1. International Information Seminar Seminar, Minsk October 2016, Minsk State Linguistics University
MODULE BASED EDUCATION. ASSESSMENT OF LEARNING ACHIEVEMENTS – DAY 1
The Complexities and Challenges of Module-Based Higher Education ( )
The Assessment of Learning Outcomes Achievements is Not Easy ( )
Stephen Adam
Module-based education has profound implications …

2. THE EUROPEAN HE EDUCATION REFORM PROCESSOR
Quality Assurance: ESG, EQAR, EQUAVET
Self-certification and referencing issues
Education finance and resourcing
Learning outcomes +
soft skills
Curriculum development + student-centered learning
Employability and skills agenda
HEI internal structural reform
Mobility Agenda
European Research Area (ERA)
Internationalization agenda – EC + national
Recognition (RPL) +
Transparency agenda
New technology + learning delivery platforms
Globalization
+ TNE and MOOCs
Development of sophisticated external reference points
EC/EQF +
QF-EHEA
Modernization agendas
Credits ECTS/ECVET
Integrated Lifelong learning :VET and HE confusions
New forms of qualifications +
Work-based learning
Yerevan Communiqué
Erasmus +
Education systems fit for the 21st century:
Modern, efficient, effective, transparent, high quality, internationally/globally recognized,
skilled workforce, aid to economy, etc…
THE EUROPEAN HE EDUCATION REFORM PROCESSOR

3. “Together we are engaged in a process of voluntary convergence and coordinated reform of our higher education systems. This is based on public responsibility for higher education, academic freedom, institutional autonomy, and commitment to integrity. It relies on strong public funding, and is implemented through a common degree structure, a shared understanding of principles and processes for quality assurance and recognition, and a number of common tools.” (Yerevan Communiqué)
THE YEREVAN
COMMUNIQUE 2015
This represents a massive and often underestimated set of commitments + The EC Skills agenda (04/2016) raises important new dimensions associated with referencing NQF to the EQF and EHEA (see:

4. all use learning outcomes!
More Detail +
More Complexity
Different Functions
all use learning outcomes!
COMMON RELATED EUROPEAN STANDARDS
EUROPEAN QUALIFICATIONS FRAMEWORK DESCRIPTORS (EQF 1-8)
EUROPEAN HIGHER EDUCATION AREA (QF-EHEA) DESCRIPTORS + ‘European Standards and Guidelines (ESG)’ 2015
NATIONAL QUALIFICATIONS FRAMEWORK (NQF) DESCRIPTORS
THE NATIONAL QUALIFICATIONS FRAMEWORK
SEE NQF in Poland, Sweden, Finland, Hungary, Ireland, Latvia, Slovakia, etc.
SECTORAL FRAMEWORKS
SUBJECT BENCHMARK STATEMENTS
TUNING - Sector, domain, subject field reference points
QUALIFICATION STANDARDS – Bosnia + Croatia
OCCUPATIONAL STANDARDS
STATE STANDARDS – Sectoral Committees / skills councils
PROFESSIONAL STANDARDS
INDIVIDUAL QUALIFICATIONS – academic and professional
Study packages / Credit units / Modules
There is a linked cascade of related level descriptors designed to ensure similar standards across Europe (based on learning outcomes).
The effective implementation and proper use of these is really difficult.

5. When educational components are of a regular size [e. g
When educational components are of a regular size [e.g. 5, 10, 15] they are often called ‘modules’. (2015 ECTS Users’ Guide, P25)
The programme profile is broken down into educational components which may consist of single or several modules, other types of course unit, work and clinical placements, research projects, laboratory work and other relevant learning activities. They may also include social and community activities (for example, tutoring and mentoring) provided they fit the programme learning outcomes and carry credits. (2015 ECTS Users’ Guide, P24)

6. MODULE-BASED EDUCATIONAL QUESTIONS YOU SHOULD ASK YOURSELF…
What do you understand by ‘modular’ higher education?
How much flexibility and choice do you want to have in your degrees?
What do you do want your modular approach to achieve/support?
How does any modular approach fit with your NQF and other reforms?
What are the advantages of modular frameworks?
What are the implications at Ministry/national level?
What are the implications at HEI/University levels?
Is there any good practice to follow?
What are the pitfalls and problems of adopting a modular system?

7. Modular Higher Education: some further complexities and challenges
REFORM
MODULES AND NATONAL QUALIFICATION FRAMEWORKS
MODULES AND FLEXIBLE LEARNING
PATHWAYS
MODULES AND CURRICULUM DEVELOPMENT
MODULES AND STUDENT CENTRED LEARNING
MODULES AND JOUNT/DUAL AWARDS + INTEGRATED STUDIES
MODULE AND LEARNING OUTCOMES – DELIVERY – ASSESSMENT
MODULES AND LEVEL DESCRIPTORS/STANDARDS
RELATIONSHIPS BETWEEN CREDITS, QUALIFICATIONS, LEARNING OUTCOMES AND MODULES
RECOGNITION AND MODULAR SYSTEMS
(national and international)
Modular Higher Education: some further
complexities and
challenges

8. BEWARE: THERE ARE BENEFITS AND DANGERS …
Credit allocation to modules is often highly contentious (+ links to learning outcomes)
The more modules the more assessment – danger of assessment overload
Smaller educational segments can improve digestion
Modules can facilitate curriculum development and reform + new learning modes
Modular systems can improve learning outcomes and assessment (end repetition?)
Modules must facilitate educational progression
The size of modules impacts on the learning experience
Getting the core-option balance between modules is difficult
Modular education can lead to disjointed learning ... modules too discrete
Good programme development requires clear coherent learning paths (progression)
Modular systems facilitate student-centered learning and choice
Modular schemes require more complex regulations + clear student handbooks
Subject/discipline combinations have benefits & challenges (joint/interdisciplinary, etc)
Modular systems have potential benefits for student mobility and recognition (inc RPL, WBL)
Modular systems require sophisticated Management Information Systems (MIS)
Modular systems have implications for Diploma Supplements

9. EXAMPLE: University of Bath MA (QF- EHEA second cycle, EQF level 7)
NB. Can study, FT, PT, Summer school and/or distance. 90 ECTS credits: 60 by taught modules [5 x12) and 30 dissertation.
Programmes consist of cores and options.
See:

10. SOME FINAL THOUGHTS…
Modules and modular based education have many benefits but must be fit for purpose.
Modular approaches are a very useful tool to help facilitate educational reform but require national and institutional support – staff development + have huge resource implications.
Many examples of good modular systems exist and can be downloaded form the internet (see also the 2015 ECTS Users’ Guide, Tuning publications, University guides, etc).