Accreditation in Europe. Zürcher Fachhochschule
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1 Accreditation in Europe
2 The Bologna Process & The European Higher Education Area
3 The Bologna Process & The European Higher Education Area The goals of the Bologna Process are to increase Mobility of teaching staff and students, to improve Employability, to enhance Competitiveness.
4 The Bologna Process & The European Higher Education Area Lifelong learning is about improving ing the recognition of prior learning, including non formal and informal learning.
5 The Bologna Process & The European Higher Education Area The implementation ti of a three-cycles-system t of higher h education (Bachelor/Master/PhD). The recognition of qualifications across Europe through h the introduction of a performance point system the European Credit Transfer System (ECTS).
6 The Bologna Process & The European Higher Education Area The ECTS is a standardized system stem that gives points according to the number of hours of classroom activities, iti individual learning, and exams. One credit point is equivalent to thirty hours of work.
7 The Bologna Process & The European Higher Education Area What has been achieved? Ease of movement for the purpose of further study or employment. Increased attractiveness of higher education in Europe.
8 The Bologna Process & Accreditation in Switzerland Accreditation means the institution tion or degree programme fulfils the requirements of the Bologna Process. Accreditation ti is done by an independent d agency on behalf of the government. The accreditation i agency is recognised by the European Union and its recommendation is then valid in all of Europe.
9 Accreditation in Practice
10 Accreditation in Practice The BSc in Aviation Ministry of Education Graduation with a BSc in Aviation from the University for Applied Sciences. Studies end with the submission of a thesis. The degree takes 3 years to complete. Exams during their studies check the students progress of comprehension. academic study Ministry of Transport Acquisition of theoretical knowledge for a licenced activity, e. g. pilot, air traffic controller, aircraft engineer. Candidates have to pass a final multiple choice examination with a score of 75 %correct answers. Instruction takes between 3 and 6 month. There is no guarantee that the subject has been internalised. Candidates may have learned the answers to the questions by heart. licence training
11 Academic Study vs. Licence Training We are working on the assumption that there is a fundamental distinction between an academic degree and training for a licenced activity in that the former is about comprehension, whereas the latter is about acquiring i knowledge, which may, but does not necessarily presuppose pp comprehension. Could the accreditation of certain academic subjects relieve the student from having to undertake another examination for those same subjects with the aviation authority?
12 Academic Study vs. Licence Training Governing level Who should be responsible for higher education in aviation? The Ministry of Transport or the Ministry of Education?
13 Academic Study vs. Licence Training Administrative level Is it legitimate or even desired to define equivalences between different learning paths? If we accept that t the definition iti of equivalences is desired, then what shall be the cut-off point between comprehension and knowledge acquisition?
14 Academic Study vs. Licence Training Practical level What knowledge is required for a licenced activity in aviation? Who defines that t knowledge? The industry (operators and manufacturers) or academia?
15 How to move forward? Proposal I The ICAO NGAP accreditation subgroup should be tasked with preparing a proposal for a regulatory framework that recognises different learning paths for a licenced activity. Proposal II We need to set up an association of institutions of higher learning in aviation that will define the academic subjects relevant for a licenced activity. Proposal III The knowledge requirements for a licenced activity in Annex I need to be revised.
16 Thank you!
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