|Project Title||Paving the Way to Interregional Mobility and Ensuring Relevance, Quality and Equity of Access (PAWER)|
|Project Number||Erasmus+ 574099-EPP-1-2016-1-IT-EPPKA2-CBHE-SP|
|Country||Kazakhstan Kyrgyzstan Tajikistan Uzbekistan|
|Overall Project Value(EUR)||500 001 - 1 000 000|
|Project Start – Project End||October 15, 2016–October 14, 2019|
Funding and Implementing Organizations
|Origin of Funding||European Union|
|Implementing Organization / Consortium||
• Universita Degli Studi Dell’Aquila (Italy)
|Contact / Team Leader / Project Team||
|Beneficiary||L’Aquila University, Italy|
Project Summary, Objectives and Results
In the last years, the EHEA became a reference point for policy dialogue between the EU and several regions of the world on higher education and its key role for employability of graduates. The growing global dimension of education, needs further actions for the enhancement of exchanges between the EHEA and other parts of the world, sharing goals and principles, as the transparent recognition of studies and qualifications. Within the EHEA, the implementation of ECTS (as credit accumulation and transfer), the fundamental shift from a teacher-centred to a learner-centred approach (SCL) and the use of learning outcomes and workload in curriculum design and delivery, as result of a long process and experimentation, increased the transparency and readability of the educational process and facilitated the recognition of mobility from institution to institution and from country to country as well as successful learning mobility between institutions of EHEA for short-term study periods (“credit mobility”).
The project intends to harmonise the credit allocation and grading system in 5 study areas jointly developed in previous projects in 23 institutions from 8 countries belonging to 4 different regions, besides EU, providing a reliable scheme for credit and grades transfer, and is based on previous experiences of the partnership in TEMPUS Programme in CA, Caucasus, Russia and Asia and EMA2 projects in the same regions, and on the new ECTS Guide and pilot project EGRACONS.
|Education Sector||HE, VET (IVET & CVET)|
|Components of the Education Process||Examination, certification and accreditation, Institutional strengthening & capacity building, Mobility and international exchange, Quality assurance, Social Partnership, Standards and curriculum development|
|Occupational Field||Not applicable|
|Target Groups||Decision-makers and managers in VET and HE institutions, Learners (scholar, student, apprentice etc.), Lecturers, teachers, instructors, trainers|
In the first year the planned activities aim to provide a deep knowledge of credit and grade systems in the countries and specifically in the institutions. WP1, M1-M8, leaded by UCTM, consists of:
1.1. Share of information on the 8 different Framework of Qualifications, on the existing credit system, and on level of application of ECTS system;
1.2. Knowledge of recognition methodology used in each PC institution within existing EMA2 projects.
On the base of a survey report agreed in M8, the consortium will prepare a detailed Plan for enhancing staff and teachers’ competence on the meaning of workload, learning outcomes and competences. WP2, M8-M10, leaded by MDX, foresees the following:
2.1. Selection of 5 staff in each PC university and preparation of teaching materials;
2.2. Organization of 1-week training in EU for 5 staff pilot group from each target HEI.
Training programme and staff selection criteria will be agreed by M8. 111 staff will spend 1 week training period in EU, by M10.
On the base of the competence acquired in EU, the trained staff will train other staff in their institution in order to establish a competent Local Team able to adapt to the their own context materials and methods and to develop an Action Plan for the implementation of pilot actions. These Local Teams are intended as permanent, that is able to conduct needs analysis periodically and adapt/renovate recognition methods, tools and aims. WP3, leaded by the regional coordinators, consists of:
3.1. Local Training Seminars conducted by staff trained in EU addressed to staff, teachers and students;
3.2. Constitution of competent team and preparationof a draft for the comparative scheme of credits and grades.
Once the Partners have acquired a common language and understanding of the credit and grade systems applied in the institutions (and countries), the pilot phase starts and is spread over two years. WP4, M13-M34, leaded by USZ, for the second year of project life consists of:
4.1. Identification of 5 fields of study (ISCED), description of profiles, specification of general and specific LOs, learning units definition;
4.2. Allocation of ECTS to each Module.
Once the 5 pilot degree courses have been described with the same language, the distribution of grades in those degrees is analysed. WP4, in the third year, consists of:
4.4. Data collection of Students’ performances for these modules in the last 3 years;
4.5. Development of a synoptic scheme of grade systems and Manual for the correct transfer of grades between the involved institutions.
The documents will be officially agreed during two Regional Meetings (M18 and M32) and practical examples of credit and grade recognition in ongoing EMA2 and “Credit Mobility” projects are provided.
A continuous evaluation of the activities and outputs are made by partners and by an external expert , within WP5, leaded by WUELS which provides the Plan and tools for Monitoring and Quality Assessment
procedures. All partners contribute to the periodical evaluation reports.
Links and Materials
|Link to project relevant data|