Customary instructive models in Europe Diversities of instructive frameworks .


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Customary general models of training. German model (Humboldt)Anglo-Saxon model(Anglo-American)French model (Napoleonic). German conventional model. Advanced education framework is twofold - colleges and expert advanced education institutionsone long-cycle study (expert level)research exercises amid starting studiesdiversified optional instruction.
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Customary instructive models in Europe Diversities of instructive frameworks Workshop: Boosting quality: International Credential Evaluation and Higher Education Quality Assessment in SSH (PHOENIX) Bishkek, 13-14 April 2006 Gunnar Vaht Estonian ENIC/NARIC

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Traditional general models of training German model (Humboldt) Anglo-Saxon model(Anglo-American) French model (Napoleonic)

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German conventional model Higher instruction framework is twofold - colleges and expert advanced education organizations one long-cycle think about (ace level) look into exercises amid starting reviews expanded optional instruction

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Anglo-American conventional model Academic and expert guideline is consolidated in a similar program (unitary advanced education) two-cycle instruction (undergrad graduate structure) wide, general instruction on an abnormal state specialization and research at second cycle no enhanced auxiliary general instruction

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French customary model Three-cycles or more in higher edcuation Broad introduction in first cycle (2 first years) - DEUG high choice criteria of understudies to the following cycle abnormal state focal state controls Grandes écoles

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Differences in optional training frameworks Differences sorts of establishments and projects (general optional, professional, joined) educational program (state educational program, school programs, understudy decisions) subjects, substance and sum length of studies (10; 11; 12; 13 or 14 years) focal level examinations stamping framework (pass level) FAIR RECOGNITION - in view of the capacity of the capability (access to advanced education)

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Differences in advanced education frameworks Differences get to necessities general optional training; professional capabilities, preliminary year; state examinations; Bachelor Doctor degree structures one-level; two-level; multi-level structures kind of foundations college sort; non-college sort; joined; paired ostensible span credit frameworks/checking frameworks names of degrees and different capabilities same or comparable name of degree may have distinctive substance and result graduation prerequisites FAIR ASSESSMENT AND RECOGNITION - in view of appraisal of learning results

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Diversity of names of capabilities Baccalaureat, Bachiller, Bakalaureus, Bachelor, Bacharel Master, Maisteri, Maestro, Meester, Magister, Maitrise, Magistere, Mestre, Magisterexamen Licencie, Licenciado, License, Lizentiat, Lisensiaatti Kandidaat, Kandidaatti, Candidatus, Candidat, Kandidat nauk Diplomado, Diplomirani, Diplom, Diploma di Specialista, Diploma Universitarion, Diploma de… Laurea, Ptychio, Egyetemi oklevel, Gradue, Akademski, Doctorandus

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Terminology scholarly (degree, instruction) degree college sort, non-college sort capability undergrad graduate-postgraduate expert degree, proficient doctorate school, establishment

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Recognition issues Domination of appraisal and acknowledgment rehearses in view of the name of degree Bachelor, Baccalaureat, Bachiller and so on are not relating degrees Master, Maisteri, Maitrise, Magister are not equal capabilities Misunderstanding or erroneous understanding of levels Bachelor-Master shows the levels and does not mean the named degrees undergrad, graduate and postgraduate may have distinctive implications and fluctuate in the frameworks

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