1 DE EUROPESE AGENDA inzake LEERRESULTATEN en COMPETENTIES Derde EVC-studienamiddag 14 februari 2008 Lucien Bollaert Diensthoofd onderwijs en onderzoek HOWEST Vlaams Bolognapromotor Lid E4/EQAR, QAF, Bolognaseminaries, EQF

2 inhoud 1. Bolognaproces: de actielijnen 2. Bolognaproces: ECTS 3. Bolognaproces: Tuning 4. Bolognaproces: QF of EHEA 5. Kopenhagenproces: EQF 6. EHEA & EQF 7. Vlaanderen 8. Besluiten

3 1. Bolognaproces Bologna-proces start met Sorbonne- verklaring (25/05/98) en Bologna-verklaring (19/06/99) uniek fenomeen: de iure geen bindend internationaal verdrag, maar de facto veel meer dan een gemeenschappelijke politieke beleidsverklaring proces waarbij regeringen zich op intergouvernementele wijze engageren om hun beleid te coördineren

4 1. Bolognaproces tweejaarlijkse ministeriële conferenties: Bologna (1999) Praag (2001) Berlijn (2003) Bergen (2005) Londen (2007) Leuven/Louvain-la-Neuve (Benelux) (2009) Gent conferentie : na 2010?

5 1. Bolognaproces: doelstellingen onmiddellijk: creatie van een Europese Ruimte van Hoger Onderwijs gebaseerd op de principes van transparantie en kwaliteit achterliggend: creatie van een Europa van de kennis: compatibel, vergelijkbaar en mobiel ‘employability’ verhogen wereldwijde aantrekkelijkheid/concurrentiekracht verhogen sociale rechtvaardigheid vergroten en sociale cohesie versterken

6 1. Bolognaproces: actielijnen erkenning van diploma’s: invoering van een systeem van makkelijk leesbare en vergelijkbare diploma’s invoering van een systeem dat voornamelijk gebaseerd is op 3 cycli invoering van een creditsysteem promotie van mobiliteit promotie van Europese samenwerking in kwaliteitszorg promotie van de Europese dimensie in het hoger onderwijs promotie van levenslang leren participatie van instellingen van hoger onderwijs en van studenten promotie van de aantrekkelijkheid van de Europese Ruimte van Hoger Onderwijs integratie van de Europese Ruimte van Hoger Onderwijs en de Europese Onderzoeksruimte

7 1.Bolognaproces: actielijnen & leerresultaten/ competenties erkenning van diploma’s: invoering van een systeem van makkelijk leesbare en vergelijkbare diploma’s invoering van een systeem dat voornamelijk gebaseerd is op 3 cycli invoering van een creditsysteem promotie van mobiliteit promotie van Europese samenwerking in kwaliteitszorg promotie van de Europese dimensie in het hoger onderwijs promotie van levenslang leren participatie van instellingen van hoger onderwijs en van studenten promotie van de aantrekkelijkheid van de Europese Ruimte van Hoger Onderwijs integratie van de Europese Ruimte van Hoger Onderwijs en de Europese Onderzoeksruimte

8 2. Bolognaproces: ECTS ECTS = creditsysteem ontwikkeld door de Europese Commissie om studentenmobiliteit te bevorderen European Credit Transfer and Accumulation System “A credit system is a systematic way of describing an educational programme by attaching credits to its components.” ECTS Users’ Guide “The definition of credits in higher education systems may be based on different parameters, such as student workload, learning outcomes and contact hours.” ECTS Users’ Guide nationale creditsystemen moeten ECTS-compatibel zijn op niveau van opleiding & opleidingsonderdelen validatie van informeel & niet-formeel leren

9 2. Bolognaproces: ECTS “The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired.” ECTS Users’ Guide Learning outcomes express what a learner is expected to know, understand and be able to do after successful completion of a process of learning. They relate to level descriptors in national, sectoral and European qualifications frameworks. “

10 2. Bolognaproces: ECTS “Learning outcomes specify the requirements for award of credit. They are formulated by academic staff. The actual competences acquired by the individual learner may of course go beyond the stated learning outcomes.” “Competences represent a dynamic combination of attributes, abilities and attitudes. They can be subject specific or generic. Fostering competences is the object of educational programmes; they will be formed in various modules/course units and assessed at different stages.”

11 3. Bolognaproces: Tuning “a university driven project which aims to offer a concrete approach to implement the Bologna process at the level of higher education institutions and subject areas.” “The Tuning approach consists of a methodology to (re-)design, develop, implement and evaluate study programmes for each of the Cologna cycle.” “Tuning serves as a platform for developing reference points at subject area level. These are relevant for making programmes of studies comparable, compatible and transparant.” “Reference points are expressed in terms of learning outcomes and competences.” Tuning: Universities’ contribution to the Bologna Process, An introduction

12 3. Bolognaproces: Tuning Tuning model

13 3. Bolognaproces: Tuning “distinction between learning outcomes and competences to distinguish the different roles of the most relevant players: academic staff and students/learners.” An introduction, p. 8 ECTS-definities “Desired learning outcomes of a process of learning are formulated by the academic staff, preferably involving student representatives in the process, on the basis of input of internal and external stakeholders.” “Competences are obtained or developed during the process of learning by the student/learner.”

14 3. Bolognaproces: Tuning Instrumental competences: Capacity for analysis and synthesis Capacity for organisation and planning Basic general knowledge Grounding in basis knowledge of the profession Oral and written communication in your native language Knowledge of a second language Elementary computing skills Information management skills (ability to retrieve and analyze information from different sources) Problem solving Decision-making

15 3. Bolognaproces: Tuning Interpersonal competences: Critical and self-critical abilities Interpersonal skills Ability to work in an interdisciplinary team Ability to communicate with experts in other fiels Appreciation of diversity and multiculturality Ability to work in an international context Ethical commitment

16 3. Bolognaproces: Tuning Systemic competences: Capacity for applying knowledge in practice Research skills Capacity to learn Capacity to adapt to new situations Capacity for generating new ideas (creativity) Leadership Understanding of cultures and customs of other countries Ability to work autonomously Project design and management Initiative and entrepeneurial spirit Concern for quality Will to succeed

17 3. Bolognaproces: Tuning “Although Tuning acknowledges to the full the importance of building-up and developing subject specific knowledge and skills as the basis for university degree programmes, it has highlighted the fact that time and attention should also be devoted to the development of generic competences or transferable skills. This last component is becoming more and more relevant for preparing students well for their future role in society in terms of employability and citizenship.”

18 4. Bolognaproces: QF of EHEA Berlijn: “Ministers encourage the member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.” Bergen: “We adopt the overarching framework for qualifications in the EHEA (…). We commit ourselves to elaborating national frameworks for qualifications compatible with the overarching framework for qualifications in the EHEA by 2010, and to having started work on this by 2007.”

19 4. Bolognaproces: QF of EHEA Londen: 2.7 Qualifications frameworks are important instruments in achieving comparability and transparency within the EHEA and facilitating the movement of learners within, as well as between, higher education systems. They should also help HEIs to develop modules and study programmes based on learning outcomes and credits, and improve the recognition of qualifications as well as all forms of prior learning. 2.8 We note that some initial progress has been made towards the implementation of national qualifications frameworks, but that much more effort is required. We commit ourselves to fully implementing such national qualifications frameworks, certified against the overarching Framework for Qualifications of the EHEA, by Recognizing that this is a challenging task, we ask the Council of Europe to support the sharing of experience in the elaboration of national qualifications frameworks. We emphasize that qualification frameworks should be designed so as to encourage greater mobility of students and teachers and improve employability. 2.9 We are satisfied that national qualifications frameworks compatible with the overarching Framework for Qualifications of the EHEA will also be compatible with the proposal from the European Commission on a European Qualifications Framework for Lifelong Learning We see the overarching Framework for Qualifications of the EHEA, which we agreed in Bergen, as a central element of the promotion of European higher education in a global context.

20 4. Bolognaproces: QF of EHEA CyclusDescriptorenECTS korte cyclus 1) kennis en vaardigheden ca ) toepassing kennis & vaardigheden 3) beoordelen 4) communicatievaardigheden 5) leervaardigheden 1ste cyclus 1) kennis en vaardigheden ) toepassing kennis & vaardigheden 3) beoordelen 4) communicatievaardigheden 5) leervaardigheden 2de cyclus 1) kennis en vaardigheden (min. 60) 2) toepassing kennis & vaardigheden 3) beoordelen 4) communicatievaardigheden 5) leervaardigheden 3de cyclus 1) kennis en vaardigheden / 2) toepassing kennis & vaardigheden 3) beoordelen 4) communicatievaardigheden 5) leervaardigheden

21 4. Bolognaproces: QF of EHEA outcomes ECTS Short cycle -knowledge and understanding building upon c. 120 (within or general secondary level supported by textbooks; linked to providing underpinning for work & vocation, 1st cycle) personal development & further studies complete 1ste cycle; -can apply knowledge & understanding in occupational contexts; -are able to identify & use data to formulate responses to concrete and abstract problems; -can communicate about their understanding, skills and activities, with peers, supervisors & clients; -have the learning skills to undertake further studies with some autonomy.

22 outcomes ECTS 1st cycle -knowledge and understanding building upon general secondary level supported by advanced textbooks, including some knowledge of the forefront of their field of study; -can apply knowledge & understanding indicating professional approach to work or vocation, and have competences of devising and sustaining arguments and solving problems; -are able to gather & interpret relevant data to inform judgements including reflection on social, scientific or ethical issues; -can communicate about information, ideas, problems & solutions to non-/& specialist; -have the learning skills to undertake further studies with a high degree of autonomy. 4. Bolognaproces: QF of EHEA

23 outcomes ECTS 2nd cycle -knowledge and understanding founded upon st cycle, providing basis for originality in min. 60 developing/applying ideas, often in research at 2nd context; cycle -can apply knowledge & understanding and level problem solving abilities in new environments within broader/multidisciplinary contexts; -are able to integrate knowledge and formulate judgements with limited information, including reflection on social & ethical responsibilities; -can communicate about conclusions, and the underpinning knowledge and rationale to non-/& specialist; -have the learning skills to undertake further studies with a high degree of autonomy. 4. Bolognaproces: QF of EHEA

24 outcomes ECTS 3rd cycle -systematic understanding & mastery of skills not & methods of research in that field of study; specified -are able to conceive, design, implement & adapt substantial process of research with scholarly integrity; -are able to make a contribution through original research extending the frontier of knowledge by a substantial body of work, some meriting (inter)national refereed publication; -capable of critical analysis, evaluation and synthesis of new and complex ideas; -can communicate about expertise with peers, scholars and society in general; -are able to promote academically or professionally in a knowledge based society. 4. Bolognaproces: QF of EHEA

25 anatomie descriptoren/leerresultaten kennis & inzicht toepassing van kennis & inzicht vaardigheid om op problemen succesvol te reageren gebruik makend van gegevens communicatievaardigheden leervaardigheden geordered op een schaal volgens complexi- teit, onafhankelijkheid & originaliteit breedste betekenis (competentie), inclusief beroeps-, professioneel & onderzoeks- onderwijs 4. Bolognaproces: QF of EHEA

26 “Traditionally higher education was relatively explicit about the knowledge (outcomes) to be achieved, or at least the knowledge covered by the curriculum. It was however somewhat less explicit on the skills or competences required for the award a given qualification. Competences, such as those of critical evaluation, were and are embedded or implicit in the assessment values and practices. It is becoming increasingly widespread practice that as wide a range of the outcomes as possible are specified. Such explicit specification facilitates the comparison of qualifications.” (p. 63) 4. Bolognaproces: QF of EHEA

27 “The word ‘competence’ is used in the descriptors in its broadest sense, allowing for gradation of abilities or skills. It is not used in the narrower sense identified solely on the basis of a ‘yes/no’ assessment.” A Framework for Qualifications in the EHEA, 2005 (p.67) Main_doc/050218_QF_EHEA.pdf 4. Bolognaproces: QF of EHEA

28  Barcelona European Council (March 2002) declaration to take action in the field of vocational education and training (VET), similar to Bologna  Copenhagen meeting declaration on enhanced European cooperation in VET (November 2002)  Education Council resolution (legal basis) to commit EU member states, other EEA countries, accession and candidate countries, European social partners and EC (November 2002)  Joint Interim report of the (Education) Council & Commission on the implementation of the “Education and Training 2010” (February 2004)  Maastricht Communiqué on future priorities of European cooperation in VET (December 2004) 5. Kopenhagenproces

29 Main objectives  single framework for transparency of qualifications and competences  cooperation in QA in VET  ECVET, based on competences individuals acquire along their vocational learning route and common principles for validation, in both formal and informal learning  strengthening policies, systems and practices for lifelong guidance  development of qualifications and competences at sectoral level  attention to learning needs of teachers and trainers 5. Kopenhagen-proces

30 EQF consultation document :  structure of 8 levels based on common reference points referring to learning outcomes (knowledge & skills) and personal and professional competences (autonomy & responsibility, learning competence, communication & social competence, professional & vocational competence)  supported by tools and instruments (ECTAS for LLL, Europass, Ploteus, diploma supplement, etc)  common principles and procedures : QA, validation, guidance and key competences 5. Kopenhagen-proces: EQF

31 EQF EP ( ) :  “leerresultaten” bepalen wat een lerende kent, begrijpt en kan doen na de voltooiing van een leerproces; zij worden gedefinieerd in termen van kennis, vaardigheden en competentie;  “kennis” is het resultaat van de assimilatie van informatie door leren. Kennis is het geheel van feiten, beginselen, theorieën en manieren van werken dat verband houdt met een studie- of werkgebied. In het kader van het Europees kwalificatiekader wordt kennis als theoretische kennis en/of feitenkennis beschreven; 5. Kopenhagen-proces: EQF

32 EQF EP ( ) :  “vaardigheden” zijn vermogens om kennis toe te passen en knowhow te gebruiken om taken uit te voeren en problemen op te lossen. In het kader van het Europees kwalificatiekader worden vaardigheden als cognitief (logisch, intuïtief en creatief denken) en praktisch (handigheid en de toepassing van methodes, materialen, hulpmiddelen en instrumenten) beschreven  “competentie” is het bewezen vermogen om kennis, vaardigheden en persoonlijke, sociale, interculturele en/of methodologische capaciteiten te gebruiken bij werk of studie en voor professionele en persoonlijke ontwikkeling. In het kader van het Europees kwalificatiekader wordt competentie in termen van verantwoordelijkheid en zelfstandigheid beschreven; 5. Kopenhagen-proces: EQF

33 07/05 - Commission Staff Working Document: “Towards a European Qualifications Framework for Lifelong Learning” Bergen: “We underline the importance of ensuring complementarity between the overarching framework for the EHEA and the proposed broader framework for qualifications for lifelong learning encompassing general education as well as vocational education and training as now being developed within the European Union as well as among participating countries” Londen: “We are satisfied that national qualifications frameworks compatible with the overarching Framework for Qualifications of the EHEA will also be compatible with the proposal from the European Commission on a European higher education in a global context.” 6. EHEA & EQF

34 6. EHEA & EQF EQF 6: advanced knowledge of a field of work or study, involving a critical understanding of theories and principles advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study EHEA 1st cycle: have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study can apply knowledge & understanding indicating professional approach to work or vocation, and have competences of devising and sustaining arguments and solving problems;

35 6. EHEA & EQF EQF 6: manage complex technical or professional activities for decision-making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups EHEA 1st cycle: are able to gather & interpret relevant data to inform judge- ments including reflection on social, scientific or ethical issues; can communicate information, ideas, problems and solutions to both specialist and non- specialist audiences; have the learning skills to undertake further studies with a high degree of autonomy.

36 anatomie van descriptioren (kennis, vaardigheden, probleemoplossend vermogen & LL zijn vergelijkbaar communicatie & ethische dimensie niet in EQF vaardigheden & competenties gerelateerd aan de complexiteit van contexten, besluitvorming & (team) management zijn nieuw geen referenties naar formeel onderwijs in EQF methodologie van de EQF-descriptoren is breder of generieker (sectoraal, niet-formeel & informeel leren) 6. EHEA & EQF

37 verschillend in reikwijdte (EQF ruimer voor meer niveaus en voor & met meer belanghebbenden) verschillend in bewoording beide gebaseerd op leerresultaten niveaus & cycli (korte cyclus?) EQF heeft (nog) geen eengemaakt credit- systeem EQF kan EHEA uitgebreiden tot de volledige reikwijdte van LLL NIET TEGENGESTELD, MAAR COMPATIBEL 6. EHEA & EQF

38  instellingen van hoger onderwijs: na BaMa en flexibilisering de 3de hervormingsgolf nationale kwalificatiestructuur inschakelen in EHEA & EQF inschakelen opleidingen in nationale kwalificatiestructuur omschrijven opleidingen en opleidingsonderdelen (vakken, oefenzittingen, seminaries, stages,…) in leerresultaten/ competenties vorming docenten en administratoren in denkwijze van leerresultaten/competenties leerresultaten in competentietermen toekomst associaties (academisering)  veel meer in de diepte (& structuur)!  grotere impact op instellingen 7. Vlaanderen

39 competentie Een competentie is een observeerbaar (en dus evalueerbaar) vermogen door de integratie van kennis, (inzicht), (gedrags)vaardigheid en attitude om succesvol (en dus probleemoplossend) te functioneren in een specifieke rol of functie als maatschappelijk individu in een contextuele situatie. 8. besluiten

40 competentie Een competentie is een geïntegreerde basiscluster van kennis, vaardigheden en attitudes die aan een individu de capaciteiten biedt om effectief te kunnen handelen, problemen te onderkennen en op te lossen en verantwoordelijkheid op te nemen in de context van een bepaalde complexe taak, beroep, functie, rol, netwerk en organisatie. (Vlor, Competentieontwikkelend onderwijs: een verkenning, Brussel, 2008) 8. besluiten (Vlor)

41 6 dimensies : specificiteit: reikwijdte van generiek tot specifiek integrativiteit: samenhangend geheel voor handelen duurzaamheid: tamelijk constante competentie met veranderende inhoud handelingsgerichtheid: probleemoplossend of functioneringsgericht leerbaarheid: ook beïnvloed door leercompetenties van de student onderlinge afhankelijkheid: in relatie tot elkaar (Van Merriënboer, Van der Klink & Hendriks, NOR, 2002) 8. besluiten

42 Bologna- en Europese processen hebben dynamiek en hervormingen ontwikkeld Bologna ≠ Kopenhagen & Lissabon (verborgen liberalisering?) processen (EHEA, EQF, LLL, ERA) niet enkel structurele veranderingen, maar ook inhoudelijke competentieagenda is op de voorgrond gekomen curricula uitschrijven in leerresultaten (Tuning) leerresultaten in competentietermen (ECTS, kwalificatiestructuren) eindcompetenties verwerken in opleiding(smatrix-EVC) open, efficient & effectief onderwijs(midden)management (professionalisering) (eind)competenties & QFs moeten ontwikkeld en aanvaard worden door alle betrokkenen & belanghebbenden Europese QFs zijn meta, maar geven ook generieke input belang van maatschappelijke relevantie en (dus) KZ blijft toenemen (internationale geloofwaardigheid & vertrouwen) strategie & synergie nodig! 8. besluiten

43 competitieve marktgedreven autonome instellingen internationaal verantwoording (KZ) LLL niet-formeel & informeel studentgecentreerd geïndividualiseerd accumulatief leerresultaten competenties open instellingen nationaal gedirigeerd staatsinstellingen nationaal inspectie generatiestudenten formeel docentgecentreerd voorgeschreven programma niet-accumulatief leerproces kennis & vaardigheden ivoren toren 8. besluiten

44  bijkomende informatie: dank voor de aandacht vragen & bedenkingen 8. besluiten