EUA + ENQA + EURASHE + ESU (in context of cooperation on quality assurance)
4 ( + + + )
ECA
European Consortium for Accreditation
ECTS
European Credit Transfer and Accumulation System
, -
EHEA
European Higher Education Area
EI
Education International
ENIC
European Network of Information Centres
ENQA
European Association for Quality Assurance in Higher Education
EQAR
European Quality Assurance Register for Higher Education
ERA
European Research Area
ESG (QA)
European Standards and Guidelines for Quality Assurance in the European Higher Education Area
ESN
Erasmus Student Network
ESU
European Students' Union
EUA
European University Association
EURASHE
European Association of Institutions in Higher Education
EUROSTAT
Statistical Office of the European Communities
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Accumulation
, .
The process of collecting credits awarded for achieving the learning outcomes of educational components or other learning activities
Allocation of Credit
/ .
The process of assigning a number of credits to qualifications/programmes or to other educational components
Assessment
(, /, ), , , .
The total range of methods (written, oral and practical tests/examinations, projects and portfolios) used to evaluate learners' achievement of expected learning outcomes.
Assessment criteria
, , , , .
Descriptions of what the learner is expected to do, in order to demonstrate that a learning outcome has been achieved.
Award of Credit
, , , . , , , .
The act of delivering learners the number of credits that corresponds to the component or a qualification. The award of credit recognises that learners learning outcomes have been assessed and that the learner satisfies the requirements for the educational component or the qualification.
Condoning
, , , ( ), , .
Condoning is the term used when an examination board exempts a student from reassessment in a failed (or marginally failed) component if the other related components are passed with sufficiently high grades.
Contact Hour
( 45-60 ), .
Hours (typically a period of 45-60 minutes) spent by students on activities guided by teaching staff.
()
Credit (ECTS)
ʳ , , .
Quantified means of expressing the volume of learning based on the workload students need in order to achieve the expected outcomes of a learning process at a specified level.
Cycle
. , 1999 ., , , (, undergraduate) (, graduate). 2003 .
All qualifications in the European Higher Education Area are located within three cycles. One of the objectives indicated in the Bologna Declaration in 1999 was the adoption of a system based on two main cycles, undergraduate and graduate. In 2003 doctoral studies were also included in the Bologna structure and referred to as the third cycle.
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Cycle (Level) Descriptors
. () , ( ) .
Generic statements of the broad expected outcomes of each of the three cycles. A good example of general cycle (level) descriptors are the so-called Dublin Descriptors, which have served as one of the foundations (along with ECTS) for the Framework for Qualifications of the European Higher Education Area
Educational Component
( : , , ( ), )
A self-contained and formally structured learning experience (such as: course unit, module, seminar, work placement).
Formal learning
, , ( , , ), (). , .
Learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learners perspective
Informal learning
, , . ( , ) (). (), ( , ).
Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or incidental/random).
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Learner
, (, ).
An individual engaged in a learning process (formal, non- formal or informal learning).
-
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Learner-centred
(approach or system)
ϳ , , , , , ( , ). , , , , .
An approach or system that supports the design of learning programmes which focus on learners achievements, accommodate different learners priorities and are consistent with reasonable students workload (i.e. workload that is feasible within the duration of the learning programme). It accommodates for learners greater involvement in the choice of content, mode, pace and place of learning.
Learning Outcomes
, , , , , .
Are statements of what a learner is expected to know, understand and be able to do after successful completion of a process of learning.
Level Descriptor
, , .
General statements of the typical achievement of learners who have been awarded a qualification at a certain level in a qualifications framework.
Module
, .
A course unit in a system in which each course unit carries the same number of credits or a multiple thereof.
Non-formal learning
, , (). , ( , , ). , .
Learning that is not provided by an education or training institution and typically does not lead to certification. It is, however, structured (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learners perspective.
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Programme (educational)
, , .
A set of educational components, based on learning outcomes, that are recognised for the award of a specific qualification.
Progression
, , , , , .
The process which enables learners to pass from one stage of a qualification to the next and to access educational programmes that prepare for qualifications at a higher level than those he/she already possesses.
Progression rules
, , , .
Set of rules that define conditions for learners progression within qualifications and towards othe qualifications.
Qualification
- , , , , .
Any degree, diploma or other certificate issued by a competent authority attesting the successful completion of a recognised programme of study.
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National Qualifications Framework (higher education)
, , .
The single description, at national level or level of aneducation system, which is internationally understood and through which all qualifications and other learning achievements inhigher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications
Quality Assurance
, , .
The process or set of processes adopted nationally and institutionally to ensure the quality of educational programmes and of qualifications awarded.
Recognition of credit
, , , , ( ) , .
The process through which an institution certifies that learning outcomes achieved and assessed in another institution satisfy (some or all) requirements of a particular programme, its component or qualification.
Recognition of non- formal and informal learning
, , , ( ) ( ) , .
The process through which an institution certifies that learning outcomes achieved and assessed in another context (non- formal or informal learning) satisfy (some or all) requirements of a particular programme, its component or qualification.
Student
, ,
Learner enrolled in formal educational programme
() Transfer
, , .
Transfer is the process of having credits awarded in one context recognised in another context for purposes of obtaining a qualification.
Workload
, ( , , , , ), .
Indication of the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes.
