on the Equivalence:

• of Diplomas leading to Admission to Universities, 1953

• of Periods of University Study, 1956

• on the Academic Recognition of University Qualifications, 1959

• BILATERAL AGREEMENTS

focus: EQUALITY/EQUIVALENCE

Academic Recognition

After 1980:• More mobility of students

• Expansion & diversification of higher education

Recognition

Programmes should be comparable:Level, function, status & content

> specific purpose

Approach & Methodology

Lisbon Recognition Convention (1997)Defines criteria and procedures

Basic principles:

- Mutual trust in educational systems

• Reversed burden of proof

• Respecting the differences

Focus: Acceptance

Academic Recognition

EUROPEAN DIRECTIVES

Sectoral Directives:• geared to harmonization

- automatic recognition of diplomas

General Directives• geared to protection

- case-by-case evaluation

Professional Recognition

• SECTORAL DIRECTIVE (Doctors, nurses, architects etc.)

• DIRECTIVES of the GENERAL SYSTEM:• 1st Directive: 89/48/EEG ( higher education

diploma’s > 3 years)• 2nd Directive: 92/51/EEG ( post-secondary

vocational education)• 3rd Directive ( trades and services)• SLIM Directive: 2001/19/EG (reform General

System and sectoral directives)

• NEW DIRECTIVE 2005/36/EC

PROFESSIONAL RECOGNITION EUROPEAN DIRECTIVES

General DirectivesFocus: ACCEPTANCE

Compensation mechanisms:

• Relevant professional experience• Adaptation period or aptitude test

(set by host country)

Professional Recognition

Academic recognition

LISBON CONVENTION (1997) => instruments:

Diploma Supplement

ECTS

ENIC-NARIC Networks

Recommendations on International Qualifications

Code of Good Practice of Transnational Education

Implementation, practice & training

Regional agreements:Baltic States & Nordic Countries (based on

principles of LC)

Lisbon Convention

Lisbon convention reflects consensus on an agreed framework :

international principles & procedures

• LEGAL GROUNDING

• FLEXIBILITY

a. Can be applied in different educational systems

b. Equally to be applied in specialized sectors

c. Adaptation to changing environment

d. Applicable to input & output

FEATURES

To maintain standards and quality:

• Accountability

• International accepted standards

code of good practice: benchmarking

• Transparency of procedures and decisions

Basic principles:

• Mutual trust in educational systems

• Reversed burden of proof

• Finished product meets the minimum requirements

• Respecting differences

• only: Substantial differences

Professional & Academic Recognition

Evolution

1. Equivalence: course by course matching

2. Recognition: recognise fit for purpose

comparable level- function,status and

content

> specific purpose

3. Acceptance: accept results (qualifications) with

respect for differences

AGREEMENT = FRAMEWORK: FLEXIBLE

Trends

Shift from education> learning

Learning outcomes/competencies:

need for qualification structures & competency systems

Assessment of competencies: regardless of learning paths =>

OUTCOMES

=> new forms of assessment

FUTURE

Develop a new language in assessment

Tuning Educational Structures in Europe

NETHERLANDS-FLANDERS QUALIFICATION AREA

NL-VL:

a national convention

Within legal framework: accreditation affects the outcome=> accept each others degrees

Accrediation:

shift from specific recognition > generic recognition

based on acceptance of quality and level

Look at outcome rather than learning paths.

SUBSTANTIAL DIFFERENCES

• Educational outlook:

broad orientation vs specialization

(liberal arts or early focus on main academic

disciplines)

• qualification frameworks, learning outcomes, learning paths

• Elements of qualifications:

workload, level, quality and profile

• national regulations concerning recognition

(centralized – non-centralized)

Conclusion?

ROAD MAP TOWARDS ACCEPTANCE

1. UNDERSTANDING EACH OTHERS SYSTEMS

INFORMATION & CONTACT & MUTUAL TRUST

2. UNDERSTANDING EACH OTHERS PROCEDURES

INFORMATION & EXPERTISE & FIND COMMON GROUND

3. FOCUS ON OUTCOMES

DEVELOP OUTCOME-BASED METHODOLOGY

What kind of agreement will sustain an open qualification area?

Tuning project:Background

Higher education institutions should adopt:

Easily readable and comparable degrees

System of 2 main cycles (undergraduate / graduate)

System of European credit transfer (ECTS)

Promotion of mobility, quality assurance, European dimension

Project was initiated in 2000 by a group of European universities as response to Bologna

Tuning Educational Structures in Europe

Current evaluation criteria:

Formal duration/study load of the programme

Overall level of achievement scan of subjects and their learning goals

Structure and profile of the programme

Focus at professional vs. scientific experience

Admission requirements (based on duration and learning goals of previous education)

Formal rights associated with the obtained degree

Quality of the programme / institution

Credential evaluation:now…

Input-based evaluation methodology

Credential evaluation:… and in the future?

towards an outcomes-based evaluation methodology?

Main evaluation question could be:What level of competence has actually been acquired

during the educational process?

Potential evaluation criteria:• Degree profile• Learning outcomes that have been acquired, defined in a certain level of competencesIrrespective of how long and which subject modules havebeen studied

Or even irrespective of when, where, and how has beenlearned (recognition of prior learning)

CoRe Project:Planned activities

Evaluation according to 2 methodologies

Traditional methodologyinput-based

Using Lisbon Criteria

Experimental methodologyoutcomes-based

Using Tuning profiles

Required information sources:

Diploma

Transcript

Required information sources:

Degree profile

Competence descriptions

Analysis and comparison of the evaluation results