Columbus' Egg? Qualifications Frameworks, Sectoral Profiles and Degree Programme Profiles in Higher Education

Autor/in	Wagenaar, Robert
Titel	Columbus' Egg? Qualifications Frameworks, Sectoral Profiles and Degree Programme Profiles in Higher Education
Quelle	In: Tuning Journal for Higher Education, 1 (2013) 1, S.71-103 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-1(1)-2013pp71-103
Schlagwörter	Alignment (Education); Higher Education; Academic Degrees; Profiles; Educational Change; Student Mobility; Educational Cooperation; International Cooperation; Educational Policy; Curriculum Development; Educational Quality; Quality Assurance; Outcomes of Education; College Faculty; College Students; Citizenship; Employment Qualifications; Guidelines; Lifelong Learning; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Charakterisierung; Profilanalyse; Bildungsreform; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; Qualitätssicherung; Lernleistung; Schulerfolg; Fakultät; Collegestudent; Staatsbürgerschaft; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Richtlinien; Life-long learning; Lebenslanges Lernen; Ausland; Europa
Abstract	During the last 25 years international mobility has become paramount in higher education. International and national authorities and higher education institutions have set-up effective structures to facilitate and implement this process. It has become part of a higher education modernization process which obtained a serious push with the start and development of the Bologna Process in Europe as of 1999. However the same authorities have been far less active in finding answers on how to facilitate this process in terms of curriculum development, quality assurance and recognition. The initiative was largely left to individuals supported by their employing organizations. These have proven to be visionaries. Their efforts have led to competence and learning outcomes based descriptors for meta-qualifications frameworks and to important reference points / meta profiles for subject areas. Academics have been strongly involved in developing the latter and by doing so have offered a more sustainable basis for implementing reforms based on the student-centred approach, which is so relevant for today's world in terms of employability and citizenship. The most recent development has been the development of Tuning sectoral qualifications frameworks which allow for bridging the two European meta-frameworks, the EQF for Lifelong Learning and the QF for the European Higher Education Area, with sectoral and degree profiles. This can be seen as a breakthrough initiative because it offers us a transparent model which is developed and owned by academics and can easily be used by all involved in programme design and development, quality enhancement and assurance and recognition of (periods of) studies. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01