Recognition of Qualifications

The purpose of recognition is to make it possible for learners to use their qualifications in another education system or country without losing the full value of those qualifications. Each country of the EHEA has a national information centre where students, employers and others can obtain information about recognition. Tools that facilitate the recognition of qualifications are the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement. The ECTS balances a programme’s average workload with the learning outcomes and competences to be achieved. The Diploma Supplement describes the qualification in an easily understandable way, relating it to the overarching qualifications framework.

Quality Assurance

In higher education, the term quality assurance refers to all the policies, ongoing review processes and actions designed to ensure that institutions, programmes and qualifications meet specified standards of education, scholarship and infrastructure. The Standards and Guidelines for Quality Assurance in the European Higher Education Area adopted by Ministers in 2005 and commonly referred to as the European Standards and Guidelines (ESG) provide guidance on quality assurance to agencies and institutions. The European Quality Assurance Register for Higher Education (EQAR) set up in 2008 is designed to list those agencies which operate in accordance with the European Standards and Guidelines and the appropriate national legal provisions.

Social dimension

The European Higher Education Area aims at providing learners with equal opportunities in higher education, fostering social cohesion and maximising the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic knowledge-based society.

Employability

Employability has been one of the main objectives of the Bologna Process from the very start. Each cycle of higher education should be relevant to the labour market.

Lifelong Learning

Lifelong learning has been recognised as an essential element of the European Higher Education Area since 2001. It is inherent in all aspects of the Bologna Process and is furthered by improving the recognition of prior learning, including non-formal and informal learning and allowing learners, for instance, to alternate between work and study.

The basic priorities of the European Higher Education Area provide a common strategic framework to which all stakeholders in the European Higher Education Area can make their full contribution, building on a wide variety of existing and new initiatives.

 

Ex. 1. Answer the questions.

1. What is the aim of the Bologna process?
2. What are the basic principles of theEuropean Higher Education Area?
3. What is the purpose of recognition of qualifications?
4. Do you like the idea of a joint degree? In your understanding, what might be the basic requirement for joining such a programme?

 

LANGUAGE TRAINING