Study on the Diploma Supplement as seen by its users - naric
Study on the Diploma Supplement as seen by its users - naric Study on the Diploma Supplement as seen by its users - naric
Chapter 3: Information on the level of qualification 3.1 Level of qualification • Use of common terminology such as “first-, second- and third cycle”, familiar to the Bologna process. • Abbreviations, in particular national abbreviations, when not accompanied by the full title, should be avoided. • When qualification frameworks are implemented, information on how the degree is placed in the framework should be found here. More detailed information on the higher education system, as well as frameworks can be introduced in chapter 8. 3.2 Official length of programme • The ECTS is being used, when applicable. • Duration is stated both in years and in workload (ECTS). 3.3 Access requirement(s) • The use of national terminology alone should be avoided and NQF/EQF/EHEA Framework used when available. • Admission procedures should be mentioned when relevant. Chapter 4: Information on the contents and results gained 4.1 Mode of study • When there is an official mode of study determined in the study programme, it is stated here. 4.2 Programme requirements • Description of the programme requirements and learning outcomes. • Information on the work load/scope (ECTS) of each module/programme unit. • If the degree includes a thesis, it should be mentioned together with their work load/scope (ECTS), as well as other larger mandatory elements, such as practical training. 28
Chapter 5: Information on the function of the qualification 4.3 Programme details and the individual grades/ marks/ credits obtained 4.4 Grading scheme and, if available, grade distribution guidance 4.5 Overall classification of the qualification • This chapter is clear and concise. When relevant or necessary the reader should be referred to the transcript of records for further information. • A transcript of records with full details should accompany the Diploma Supplement. • Concise information on the grading scheme, if possible also using the ECTS, is used. If a separate grading scheme is used for the thesis, this should also be explained. • Brief explanation of the classification system in terms of percentages or overall achievement should be provided here so that it can be understood internationally. 5.1 Access to further study • Indicating access to further study clearly and precisely. • Using such common terminology as “first-, second- and third-cycle”, familiar to the Bologna process. 5.2 Professional status • Information on the typical fields of employment should be provided. • If the degree confers the right to practise a regulated profession, this should be clearly stated, preferably referring to relevant legislation. • There are clear references to Directive 2005/36/EC on the recognition of professional qualifications. 29
- Page 1 and 2: Study on the Diplo
- Page 3 and 4: Annex .............................
- Page 5 and 6: List of Abbreviations A list of com
- Page 7 and 8: I Project Workload Organisation and
- Page 9 and 10: I.III Views and expectations of the
- Page 11 and 12: attended. At the same the document
- Page 13 and 14: structure. Information should be pr
- Page 15 and 16: major subjects, however, should not
- Page 17 and 18: Good practices identified: - The EC
- Page 19 and 20: 4.5. Overall classification of the
- Page 21 and 22: assurance; of the institution and/o
- Page 23 and 24: II.II Site Visits The project group
- Page 25 and 26: III Main outcomes and recommendatio
- Page 27: 2.2 Main field(s) of study for the
- Page 31 and 32: Chapter 7: Certification of the sup
- Page 33 and 34: Recommendations to Higher Education
- Page 35 and 36: Annex 1) Calendar 2) E-mail sent to
- Page 37 and 38: E-mail for higher education institu
- Page 39 and 40: Diploma Supplement Model proposed b
- Page 41 and 42: Questions for the site visits: To h
- Page 43 and 44: 7a) Minutes from the Site Visit: Fi
- Page 45 and 46: 4. Student will get the diploma wit
- Page 47 and 48: Guy ALTERMAN from ENQA provided an
- Page 49 and 50: Additionally, Fatih TOKATLI, partic
- Page 51 and 52: Who is involved in the Diploma Supp
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- Page 55 and 56: Page 1 Joint NARIC and ENQA Diploma
- Page 57 and 58: Pages 5 Initial Findings: Cross-rea
Chapter 3: Informati<strong>on</strong> <strong>on</strong> <strong>the</strong> level of qualificati<strong>on</strong><br />
3.1 Level of qualificati<strong>on</strong> • Use of comm<strong>on</strong> terminology such <strong>as</strong> “first-,<br />
sec<strong>on</strong>d- and third cycle”, familiar to <strong>the</strong><br />
Bologna process.<br />
• Abbreviati<strong>on</strong>s, in particular nati<strong>on</strong>al<br />
abbreviati<strong>on</strong>s, when not accompanied <strong>by</strong> <strong>the</strong><br />
full title, should be avoided.<br />
• When qualificati<strong>on</strong> frameworks are<br />
implemented, informati<strong>on</strong> <strong>on</strong> how <strong>the</strong> degree<br />
is placed in <strong>the</strong> framework should be found<br />
here. More detailed informati<strong>on</strong> <strong>on</strong> <strong>the</strong> higher<br />
educati<strong>on</strong> system, <strong>as</strong> well <strong>as</strong> frameworks can<br />
be introduced in chapter 8.<br />
3.2 Official length of programme • The ECTS is being used, when applicable.<br />
• Durati<strong>on</strong> is stated both in years and in<br />
workload (ECTS).<br />
3.3 Access requirement(s) • The use of nati<strong>on</strong>al terminology al<strong>on</strong>e<br />
should be avoided and NQF/EQF/EHEA<br />
Framework used when available.<br />
• Admissi<strong>on</strong> procedures should be<br />
menti<strong>on</strong>ed when relevant.<br />
Chapter 4: Informati<strong>on</strong> <strong>on</strong> <strong>the</strong> c<strong>on</strong>tents and results gained<br />
4.1 Mode of study • When <strong>the</strong>re is an official mode of study<br />
determined in <strong>the</strong> study programme, it is<br />
stated here.<br />
4.2 Programme requirements • Descripti<strong>on</strong> of <strong>the</strong> programme<br />
requirements and learning outcomes.<br />
• Informati<strong>on</strong> <strong>on</strong> <strong>the</strong> work load/scope<br />
(ECTS) of each module/programme unit.<br />
• If <strong>the</strong> degree includes a <strong>the</strong>sis, it should be<br />
menti<strong>on</strong>ed toge<strong>the</strong>r with <strong>the</strong>ir work load/scope<br />
(ECTS), <strong>as</strong> well <strong>as</strong> o<strong>the</strong>r larger mandatory<br />
elements, such <strong>as</strong> practical training.<br />
28
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