scholarly journals The European quality labels in chemical sciences: applying the Tuning Methodology in quality assurance

2014 ◽  
Vol 1 (2) ◽  
pp. 369
Author(s):  
Evangelia A. Varella
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
European Higher Education Area ◽  
Non Profit ◽  
European Chemistry ◽  
Study Programme ◽  
European Higher Education ◽  
And Training

The European Chemistry Thematic Network is a non-profit making association focused on enhancing the quality and harmonising the features of chemical education and training all over the European Higher Education Area. In the context of quality assurance, it developed European Quality Labels in Chemical Sciences, which were initiated in the frame of the Tuning project, and are following the Tuning methodology. The Labels are awarded to programmes on chemistry or related disciplines, as well as to studies at the interface of chemistry and other subjects. They are based on the Budapest Cycle Level Descriptors, a detailed adaptation of the Dublin Descriptors for the field of chemical sciences. The following aspects are considered in awarding Eurobachelor® and Euromaster® Labels: learning outcomes, including subject knowledge, abilities and skills; modularisation of courses and contents; ECTS credit distribution and student workload; mobility; methods of teaching and learning; assessment; quality assurance<strong>. </strong>For the Chemistry Doctorate Eurolabel® the considerations are somehow different and include: fitness for purpose; entry to the programme; length of studies; study programme structure; teaching and training in generic competences; transcripts; graduate schools; supervision; examinations; assessment; and quality assurance. The Chemistry Short Cycle Eurolabel® refers to study programmes, which are placed at Level 5 in the in the European Qualifications Framework for Lifelong Learning, and are also seen as an intermediate level within or linked to the first cycle of the Qualifications Framework for the European Higher Education Area. Aspects considered are analogous to those mentioned for the Eurobachelor® Label.

scholarly journals Development of the educational programmes: normative legal and methodical support

2018 ◽  
pp. 21-33
Author(s):  
Olena Khrutska
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Working Group ◽  
Teaching And Learning ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Educational Programmes ◽  
Higher Education Quality ◽  
European Higher Education

Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

scholarly journals Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff

2021 ◽  
Author(s):  
Sanita Baranova ◽  
◽  
Baiba Kaļķe
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Academic Staff ◽  
Relevant Literature ◽  
Well Being ◽  
European Higher Education Area ◽  
Standards And Guidelines ◽  
European Higher Education ◽  
Study Process ◽  
Common Understanding

The paradigm shift in higher education pedagogy and policy has been a subject of discussion for 30 years, during which time the emphasis has been placed on the transition to student-centred education. The implementation of this approach requires the democratisation of the study process and a shift towards performance-based outcomes, thus promoting students’ research capacities, well-being, personal growth, and quality of life. The most important document on the subject, which was developed in collaboration with the leading organisations of the Bologna Process, is the Standards and Guidelines for Quality Assurance in the European Higher Education Area. This describes the common understanding of student-centred learning, teaching, and assessment. The standards and guidelines are also incorporated into the Latvian higher education quality assurance regulations. The authors of the present study are involved in the development and approbation of a new master’s study program, in which special attention is paid to the implementation of the principles of student-centred education. The central aim of the present study was to study the experience of lecturers in the implementation of the principles of student-centred education in the programme. The relevant literature and documents were surveyed and data from questionnaires (distributed to programme participants) were analysed. Using the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the Science, Technology Development and Innovation Guidelines 2021−2027 approved by the Latvian Ministry of Education and Science, the present study sets out 10 basic principles of student-centred education. A survey was created for lecturers who are implementing the newly created master’s programme over one semester. Seventeen lecturers participated. The analysis of the questionnaire results indicated that promoting mutual respect in student−academic staff relations and students’ active engagement in the study process were considered to be the most important principles. The results also revealed that lecturers applied every student−centred principle, but it is necessary to promote a common understanding by developing a mechanism for evaluating them and to improve the competence of teachers in implementing them.

scholarly journals El Espacio Europeo de Educación Superior y su sello de calidad.

2020 ◽  
pp. 153
Author(s):  
María Matarranz
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Bologna Process ◽  
Educational Quality ◽  
European Higher Education Area ◽  
Higher Education Systems ◽  
The World ◽  
European Higher Education ◽  
The Bologna Process ◽  
The Impact

Two decades have passed from the Sorbonne Declaration in 1999 to the present day, a period of time in which we have witnessed the great changes that have occurred in higher education systems in many countries of the world, specifically the countries belonging to the European Higher Education Area (EHEA).Four countries started by signing the 1999 Declaration, today there are already forty-eight countries involved in the EHEA.In this article, a tour of the milestones that have been shaping and kneading the EHEA is made, addressing the most relevant issues addressed in the different meetings of the ministers of higher education. Next, we will stop at one of the most relevant indicators of the EHEA: the quality assurance systems that, because of the Bologna Process, have been deployed both at the supranational and national levels. We will make an overview of the implementation of educational quality in the countries. Finally, we will reflect on the impact that the perspective of educational quality has had in the countries of the European Higher Education Area. 

E-Learning Methodologies in Higher Education

2011 ◽  
pp. 175-186
Author(s):  
Alicia Mateos Ronco ◽  
Mar Marín Sánchez
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Statistical Treatment ◽  
Problem Based Learning ◽  
Business Administration ◽  
Learning Processes ◽  
European Higher Education Area ◽  
E Learning ◽  
The Subject ◽  
European Higher Education

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes. This chapter describes the authors’ experience in designing E-learning methodologies for the teaching of accountancy in the Business Administration Degree Course at the Polytechnic University of Valencia. The chapter’s methodology designed for teaching accounting, is based on PBL (Problem Based Learning), compiled with Internet based technologies. The authors analyze its use and evolution in two accounting subjects in the first and the fourth year of the degree. The conclusions obtained from the statistical treatment of the results show that there is a direct correlation between the use of an active E-learning model and obtaining satisfactory exam results in the subject.

Sign in / Sign up

Export Citation Format

Share Document