1. The European Students’ Union REPRESENTING STUDENTS SINCE 1982 Adam Gajek European Students’ Union The ESG – students in focus

2. The European Students’ Union The European Students' Union (ESU) is an umbrella organisation of 45 National Unions of Students from 38 different countries. Through its members, ESU represents over 20 million students in Europe. The NUSes are open to all students in their respective country regardless of political persuasion, religion, ethnic or cultural origin, sexual orientation or social standing. Our members are also student-run, autonomous, representative and operate according to democratic principles. ESU is member of the European Youth Forum

3. The European Students’ Union The aim of ESU is to represent and promote the educational, social, economic and cultural interests of students at the European level towards all relevant bodies and in particular the European Union, Bologna Follow Up Group, Council of Europe and UNESCO. ESU will work for sustainable, accessible and high quality higher education in Europe. Vision: Equal educational and social opportunities in an open and democratic Europe where students shape a sustainable future.

4. NUS – Full members

5. ESU’s core policy areas Social dimension (access & support) Public responsibility for education (Governance & funding) Quality and transparency (Structural reforms, academic affairs, Student Centred-Learning) Mobility and internationalisation

6. Financial situation of students

7. Fund our Future! globalstudentvoice.org

9. A new standard for internal QA 1.3 Student-centred learning, teaching and assessment Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.

10. A new standard for internal QA Student-centred learning and teaching plays an important role in stimulating students’ motivation, self-reflection and engagement in the learning process. This means careful consideration of the design and delivery of study programmes and the assessment of outcomes. The implementation of student-centred learning and teaching respects and attends to the diversity of students and their needs, enabling flexible learning paths; considers and uses different modes of delivery, where appropriate; flexibly uses a variety of pedagogical methods; regularly evaluates and adjusts the modes of delivery and pedagogical methods; encourages a sense of autonomy in the learner, while ensuring adequate guidance and support from the teacher; promotes mutual respect within the learner-teacher relationship; has appropriate procedures for dealing with students’ complaints. (…)

11. A new standard for internal QA (…) Considering the importance of assessment for the students’ progression and their future careers, quality assurance processes for assessment take into account the following: Assessors are familiar with existing testing and examination methods and receive support in developing their own skills in this field; The criteria for and method of assessment as well as criteria for marking are published in advance; The assessment allows students to demonstrate the extent to which the intended learning outcomes have been achieved. Students are given feedback, which, if necessary, is linked to advice on the learning process; Where possible, assessment is carried out by more than one examiner; The regulations for assessment take into account mitigating circumstances; Assessment is consistent, fairly applied to all students and carried out in accordance with the stated procedures; A formal procedure for student appeals is in place.

13. DEBATE: Teachers should be in the centre of the learning process Students should be in the centre of the learning process VS.

14. Student-Cetred Learning DEFINITION: Student-Centred Learning (SCL) represents both a mindset and a culture within a given higher education institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering transferable skills such as problem-solving, critical thinking and reflective thinking.

15. Student-Cetred Learning WHAT DOES IT MEAN? Active rather than passive learning An emphasis on deep learning and understanding Increased responsibility and accountability on the part of the student An increased sense of autonomy An interdependence between teacher and learner Mutual respect within the learner-teacher relationship A reflexive approach to the teaching and learning process on the part of both the teacher and the learner

16. Student-Cetred Learning KEY ELEMENTS: Defining learning outcomes Assesment based on learning outcomes Taking into consideration different learning styles Continuous development of the pedagogical methods used Emphasis on developing soft skills Recognition of prior learning Flexibility for students in developing their own learning paths Feedback going in both ways

17. Source: National Training Laboratories, Bethel, Maine LEARNING PYRAMID

18. Student-Cetred Learning WHO IS INVOLVED? 1. STUDENTS who are considered partners of teachers in constructing knowledge in the classroom, having an active role in developing educational activities and their own learning paths. 2. TEACHERS who are considering learning as a complex process, acknoledging the different needs, interests, motivations and backgrounds of students. 3. HIGHER EDUCATION INSTITUTIONS which are aware of the benefits of SCL and promote it internally, ensuring the optimal frameworks and resources for its implementation.

19. Student-Cetred Learning BUT... It`s not enough to have it in papers or formal regulations. We need to see it in practice in day-by-day activities.

20. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE Students have flexibility in choosing their academic path, being able to choose courses that develop the skills and competences they want.

21. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE Teachers are informing and consulting students about the learning outcomes of each course.

22. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE Students have an active role in assesing and developing the curricula of each course.

23. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE The HEI offers efficent career guidance and counseling services for students.

24. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE Teachers ask feedback from students on the pedagogical methods they use.

25. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE Students can use appeal procedures if they are not happy with their assesments.

26. Student-Cetred Learning SOME EXAMPLES OF SCL IN PRACTICE The HEI offers adequate support services to meet the students` needs.

27. The European Students’ Union REPRESENTING STUDENTS SINCE 1982

28. The European Students’ Union Rue de l’Industrie 10 · 1000 Brussels, Belgium · Tel: +32 2 893 25 45 · www.esu-online.org European Students’ Union @ESUtwt ESU has received financial support from the European Commission through Erasmus+ Programme: KA3, Support for Policy Reform- Civil society cooperation in the field of education and training. ESU Brussels esutwt