ECCOE: Toward a Robust Solution for the Cross-Institutional Recognition and Validation of Prior Learning

2020 ◽  
pp. 11-19
Author(s):  
Timothy Read ◽  
Deborah Arnold
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Complete Solution ◽  
Prior Learning ◽  
Robust Solution ◽  
The Cross ◽  
Trust In Technology ◽  
Online Catalogue ◽  
Opening Up

ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

2008 ◽  
Vol 17 (4) ◽  
pp. 375-398
Author(s):  
Doris Gomezelj Omerzel ◽  
Nada Trunk Širca ◽  
Arthur Shapiro ◽  
Mateja Brejc ◽  
Steve Permuth
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Education System ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Educational Institutions ◽  
Prior Learning ◽  
Convenience Sample ◽  
The Impact

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

Policies for Higher Education Development in the People’s Republic of China

2019 ◽  
pp. 175-194
Author(s):  
Anh Mai Ngoc ◽  
Ha Do Thi Hai ◽  
Cuong Mai Ngoc ◽  
Huyen Nguyen Thi Ngoc ◽  
Nui Nguyen Dang
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
System Level ◽  
Chinese Government ◽  
Education Development ◽  
Higher Education System ◽  
Republic Of China ◽  
Education Governance ◽  
Essential Components ◽  
Opening Up

This research reviews the higher education legal system of China, including laws and bylaw documents promulgated since 1978 as the Chinese government decided on opening up to the outside world. The development of China’s higher education system and significant policies on universities’ governance since the 1980s are discussed. At the system level, this research reviews policies on the development of China’s public and non-government higher education institutions. At the institutional level, this article reviews policies on China’s university autonomy in the context of the essential components of the Soviet model being undamaged and Chinese unique characteristics have been supplemented to China’s higher education institutions. This article concludes that higher education governance in China has been reformed, and the state supervising model has been adopted.

The use of case-study technology to prepare future specialists in printing and publishing

2017 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Svitlana Denisenko
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Electronic Resources

The article shows the specifics of case-study as a modern interactive educational technology. It outlines approaches to a classification of cases and description of the structure and principles of creating cases. The paper also defines the features of using the case technology in the process of professional training of future specialists in printing and publishing in the higher education institutions. What is more, it describes electronic resources including methodological instructions for the use of case-technology in the process of covering "Publishing Design" course.

scholarly journals Individualization in the widening participation debate

2006 ◽  
Author(s):  
Sally Baker ◽  
B. Brown ◽  
J A Fazey
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Traditional Students ◽  
Widening Participation ◽  
Systematic Analysis ◽  
Non Traditional Students ◽  
Opening Up ◽  
As If

We provide an analysis of some recent widening participation literature concerning the barriers preventing non-traditional students accessing higher education. This literature criticizes higher education institutions and staff, opening up the academics' attitudes and skills to inquiry. We follow the genesis of four themes in the literature and these are visited in turn to provide substantive arguments. Students' accounts of their experiences are taken as if they were a systematic analysis of higher education institutions and result in an individualistic analysis of the problems related to access and progression. Beck described such assumptions and devices as individualization. We question the use of such pervasive individualism in the widening participation debate.

scholarly journals The role of marketing in the development of the world's leading higher education institutions

2021 ◽  
Vol 27 (1) ◽  
pp. 16-30
Author(s):  
Ayman BERDYBEKOVA ◽  
◽  
Margarita KURMANOVA
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Educational Services ◽  
Educational Marketing ◽  
Cost Of Education ◽  
The World ◽  
The Cost

The article tells about the importance of marketing in the development of leading higher education institutions in the world. The article substantiates the relevance of marketing applications in the field of educational services. The concepts of "educational marketing", "educational services", "advertising", "demand", "supply", "subjects of marketing relations in the field of education", "competitiveness", "consumers of educational services" are considered. The classification of types of marketing is given and the strategies of its application in the field of education are outlined. Examples of leading universities in the world and the dependence of the cost of education on their global ranking are also described. The place of marketing in the training as a whole is marked, the concepts of competitiveness and its importance in the development of leading universities around the world are separately described, the theme of marketing tools such as advertising and demand, as the main auxiliary abilities of marketing. The article demonstrates numerous theoretical and statistical data reflecting economic indicators of different countries, their characteristics, and clearly demonstrates their interrelation with each other using different tables. The high importance of the role of marketing in the education system of the world's leading universities has been proved. The perspective of application of marketing innovations for development of the sphere of educational services is revealed. The necessity of formation of special marketing services for market research and management of marketing complex in educational institutions is presented.

scholarly journals BENCHMARKING IN UNIVERSITY TOOLBOX

2015 ◽  
Vol 13 (1) ◽  
pp. 158-174 ◽  
Author(s):  
Katarzyna Anna KUŹMICZ
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
Higher Education Institutions ◽  
Detailed Examination ◽  
Global Competition ◽  
Depth Analysis ◽  
The Face ◽  
Data Subject ◽  
Point Of Reference

In the face of global competition and rising challenges that higher education institutions (HEIs) meet, it is imperative to increase innovativeness and efficiency of their management. Benchmarking can be the appropriate tool to search for a point of reference necessary to assess institution’s competitive position and learn from the best in order to improve. The primary purpose of the paper is to present in-depth analysis of benchmarking application in HEIs worldwide. The study involves indicating premises of using benchmarking in HEIs. It also contains detailed examination of types, approaches and scope of benchmarking initiatives. The thorough insight of benchmarking applications enabled developing classification of benchmarking undertakings in HEIs. The paper includes review of the most recent benchmarking projects and relating them to the classification according to the elaborated criteria (geographical range, scope, type of data, subject, support and continuity). The presented examples were chosen in order to exemplify different approaches to benchmarking in higher education setting. The study was performed on the basis of the published reports from benchmarking projects, scientific literature and the experience of the author from the active participation in benchmarking projects. The paper concludes with recommendations for university managers undertaking benchmarking, derived on the basis of the conducted analysis.

scholarly journals INNOVATIVE PRINCIPLES OF ENGLISH LANGUAGE TEACHING AT NON-SPECIAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 128-136
Author(s):  
Ivan Rusnak ◽  
Maryna Vasylyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Education ◽  
Educational Process ◽  
Practical Significance ◽  
Multimedia Technologies

The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classification of A. Beliaev, based on the active interaction of subjects of the educational process, is determined as the most appropriate for mastering a foreign language.The most effective didactic methods (project method, method of “brainstorming”, method of business and didactic games) are described. They are applied in learning English at non-special faculties and specific examples of their use in classes both in the classroom and outside it, in real professional and life situations.The peculiarities of using modern information and multimedia technologies in teaching English and innovative approaches in the formation of skills and abilities in reading, writing, communicative competencies are highlighted. The didactic possibilities of electronic platforms MOODLE and Pearson in proficiency in English are revealed.It was found that the expansion of interstate ties, integration into Europe, adherence to world values and the process of globalization has increased the opportunities for contacts with native speakers. Therefore, the study of a foreign language in higher school acquires practical significance, and the communicative function of the language plays a major role in the process of expressing feelings, judgments and assimilation of information and knowledge presented in any form. Keywords: English language, innovative principles, teaching methods, information technologies, multimedia technologies, non-special faculties, educational applicants, communicative competences, institutions of higher education, educational process.

Classification of higher education institutions: qualitative content analysis

2020 ◽  
pp. 87-99
Author(s):  
Liāna Supe ◽  
Ingūna Jurgelāne-Kaldava
Keyword(s):  
Higher Education ◽  
United States ◽  
Content Analysis ◽  
United States Of America ◽  
Research Method ◽  
Qualitative Content Analysis ◽  
Higher Education Institutions ◽  
The United States ◽  
Carnegie Classification

Aim – to identify criterions and parameters for classification of higher education institutions, using research method – qualitative content analysis. The following tasks are defined for reaching the aim: to conduct qualitative content analysis and define categories and their frequency; to describe and analyse defined categories; to compare different classifications of higher education institutions; to summarize the analysis results and draw conclusions. Research methodology – overview of literature and qualitative content analysis. Findings – qualitative content analysis helps to structure the information gathered, to select the relevant and applicable, and leads to the development of new categories; higher education institutions are classified in many ways, using different criterions and parameters; classifications made by individual researchers are available, as well as universally known and applied classifications of higher education institutions such as Carnegie Classification and European classification of higher education institutions. Research limitations – the classification of higher education institutions is analysed only from Europe and the United States of America.

scholarly journals Ethical Considerations in the Practical Application of the Unisa Socio-Critical Model of Student Success

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Angelo Fynn
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Student Success ◽  
Student Performance ◽  
South African ◽  
Higher Education Institutions ◽  
Moral Arguments ◽  
Improved Learning ◽  
Critical Model

<p class="3">The prediction and classification of student performance has always been a central concern within higher education institutions. It is therefore natural for higher education institutions to harvest and analyse student data to inform decisions on education provision in resource constrained South African environments. One of the drivers for the use of learning and academic analytics is the pressures for greater accountability in the areas of improved learning outcomes and student success. Added to this is the pressure on local government to produce well-educated populace to participate in the economy. The counter discourse in the field of big data cautions against algocracy where algorithms takeover the human process of democratic decision making. Proponents of this view argue that we run the risk of creating institutions that are beholden to algorithms predicting student success but are unsure of how they work and are too afraid to ignore their guidance. This paper aims to discuss the ethics, values, and moral arguments revolving the use of big data using a practical demonstration of learning analytics applied at Unisa.</p>

scholarly journals The present and the future of Russian higher education shown through university typology

2020 ◽  
Vol 1 (RL. 2020. vol.1. no. 2) ◽  
pp. 133-140
Author(s):  
Ekaterina Lbova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Modern Society ◽  
Point Of View ◽  
Cultural Tradition ◽  
Current State ◽  
Russian Higher Education ◽  
The Future ◽  
The University

In the article, through the study of various typologies of universities, the current state and the future of Russian higher education are assessed. There are different approaches to the classification of higher education institutions: classical, which views the university through the history; an approach that systematizes higher education institutions by belonging to a particular cultural tradition; economic approach. The authors of the typologies offer two opposite points of view regarding the future of the Russian university. According to the first point of view, the existing university system must be completely reformed. Supporters of the second one suggest adjusting the existing system to the requirements of modern society. Due to the analysis, we concluded that a hybrid option is more suitable for Russia, in which gradual changes allow preserving the advantages of Russian education and minimize the disadvantages.

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