Design and Delivery of Quality History Programmes A European Strategy Ann Katherine Isaacs Coordinator CLIOHnet2, CLIOHRES, Tuning EU/LA Management Madrid,

Design and Delivery of Quality Design and Delivery of Quality History ProgrammesHistory ProgrammesA European StrategyA European Strategy

Ann Katherine IsaacsAnn Katherine IsaacsCoordinator CLIOHnet2, CLIOHRES, Tuning EU/LA Coordinator CLIOHnet2, CLIOHRES, Tuning EU/LA

ManagementManagement

Madrid, 25 October 2007Madrid, 25 October 2007

Scheme:Scheme:BackgroundBackgroundContextContextResultsResultsNewsNewsWhere to find infomationWhere to find infomation


Roots in ECTS Pilot Project, beginning in Roots in ECTS Pilot Project, beginning in 1988-891988-89Discovery of ‘the other’ (next door)Discovery of ‘the other’ (next door) (periodisation, interests, contents, methods) (periodisation, interests, contents, methods)History is the most diversified subject areaHistory is the most diversified subject areaHistory faces the greatest challenges but has History faces the greatest challenges but has the most to gain from international interactionthe most to gain from international interaction


From those roots:From those roots:CLIOH CLIOH CLIOHnetCLIOHnetCLIOHnet2CLIOHnet2CLIOHRES.netCLIOHRES.netTuning Educational Structures in Europe/Latin Tuning Educational Structures in Europe/Latin AmericaAmericaHUMAN PLUSHUMAN PLUS


CLIOH (Curriculum Development)CLIOH (Curriculum Development)CLIOHnet (Thematic Network)CLIOHnet (Thematic Network)CLIOHnet2 (Thematic Network 2° cycle)CLIOHnet2 (Thematic Network 2° cycle)CLIOHRES.net (FP6 Network of Excellence)CLIOHRES.net (FP6 Network of Excellence)Tuning Educational Structures in Tuning Educational Structures in Europe/Latin America (University designed Europe/Latin America (University designed and driven project to give substance to the and driven project to give substance to the Bologna Process)Bologna Process)

HUMAN PLUS: The “Archipelago” of HUMAN PLUS: The “Archipelago” of Humanistic Thematic Networks, a Network of Humanistic Thematic Networks, a Network of NetworksNetworks

All with the support of the European Commission (EAC, Research,

EuropeAid)

The context:The context:European Expansion and IntegrationEuropean Expansion and IntegrationBologna ProcessBologna ProcessLisbon StrategyLisbon Strategy

A change in paradigm:A change in paradigm:

first of all,first of all,the student.the student.

In this context, “Quality” means fostering the competences for employability, citizenship, and personal satisfaction (ESIB-ESU)

The student is the real stakeholder: the student has the most at stake

General (Tuning/Bologna) PrinciplesGeneral (Tuning/Bologna) Principles- output-based and student - output-based and student

centered: centered: - not input-based and - not input-based and

teacher centered)teacher centered)


Are we able to make this “shift in Are we able to make this “shift in paradigm”?paradigm”?

Can the ‘Decreto’ and autonomy be Can the ‘Decreto’ and autonomy be translated into practice?translated into practice?

Ten steps to curriculum design:Ten steps to curriculum design:1. first, i1. first, is there a need?s there a need?2. Define the academic and 2. Define the academic and professional profileprofessional profile3. Express the expected results in 3. Express the expected results in learning outomes, defining the learning outomes, defining the key key competences (e.g.10)competences (e.g.10)

4. Modularise?Using ECTS credits4. Modularise?Using ECTS credits

5. Define outcomes and competences for 5. Define outcomes and competences for each course unit.each course unit.

6. Choose the best approaches to 6. Choose the best approaches to learning teaching and assessment, learning teaching and assessment, ensuring varietyensuring variety

7. Check that all desired competences 7. Check that all desired competences have been taken into account.have been taken into account.

8. Describe the programme in terms of 8. Describe the programme in terms of competencescompetences

9. Check for balance9. Check for balance

10. Implement, monitor and improve.10. Implement, monitor and improve.

Specific to History: what we discoveredSpecific to History: what we discoveredin Tuning:in Tuning:1. from consultation with employers, 1. from consultation with employers, graduates, academics:graduates, academics:a. History is importanta. History is importantb. History graduates find employmentb. History graduates find employmentc. About 50% in non History related workc. About 50% in non History related workd. History Graduates have valuable d. History Graduates have valuable competencescompetences


Specific to History: what we didSpecific to History: what we didin Tuning:in Tuning:2. we elaborated reference points, 2. we elaborated reference points, cycle level descriptors cycle level descriptors (“overarching objectives”) and (“overarching objectives”) and subject specific competences (17 subject specific competences (17 countries, with input from 30 countries, with input from 30 countries) countries)


Specific to History: what we didSpecific to History: what we didin Tuning:in Tuning:3. We surveyed approaches to 3. We surveyed approaches to learning/teaching/and assessment, learning/teaching/and assessment, linking them to competances and linking them to competances and recommending use of many recommending use of many different approachesdifferent approaches


Specific to History: what we didSpecific to History: what we didin Tuning:in Tuning:4. We elaborated tools to help 4. We elaborated tools to help universities to apply the new universities to apply the new principles in pratice (published in principles in pratice (published in Tuning 2)Tuning 2)


Specific to History: what we didSpecific to History: what we didin Tuning:in Tuning:5. We contributed to elaborating the 5. We contributed to elaborating the Tuning Quality Cycle including the Tuning Quality Cycle including the use of ECTS as a tool for planning use of ECTS as a tool for planning curricula and enhancing Qualitycurricula and enhancing Quality


Some CLIOHnet findings:Some CLIOHnet findings:

History matters, essential critical History matters, essential critical competences for citizenshipcompetences for citizenshipGender history as part of all history, not a Gender history as part of all history, not a ghettoghettoHistory has new resources thanks to ICT History has new resources thanks to ICT and e-learning:and e-learning:National history is not enoughNational history is not enough


More CLIOHnet findings:More CLIOHnet findings:History is associated with memory: History is associated with memory: more exactly with amnesia.more exactly with amnesia.Teaching of eastern and southern Teaching of eastern and southern European History is largely absent European History is largely absent in other countriesin other countriesAll history is contemporary: we All history is contemporary: we need ancient, medieval and modern need ancient, medieval and modern history toohistory too


CLIOHnet and CLIOHRES:CLIOHnet and CLIOHRES:Higher education and research Higher education and research must be linked all along the must be linked all along the students’ experience. Not just at the students’ experience. Not just at the Masters or Doctoral level.Masters or Doctoral level.


CLIOHnet and CLIOHRES:CLIOHnet and CLIOHRES:

have prepared materials, books available have prepared materials, books available in hard copy and on line (26 to date)in hard copy and on line (26 to date)guidelines: coming, e-learning for history guidelines: coming, e-learning for history guidelinesguidelinesSample teaching learning units (core of Sample teaching learning units (core of the core, Materials Commission, virtual the core, Materials Commission, virtual book on Migration)book on Migration)Children’s booksChildren’s booksSpin-off projects (Masters in Spin-off projects (Masters in Mediterranean studies)Mediterranean studies)


Prospects:Prospects:We have many resources, esperiences We have many resources, esperiences and tools which can be of use in and tools which can be of use in designing and implementing new designing and implementing new curricula.curricula.History is the forerunner, a pilot History is the forerunner, a pilot discipline…discipline…


Tuning results for Tuning results for Latin America Latin America are published (in are published (in Spanish, Spanish, Portuguese and Portuguese and English):English):one of the one of the disciplines is disciplines is HistoryHistory


Guidelines and reference points Guidelines and reference points for History are now being for History are now being developed in Russia and in developed in Russia and in Central Asia (Kyrgyzstan) and Central Asia (Kyrgyzstan) and will soon be publishedwill soon be published


Third cycle (‘Doctorado’), Tuning-CLIOHnet Third cycle (‘Doctorado’), Tuning-CLIOHnet with CLIOHRES.net:with CLIOHRES.net:- have conducted a pan-European survey of - have conducted a pan-European survey of History doctoral candidatesHistory doctoral candidates- developed a new view of the necessary - developed a new view of the necessary competencescompetences- suggest L/T/A approaches and use of ECTS - suggest L/T/A approaches and use of ECTS

as a planning toolas a planning tool..

Third cycle: Main findings:Third cycle: Main findings:- - students are aware that most will not students are aware that most will not find jobs immediately or ever as find jobs immediately or ever as academic researchers.academic researchers.-- students need and want broader students need and want broader competences and a better methodological competences and a better methodological overview of History and related overview of History and related disciplines.disciplines.

Third cycle: Main findings (2):Third cycle: Main findings (2):- students need better structured - students need better structured programmesprogrammes- ECTS can make programmes fairer, - ECTS can make programmes fairer, more effective and more transparent.more effective and more transparent.

EQF for the Third cycle:EQF for the Third cycle:

Includes important competences not Includes important competences not often considered by doctoral often considered by doctoral supervisorssupervisors

..“Qualifications that signify completion of the

third cycle are awarded to students who:• have demonstrated a systematic

understanding of a field of study and mastery of the skills and methods of research associated with that field;

• have demonstrated the ability to conceive, design, implement and adapt a substantial piece of research with scholarly integrity;

• have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;

..AND ALSO…..

• are capable of critical analysis, evaluation and synthesis of new and complex ideas;

• can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;

• can be expected to be able to promote, with academic and professional contexts, technological, social or cultural advancement in a knowledge based society.

The draft study on the Doctorate is The draft study on the Doctorate is available on-line for comment available on-line for comment (www.clioh.net)(www.clioh.net)

The final version will soon be The final version will soon be published on the new Tuning published on the new Tuning “Journal”“Journal”

The immediate future:The immediate future:Tuning Validation Panel for History will meet Tuning Validation Panel for History will meet

with the Subject Area Group on 5 November.with the Subject Area Group on 5 November.A Project for SQF for Humanities including A Project for SQF for Humanities including

History will define necessary competences on History will define necessary competences on entry to Universityentry to University

HUMAN PLUS 2008: “Structuring Intercultural HUMAN PLUS 2008: “Structuring Intercultural Dialogue” will establish scientific and technical Dialogue” will establish scientific and technical competences for Humanities students and vice competences for Humanities students and vice versa.versa.

www.clioh.netwww.clioh.netwww.cliohres.netwww.cliohres.netwww.uni-deusto.org/tuningwww.uni-deusto.org/tuningwww.archhumannets.netwww.archhumannets.netwww.bolognakg.netwww.bolognakg.net

[email protected]@stm.unipi.it

Design and Delivery of Quality History Programmes A European Strategy Ann Katherine Isaacs Coordinator CLIOHnet2, CLIOHRES, Tuning EU/LA Management Madrid,

Documents

history madrid

europeaid slide

stake slide

history graduates

history matters

methods history

national history

ghetto history