Peer Learning Activity on Planning and Implementing Curricular Innovation: Structure, Content and Incentives

Peer Learning Cluster or other group

Background

The Norwegian Higher Education System reforms are well-advanced in implementing the full ‘Bologna-package’ (curriculum, quality assurance, ECTS/DS, etc) under its “The Quality Reform” framework.  Norway was chosen as the venue for the PLA which learned about the policies, the implementation process and the impact of this comprehensive reform.

Prior to the event participating countries produced a national report and provided a theme-oriented presentation that focussed on the real national issues around the following points:

Description

Key lessons from the PLA:

The key lessons and recommendations coming from this PLA focus on six interrelated areas – which are consistent with the Commission’s recommendations put forward in the Communication “Delivering on the modernisation agenda for universities: education, research and innovation”:

Comprehensive reform:

The participants notably stressed that:

• the Bologna process has been a great opportunity for the majority of countries to initiate and reflect on curricular reform;
• reforms need to be made by consensus between the different stakeholders involved. They have to be understood, accepted and linked to incentives.

Implementing curricular reform:

The importance of promoting an environment which motivates both teachers and students as well as encouraging curricular reforms and inspiring more reluctant sectors was emphasised.

Governance, autonomy and stakeholders’ involvement:

The following items were considered as particularly relevant:

• The degree of institutional autonomy should be increased and accompanied by robust governance arrangements with skilled leaders;
• The need to have clear strategies at national and institutional levels as a result of consulting external and internal stakeholders.

Incentives and funding:

The PLA agreed with the Communication on the relevance of providing incentives to HEIs for structured partnerships with the business community. The need to make the necessary organisational changes and build up entrepreneurial attitudes and management skills was particularly stressed.

Accreditation

Accreditation has many different meanings and purposes: accreditation could be a way of regulating entrance into the Higher Education system or also be part of continuous Quality Assurance procedures.

Relevance of new degrees: