08 décembre 2012

IMPACT National Conference

homepageFebruary 21 – 24, 2013. Hosted by the University of New Mexico, Albuquerque
- Meet with hundreds of other student leaders, administrators, faculty, AmeriCorps members, and nonprofit leaders from across the nation
- Exchange ideas and best practices
- Get reinspired and recharged
- Gain insights to make your efforts more effective
- Learn about resources and opportunities.
This event, hosted by the University of New Mexico, is historically the largest annual conference focused on the civic engagement of college students in community service, service-learning, community-based research, advocacy and other forms of social action. The event was founded in 1984 by the Campus Outreach Opportunity League (COOL), one of the first national organizations to promote and support college student involvement.
Through this Conference, hundreds of students, administrators, faculty, AmeriCorps members, and nonprofit leaders from across the nation have the opportunity to meet and get together to learn and share effective practices, improve personal skills and organizational strategies, discover opportunities and resources, exchange stories, and be inspired and challenged to sustain the proposed efforts.
The IMPACT Conference is historically the largest annual conference focused on the civic engagement of college students in community service, service-learning, community-based research, advocacy and other forms of social action. Building on the rich 28-year tradition of the COOL Conference and the Idealist Campus Conference, IMPACT is the one time during the year when students, administrators, faculty, AmeriCorps members and VISTAs, and nonprofit professionals gather together to learn and share effective practices, improve personal skills and organizational strategies, discover opportunities and resources, exchange stories, be inspired and challenged to sustain our efforts.

Posté par pcassuto à 11:04 - - Permalien [#]


Encuentro Universitario de Sostenibilización Curricular Universidad Europea

http://www.uem.es/myfiles/pageposts/logo_e.pngEncuentro Universitario de Sostenibilización Curricular Universidad Europea - Diseñando la Educación para una Sociedad Sostenible
El Vicerrectorado de Calidad e Innovación Académica de la Universidad Europea de Madrid junto con la CADEP y la CRUE les dan la bienvenida al I Encuentro Universitario de Sostenibilización Curricular, que tendrá lugar en Villaviciosa de Odón (Madrid) los días 24 y 25 de enero de 2013.
En las últimas décadas, el con­cepto de sostenibilidad ha evolucionado y se ha ex­pandido a otros ámbitos desde que comenzara a hablarse del respeto al medio ambiente y el consu­mo responsable de los recursos en la Cumbre de la Tierra en Río de Janeiro en el año 92.
A su vez, la entrada de la Universidad Española en Espacio Europeo de Educación Superior ha brindado la posibilidad de incorporar contenidos interactivos e integrales, que requieren que el profesorado integre los nuevos retos de la sociedad, en su enseñanza, como la sosteni­bilidad. Aparece funda­mental, hoy más que nunca, crear compromiso y sensibilidad, desde la Universidad, hacia la sostenibilidad socio-cultural, medioambiental y económica de nuestra sociedad. Es un reto que, entre todos, nos proponemos asumir. En este primer Encuentro Universitario, cuyo coste de participación es patrocinado, buscamos lograr:
  • Reflexionar sobre la incorporación de la sostenibilidad al entorno universitario en el ámbito de la Universidad española
  • Concienciar y sensibilizar la comunidad universitaria sobre la importancia del enfoque sostenible (social, económica y medioambientalmente) y su necesaria relación con el ámbito universitario.
  • Visibilizar la sostenibilidad curricular y sus buenas prácticas.
  • Involucrar a estudiantes y profesores de la importancia del concepto de la sostenibilidad para la universidad del presente / futuro.
  • Generar un punto de partida de Networking: Impulsar contactos entre centros o progra­mas de sostenibilización curricular para crear una red útil de trabajo común.

Las conclusiones obtenidas se publicarán posteriormente al evento y la investigación permanecerá activa para todos aquellos que deseen contribuir a este reto que consiste en la asimilación e implementación de la sostenibilidad curricular.
Confiamos en que las Jornadas sean un excelente foro de intercambio de experiencias, espacio de reflexión para todos los miembros de la educación universitaria, llegando a la generación del conocimiento colectivo, que nos permitirá ir dando pasos hacia la sostenibilidad en los planes de estudios.

Posté par pcassuto à 10:41 - - Permalien [#]

3rd IOCES Conference: Challenging education for future change

GUNi LogoThe 3rd conference of the Indian Ocean Comparative  Education  Society (IOCES) will be held at the Faculty of Education of Khon Kaen University (Thailand) under the theme “Challenging education for future change”.
This event wants to promote the implementation and improvement of programmes of research and studies run by academic institutions in the fields of History, Philosophy, Politics, Economics, Sociology, Psychology, Religion, and Literature of Education. Furthermore, it also wants to encourage organizing scientific meetings, conferences, and congresses at the international level.
More information about this event.

Posté par pcassuto à 10:39 - - Permalien [#]

IAU and ACUP launch a new web portal on Innovative Approaches to Doctoral Education in Africa

http://www.guninetwork.org/guni.hednews/hednews/iau-and-acup-launch-a-new-web-portal-on-innovative-approaches-to-doctoral-education-in-africa/image_miniThe initiative has been executed with the valuable contribution of 15 African universities
The International Association of Universities (IAU) and the Catalan Association of Public Universities (ACUP), with the collaboration of the Open University of Catalonia (UOC), have launched the IDEA-PhD website, a new web portal on Innovative Approaches for Doctoral Education in Africa. The goal of this project is to contribute to the development of doctoral education in the region, as well as to explore the full potential of higher education systems in Africa and to promote national development within its capacities. IDEA-PhD is an online web-based platform the objective of which is to aid university leaders, administrators, and other interested stakeholders to strengthen doctoral programs and training in African HEIs. To do so, the portal provides information, tools, and documentation on the on how to develop a PhD program, and facilitates connections amongst higher education institutions and organizations, research networks, and funding agencies.
The 15 African universities that have contributed to the project are: Universidade Agostinho Neto (Angola), Université des Sciences et Technologies du Bénin (USTB),Université de Douala (Cameroon), Université de Yaoundé I (Cameroon), Universidad Nacional de Guinea Ecuatorial (Equatorial Guinea), Addis Ababa University (Ethiopia), Kenyatta University (Kenya), Université Abdou Moumouni (Niger), University of Ilorin (Nigeria), Université d’Antananarivo (Madagascar), Universités de Bamako (Mali), Universidade Eduardo Mondlane (Mozambique), National University of Rwanda (Rwanda),  Université Cheikh Anta Diop (Senegal) and the Université Gaston Berger de Saint-Louis (Senegal). For more information, follow this link.

Posté par pcassuto à 10:25 - - Permalien [#]
Tags :

University Affairs launches new blog on community-university engagement

GUNi LogoThe objective is to address key issues and stimulate in-depth dialogue about the challenges and benefits of universities engaging with their external communities.
University Affairs
, Canada's most authoritative source of information about and for Canada's higher education, will be introducing a new blog on community-university engagement called Taking the Plunge.The blog aims to deepen the discourse about community engagement and create a new kind of interdependence between post-secondary institutions and the communities they interact with, whether these are local or global.
The blog is written by Dr. Margo Fryer, founding director of the University of British Columbia Learning Exchange and UBC-Community Learning Initiative.
For more information follow this link.

Posté par pcassuto à 10:22 - - Permalien [#]


ECVET Magazine n. 10

http://www.ecvet-projects.eu/images/logos/ECVETprojectsLarge.jpgIssue n. 10 of the ECVET Magazine was prepared by the ECVET Support Team which coordinates the ECVET Network. Download ECVET Magazine n.10.
It contains:
- An Editorial by Mr Antonio Silva Mendes, European Commisson, Director - Lifelong Learning: Policies and programme
- An article on 'Quality Assurance in ECVET mobility: A basis for trust';
- An article on 'EQAVET- promoting a culture of quality assurance in VET';
- An article on 'Quality Assurance and ECVET: The results from pilot projects';
- An article on 'Joint activities between ECVET – EQAVET – EQF and higher Education';
- The ECVET calendar of activities 2012;
- A report about 'The annual ECVET forum - An ECVET Community of Practice: what does it mean?';
- An article about a step by step sectoral approach – 'ECVET in the shipbuilding industry';
- An introduction of the Hungarian Team of ECVET experts;
- An article on the CREDCHEM example 'From “trying ECVET” to “putting ECVET into practice”.
By Daniela Ulicna, ICF GHK. Quality Assurance and ECVET - The results from pilot projects
The ECVET Recommendation invites Member States to apply quality assurance when using ECVET. However, when you ask ECVET pilot project promoters how they address the issue of ECVET and quality assurance, the answer is often vague. Many speak about the quality assurance of their project rather than quality assurance of the processes implied by the ECVET technical specifications. This shows that the understanding of what aspects of ECVET need to be quality assured, and how this could be done, is not yet clear for most of those involved in pilot projects.
Nevertheless, when you investigate the work of the projects, it becomes clear that pilot project promoters see the ECVET technical specifi cations as containing elements of quality assurance. Although they do not use the vocabulary of quality assurance or use the four stages of the European Quality Assurance in Vocational Education and Training (EQAVET) cycle, they put in place quality assurance processes. Sometimes it is not always easy to distinguish between what the technical specifications require and what is quality assurance. Tools such as a Memorandum of Understanding or a Learning Agreement are elements to ECVET implementation and they are also key instruments for quality assurance.
It is possible to consider the activities and processes used by the ECVET pilot projects in relation to the EQAVET quality circle of planning-implementation evaluation and review. This is particularly relevant when thinking about the use of ECVET to support the geographical mobility of learners in a partnership framework. If we look at each of the four stages of the EQAVET quality circle, there are many activities within a mobility programme that contribute to quality assurance. The following analysis looks at the quality assurance processes used by the pilot projects:
Planning
When planning mobility, project organisers:
• identifi ed the learning outcomes that the learners were expected to achieve abroad (all projects);
• discussed learning outcomes with a partner institution to ensure there is a common understanding between the partners (all projects had discussions about the defi nition of learning outcomes with their partners);
• described learning outcomes in a Learning Agreement which is signed by the learner who becomes aware of the expectations placed on them (all those projects that tested ECVET through real mobility did this);
• clarified how unit(s) based on learning outcomes would be validated and recognised and under what conditions (e.g. the CREDCHEM project discussed how units could be validated in the context of qualifications that are not based on units. The Be-TWIN project developed a methodology which validated ECVET and units in relation to higher education and ECTS);
• put measures in place to ensure that when the learner returns their unit(s) would be validated and if possible (depending on national rules) recognised (e.g. ECVET ASSET or M.O.T.O).
Implementation
When implementing the mobility projects, organisers:
• ensured that the learning activities are ongoing and that learners took part in activities which related to the agreed learning outcomes (e.g. in the Finland-Iceland exchange in the M.O.T.O project, a teacher from a partner institution kept in touch with the employer who hosted the mobile learner);
• ensured that the assessment is carried out abroad (e.g. the ECVET ASSET and OPIR projects used assessment grids to support this);
• on the learners’ return, received documentation about each learner’s assessment (transcript of record). These were then reviewed and the organisers verified that the conditions that enabled them to validate credit had been met.
Evaluation
On the learners’ return, the project organisers:
• gathered information of whether each learner’s credit had been validated and recognised;
• identified, if this had not happened, the reasons why;
• collected feedback from learners, teachers and partner organisations on what had worked and what had not worked in relation to the instruments and methods they had developed (e.g. Aerovet and OPIR collected feedback from teachers).
Review

The pilot projects were designed to test ECVET. For many projects, the review phase was used to reflect on their experiences and to provide conclusions and recommendations for the future use of ECVET. When ECVET is implemented, the review phase should be used to improve future mobility exchanges.
In addition to aspects of quality assurance that can be organised in relation to the EQAVET quality cycle, it is possible to think of quality assurance from the perspective of ‘ECVET functions’. For each function the outcomes need to be quality assured e.g. most projects made sure that descriptions of learning outcomes covered the knowledge, skills and competences that are relevant for the professions involved in the mobility project. They involved experts in the process (such as the chamber of commerce) or included a validation stage where experts reviewed the descriptions of learning outcomes.
To ensure the host organisation provided appropriate learning opportunities and could deliver the unit to the required quality, the MOTO project provided guidance to the host institution from the sending organisation about the expected learning outcomes. Teachers in the host institution then made sure that the local host enterprise was able to prepare the student to meet the expected learning outcomes.
To ensure assessment in the host organisation was comparable to assessment by the home institution, some projects developed common assessment grids to record students’ results e.g. in the OPIR project, descriptions of a unit’s learning outcomes were accompanied by a description of the assessment criteria and indicators which supported the assessment process.
The way projects consider quality assurance is still a ‘work in progress’. However we know that the expectations and requirements for quality assurance are likely to differ depending on whether conversations are with a certification body or a training centre. The requirements also differ when credit transfer relates to organised mobility of students compared to another form of mobility. Some quality assurance measures are likely to appear too onerous for a short-term mobility project.
In conclusion, based on the work from the pilot projects, it is clear that there isn’t a common understanding of what is important for quality assurance when using ECVET. More work will be needed to develop this common understanding. In this context, it is worthwhile noting that the updated version of ECVET’s Guide on Mobility, adopted by the ECVET Users’ Group and due to be published by the European Commission, will identify quality assurance issues that support geographical mobility. This should start the process of building a common understanding. Download ECVET Magazine n.10.
See also: ECVET Magazine n. 9, ECVET Magazine n. 8, ECVET Magazine n. 7, ECVET Magazine n. 6, ECVET Magazine n. 5, Issue 4, April 2011, Issue 3, January 2011, Issue 2, November 2010, Issue 1, June 2010, Issue 4, April 2010, Issue 3, November 2009, Issue 2, July 2009, Issue 1, April 2009.

Posté par pcassuto à 01:24 - - Permalien [#]

Dual education, better prospects?

Cedefop - European Centre for the Development of Vocational TrainingOn 10-11 December in Berlin, European ministers discuss new ways of cooperation in vocational education and training. The focus is on dual-education models, which have attracted the attention of several Member States. Cedefop Director Christian Lettmayr has been invited to be the keynote speaker at the conference.
Much of the economic and industrial success of Europe can be traced to the advanced skills of its workers. Several countries, like Germany, have established successful vocational training models that combine theoretical studies with working in a company; several more are now interested in exploring similar policy options.
The issue is not to copy another country’s system, but to see how the essential features of dual-education models - such as the close fit between qualifications and jobs, and the involvement of social partners - can be developed within another system.   
Ministers responsible for vocational training from several Member States will be debating this question on 10-11 December in Berlin at a meeting on "Vocational Training in Europe: Perspectives for the young generation".

Posté par pcassuto à 01:21 - - Permalien [#]

Tuning Sectoral Framework for Social Sciences

http://www.unideusto.org/tuningeu/images/stories/sectoral_framework_logo.jpgThe EQF is a common European reference framework which links countries' qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. In this context, Tuning could bridge the European Qualification Framework (EQF) for Life Long Learning (LLL) and the Qualification Framework (QF) for the European Higher Education Area (EHEA) as well as bridging the subject area level and the general descriptors of both qualification frameworks. What is really required now are frameworks which offer descriptors and reference points at mediate level, more general than at subject area level and more precise than at the level of the EQF for LLL and the QF for the EHEA (the Dublin descriptors).
The project seeks to develop a credit based sectoral qualification framework for the sector/domain of the Social Sciences. The framework is intended to cover the levels 3 to 8 of the European Qualification Framework (EQF) for Life Long Learning (LLL). The achievement of such a framework as an intermediate level between the subject area level and the general level of the EQF will facilitate the recognition of prior (formal, informal and non formal) learning by developing clear reference points. It will also contribute to the relationship of higher and general education and vocational education and training. A sector or domain is understood here as a combination of related fields of study which is based on more or less comparable learning profiles.
Description

The project will cover and will be based on the following two groups of subject areas. A first group for which learning outcomes/competences based descriptors and reference points have been developed in the framework of the Tuning and Thematic network projects: Business, European Studies, Education Sciences, Occupational Therapy and Social Work. A second group for which it is thought absolutely necessary to develop descriptors and reference points as being key fields in the Social Sciences domain: Law, Psychology and International Relations. The 40 institutions involved in the second group will be selected on the basis of an Open Call. Particular attention will be given to the relation between secondary general education on the one hand and vocational education and training and higher education on the other hand by identifying and comparing recognition procedures as well as standard pathways for admission to higher education programmes. The project builds on the results of the Erasmus, Tempus and Alfa TUNING projects, which have played a major role in promoting the learning outcomes/competence approach in higher education. The credit part of the framework will be based on ECTS taking into account the work that has been accomplished as part of the ECVET initiative.
Objectives

The main objective of the project is to develop a European credit based sectoral qualification framework covering the levels 3 to 8 of the European Qualification Framework (EQF) for Life Long Learning (LLL) on the basis of the outputs of the TUNING project, that is cycle level descriptors and reference points for a range of subject areas. The development of such a framework, covering secondary level and higher education at sectoral level will be a major step forward and will prove to be extremely useful for the recognition of prior learning (formal, non formal and informal). The intention is to develop also more clarity about credit ranges regarding the levels 3 to 5.
The most important objectives are the following:
    identification of (main) subject areas not covered by the Tuning project so far. Establishment of subject area based working groups for these fields. Initiating preparation of key features and cycle (level) descriptors for these subject areas;
    mapping of secondary general education and vocational education and training level from the perspective of the sector as well as for each subject area involved. Identification of communalities and differences at national level;
    identification of communalities and differences at sectoral as well as at subject area level at European level;
    preparation of cycle descriptors for the levels 3, 4 and possibly 5 at subject area as well as at sectoral level;
    identification of entrance and exit points as well as entrance levels at levels 3 and 4 and possibly 5 on the basis of different learning routes taken;
    identification of (ECTS) credit ranges for the levels 3 to 5 as well as exploration of the link to the European Credit system for Vocational Education and Training (ECVET) initiative;
    identification of communalities and differences between the already prepared cycle (level) descriptors for the first, second, third level, i.e. the levels 6 to 8 of the EQF for LLL;
    preparation of sectoral cycle / level descriptors. These descriptors should be written in such a way that both the Dublin descriptors and the descriptors of the EQF for LLL are covered;
    identification of communalities between the different Tuning sectoral frameworks: sector by sector as well as all sectors concerned;
    identification of suggestions for fine tuning and bridging of the Bologna (Dublin) descriptors and the descriptors of the EQF for LLL.

Posté par pcassuto à 01:10 - - Permalien [#]

Tuning SQF Humanities and Arts

Final Report SQF HUMART The HUMART project is a break through initiative to identify common denominators in the academic sectors/domains of Humanities and the Arts. The project is implemented in the context of the Bologna Process, the creation of one European Qualifications Framework and the subject area reference points developed by Tuning. Furthermore the project seeks to create European wide transparency with regard to the relation between higher education and secondary and vocational education and training. This will allow for improved recognition of formal, informal and non formal learning against clear internationally established reference points.
At present the Higher Education sector is working with the two existing European Qualifications Frameworks.A Qualifications Framework is a common reference framework which links countries' qualifications systems, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. The Tuning HUMART project plans to bridge the European Qualifications Framework (EQF) for Life Long Learning (LLL) and the Qualifications Framework (QF) for the European Higher Education Area (EHEA) at the level of academic sectors/domains.
A sector or domain is understood here as a combination of related fields of study which is based on more or less comparable learning profiles. Point of departure in this exercise are the reference points at subject area level as developed in the Tuning projects. The HUMART project seeks to develop a credit based sectoral qualifications framework to cover the levels 3 to 8 of the European Qualification Framework (EQF) for Life Long Learning (LLL). The work will build on a comparable project for the field of Social Sciences which has been completed in the year 2010.
Objectives
The main objective of the project is to find out whether it is possible to develop a credit points based ‘overarching’ SQF for the Humanities and the (Fine and Applied) Arts which covers the levels 3 to 8 of the EQF for LLL. The HUMART project will build on the outcomes of the successful project the Tuning SQF for Social Sciences.
The most important objectives are the following:
  •  
    • mapping of progression routes – on the basis of standardized questionnaire - regarding secondary general education and vocational education and training from the perspective of the sector as well as for each subject area involved. Identification of communalities and differences at national level; identification of entrance and exit points as well as entrance levels at levels 3 and 4 and possibly 5 on the basis of different learning routes taken;
    • establishment of subject area based working groups for Literary Studies, Linguistics, Theology and Art History which are requested to develop their own reference points and level descriptors for the levels 3 to 8;
    • preparation of subject area and sectoral level descriptors for the levels 3, 4 and 5 by the groups which already prepared the level 6 to 8 descriptors as part of the Tuning project, i.e. History, Architecture, Music, Dance and Theatre , Art and Design.
    • identification of communalities and differences at subject area level with regard to all nine subject areas and preparation of sectoral descriptors for the levels 3 to 8. These descriptors should be written in such a way that both the Dublin descriptors and the descriptors of the EQF for LLL are covered;
    • identification of (ECTS) credit ranges for the levels 3 to 5 as well as exploration of the link to the European Credit system for Vocational Education and Training (ECVET) initiative;
    • identification of suggestions for fine tuning and bridging of the Bologna (Dublin) descriptors and the descriptors of the EQF for LLL;
    • testing of the provisional and final results during the running period of the project by admission offices at institutional level as well as (national) entities specialized in the recognition of prior learning.

Cooperation is foreseen with ENIC-NARIC which has completed two succeeding projects – CoRe I and CoRe II – supported by the European Commission to test the Tuning descriptors for recognition purposes and to advise on the language used for formulating sets of competences/learning outcomes. As a result a joint brochure is published in January 2011 entitled A Tuning Guide to formulating Degree Programme Profiles; Including Programme Competences and Programme Learning Outcomes.
HUMART outcomes

The outcomes of the SQF Humanities and Arts (HUMART) project are now available on the website. You are welcome to comment on the documents.

SQF HUMART Final Report 2010-2011
SQFs for the Creative and Performing Disciplines and the Humanities

Reference Points for the Design and Delivery of Degree Programmes in Art History

Reference Points for the Design and Delivery of Degree Programmes in Linguistics

Reference Points for the Design and Delivery of Degree Programmes in Literary Studies

Reference Points for the Design and Delivery of Degree Programmes in Theology and Religious Studies

ECTS and ECVET: Comparisons and Contrasts

EQF Level Descriptors Architecture

EQF Level Descriptors Art History

EQF Level Descriptors Visual and Performing Arts
EQF Level Descriptors History
EQF Level Descriptors Linguistics

EQF Level Descriptors Literary Studies

EQF Level Descriptors Music

EQF Level Descriptors Theology and Religious Studies
.

Posté par pcassuto à 01:03 - - Permalien [#]

EQF Level Descriptors Linguistics

Final Report SQF HUMARTHUMART outcomes
The outcomes of the SQF Humanities and Arts (HUMART) project are now available on the website. You are welcome to comment on the documents. Please direct any comments you might care to make in relation to this document to Ingrid van der Meer (y.van.der.meer@rug.nl). Download EQF Level Descriptors Linguistics.
Project Title: Sectoral Qualifications Framework for Humanities & Arts
GRADUATES IN LINGUISTICS AT LEVEL 4 ARE EXPECTED TO...
Knowledge

Demonstrate knowledge of the main categories for grammatical description and some basic grammatical processes.
Demonstrate broad knowledge of the influence of genres, contexts, audiences and purposes on language forms and their meanings.
Demonstrate broad understanding of the social and cultural role of language and discourse.
Skills
Carry out basic language description using appropriate descriptive terminology.
Describe and interpret in broad terms variation in and between different modes and genres of spoken and written texts.
Competence

Adjust their spoken and written language according to genres, contexts, audiences and purposes.
GRADUATES IN LINGUISTICS AT LEVEL 6 ARE EXPECTED TO...
Knowledge

Demonstrate advanced knowledge of the structure and use of language
Demonstrate advanced knowledge of the role of language data in linguistic argumentation
Demonstrate knowledge of linguistic theories, principles, hypotheses and explanations
Demonstrate knowledge of linguistic methodologies and their relationship to linguistic theories
Demonstrate advanced knowledge of the role of language in society
Demonstrate knowledge of the relatedness between linguistics and other disciplines
Demonstrate knowledge of the acquisition, production and comprehension of language.
Skills
Ask empirically motivated questions in relation to language
Analyse language data using appropriate linguistic techniques
Formulate linguistic generalizations on the basis of structured data
Collect, organise and interpret language data under guidance
Argue for or against a particular linguistic analysis on the basis of data sets.
Convey basic linguistic ideas to a non-specialist audience
Write and speak in the language of instruction
Engage in abstract thinking and carry out analysis and synthesis
Search for, process and analyse information from a variety of sources.
Competence

Demonstrate sensitivity to issues of register and language appropriacy.
Demonstrate a capacity to learn and stay up-to-date with learning
Demonstrate awareness of one’s own knowledge and skills
Demonstrate a capacity to reflect on one’s own performance
Demonstrate a capacity to reflect on one’s own problem solving skills.
GRADUATES IN LINGUISTICS AT LEVEL 7 ARE EXPECTED TO...
Knowledge

Demonstrate specialised knowledge within the areas of linguistics relevant to the program
Demonstrate theoretically grounded knowledge of the role of language data in linguistic argumentation
Demonstrate advanced knowledge of linguistic theories, principles, hypotheses and explanations
Demonstrate specialised knowledge of linguistic methodologies and their relationship to linguistic theories
Demonstrate specialised knowledge of the relatedness between linguistics and other disciplines.
Skills
Formulate theoretically grounded questions in relation to language
Formulate linguistic generalisations out of independently sourced data.
Select appropriate research methodologies
Collect and organise language data independently
Analyse and interpret complex language data within a relevant framework
Use appropriate linguistic techniques in handling data
Provide theoretically informed argumentation for or against a particular linguistic analysis on the basis of complex data sets.
Convey linguistic ideas to a non-specialist audience
Communicate in one or more major languages of the world
Write and speak according to the relevant register (formal, informal and specialist).
Competence

Demonstrate a capacity to generate new ideas
Demonstrate an ability to determine the nature of a problem and to reflect on the appropriate approach to its solution
Demonstrate an ability to be critical and self-critical
Demonstrate an ability to evaluate one’s own problem solving skills
Demonstrate an ability to work independently with abstract ideas
Demonstrate an ability to independently search for, process and analyse information from a variety of sources
GRADUATES IN LINGUISTICS AT LEVEL 8 ARE EXPECTED TO...
Knowledge

Demonstrate highly specialized knowledge as the basis for original thinking and research within linguistics.
Skills
Design and implement complex data collection procedures
Write and present for a targeted professional audience
Argue clearly and persuasively in a scholarly and/or professional environment
Communicate in a variety of modes at an expert level
Identify significant and topical research questions.
Competence

Demonstrate a capacity for original thinking in linguistics
Demonstrate a capacity to generate and recognise contributions to the field of linguistics
Recognise and respond to opportunities to promote linguistic ideas to a wider audience.

Posté par pcassuto à 00:52 - - Permalien [#]