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8/2/2019 Seminar Education

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Credit Transfer systemsCreating Knowledge Currencies in a global perspective

GEETIKA SINGH

RANJEET SINGH MANHAS


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GLOBAL STUDENTS

In 2005, there were over half a million international students enrolled in American

community colleges and universities, Almost 60 percent of these students come

from Asia, two-thirds of which come from India, Japan, China, and Korea).

Two-thirds of the foreign students make a beeline for six countries the US, UK,France, Australia, Germany and Japan in that order.

Today, India is the leader in sending its students overseas for international

educational exchange, with over 183,000 students studying outside the country in

2006. More than 55%of them have chosen the United States as their academic

destination.


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THE ARGUMENT

Credit transfers are like a universal KnowledgeCurrency which can be used by a student uniformlyacross all varsities in one country to enable mobilityfrom one university/institution to another and also very

importantly as a global knowledge currencytoenable students to cross national boundaries andbecome global students smoothly.

The focus of study was study of the most well credittransfer system in the worldthe European credittransfer system , alongwith a study of the Canadiansystem ,the Australian system and the ACTS & UMAPprogram in Asia, and current scenario in India .


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Research methodology

To write this document, we adopted case

study approach for the present paper in order

to gain deeper insights into events such as

how Credit transfer systems should be and are

an integral part of any good Higher education

framework. The paper is based on desktop

research and case study analysis .


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WHAT IS A CREDIT TRANSFER

Credit transfer systems, are an essential process

whereby qualifications, and learning experience

are given appropriate recognition (or credit) to

enable students to progress in their studies, totransfer from one course to another, and to gain

further educational experience and qualifications

without undue loss of time.


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What can credit transfer systems do

Situation 1

Asha is doing her MA education at University of Jammu , however she gets

married during the second year and moves to Australia. She can complete her

Master there if a MOU exists between JU and the Australian university and get her

Masters degree in education from Australia.

Situation 2

Ranjeet is pursuing MBA in International Business from Pondicherry University.

After completing his 2 semesters he has the option to do his 3rd and 4th sem from a

university in France due to a mutual credit transfer agreement between the two

universities under a twinning program.

Situation 1

Imran did his post graduate diploma in computer applications from University of

Kashmir and started working. While still working , To improve his qualification and

earn a Masters in computer application he gets direct lateral admission in 2nd year

of MCA in IGNOU as they accept each others credit of same value.


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Features of credit transfer systems

Part of a larger umbrella of credit based evaluation systems. Credits are allocated to entire qualifications or study

programmes as well as to their educationalcomponents.

Each course is worth a certain number of credits determined

by different criteria including student workload, learningoutcome and contact hours.

Successful credit transfer requires academic recognition of

credits.

Credits may be accumulated with a view to obtainingqualifications,as decided by the degree-awarding institution.

In the case of agreed student mobility, the three parties

involved the home institution, the host institution and the

student should sign a Learning Agreement


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SCOPE OF STUDY

European Credit Transfer systems ERASMUS

Credit transfer systems in America and Canada

Credit transfer systems in Australia

Credit transfer systems in Asia

the Indian perspective


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Indian scenario

With around 26,478 institutions, India has the largest higher education system inthe world in terms of number of institutions

The Higher Education scene in India is in the infancy stage in the area of Credit

transfers and student mobility espacially in the University system , the private

players have an edge .

Need for Credit transfer and student mobility suggested as much needed

academic reform by UGC , AIU , Knowledge Commision , AICTE.

Only six universities -IIT Chennai ,Manipal Academy of Higher learning , Birla

institute of nscience and technology , Pilani, Pondicherry university , Rajasthan

vidyapeeth,Udaipur and university of Pune have provision for transfer of credit.

GGSIPU has recently signed an MoU with USAs Auburn University. According toUniversity, every year both universities will exchange 20 to 24 engineering

students.

Pondicheery university has entered into an MOU with IGNOU and French

Universities for mutual transfer of credit.

The purdue university at calumet accepts engineering graduates from GGSIPU ,new Delhi and uttar Pradesh technical university , Lucknow.


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EUROPEAN CREDIT TRANSFER SYSTEM

ERASMUS


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What is ECTS The European Credit Transfer and Accumulation System or ECTS is the best

example of a successfully tested credit transfer system since 1989 .

The ECTS system is based on three core elements:

information (on study programmes and student achievement),

mutual agreement(between the partner institutions and the student)

use ofECTS credits (to indicate student workload).

Within the EU, the well-known Erasmus (European Action Scheme for the Mobility

of University Students) program has become, as de Wit (1996) notes the key

motor for internationalisation of higher education in the European Union T

here are now 31 countries participating in the Erasmus program. Nearly 150,000

students a year move freely throughout most of Europe to pursue their post-

secondary education.

ECTS is based on the convention that 60 credits measure the workload of afull-time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to 36/40 weeks

per year and in those cases one credit stands for 24 to 28 working hou


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United States & Canada

Among western industrialized nations, the issue of credit transfer isprobably most complex in the United States.

The American post-secondary education system is made up ofapproximately 6,500 accredited degree granting and non-degree-grantinginstitutions.

This diversity of institution types makes implementing a unified, nationalcredit transfer arrangement exceptionally difficult, if not impossible.

the United States accreditation process is decentralized and complex andis carried out by private, non-profit organizations designed for this specificpurpose (unlike most other countries, where these activities are typicallycarried out by governments).

The absence of a common knowledge currency in Canada results indiffering treatment of credits among various institutions ,among differentdomestic jurisdictions and among countries .


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Australia

There are two main types of credit transfer currently operating inAustralia.

The first is the transfer of credits obtained at vocational educationand training institutions to a higher education known as the Cross-Sector Qualification Linkage, created in 2003 .

The second type of credit transfer in Australia is the movement ofcredits within the higher education sector

There are three types of credit examined at Australian universities.

Specified creditssame standards same education

Unspecified credits equivalent academic value Block credits may be awarded for work of a similar standard in a

program of studies (e.g., major or minor) which is equivalent to oneoffered at the destination university.


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AsiaPacific Region

ACTS & UMAP Asian Credit Transfer System -(ACTS)-The 7thAsia Cooperation Dialogue

(ACD) Foreign Ministers Meeting has in principle agreed to Malaysiassuggestion on the establishment of an Asian Credit Transfer System (ACTS)on a voluntary basis (Kazakhstan Declaration, 2008). MEMBERS=32

The Asian Credit Transfer System will not be exclusively modelled after theEuropean Credit Transfer System (ECTS) but will be guided by theexperiences of accrediting bodies within the ACD countries including theMalaysian Qualifications Agency (MQA.

UMAP -is the acronym for the Organisation called University Mobility inAsia and the Pacific. UMAP was founded in 1993.

It is a voluntary association of government and non-governmentrepresentatives of the higher education (university) sector in the region.UMAP aims to achieve enhanced international understanding throughincreased mobility of university students and staff.


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Issues in Credit Transfers systems

the road ahead for India GATT agreements in educational services has created both opportunities as well as

challenges for higher education.

Credit transfer systems should be a tool supporting students along educational

pathways and allowing for movement between programs and institutions.

The biggest issue in credit transfers are recognition of credits mutually between

participating bodies.

That can happen only when adoption of core curriculum across universities leading

to greater facilitation of students and standardized teaching learning practices

takes place.

For institutions, credit transferability is a key issue given quality assurance

arrangements within the post-secondary education system

Assessment and grading procedures under Credit based evaluation systems can be

considered as the die-stamping presses through which students use credits as

currency.

Any good credit transfer systems links academic streams to vocational trades

The private Universities are more proactive in taking this challenge and have a

edge , they also serve as good models for government aided bodies.


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Any meaningful reform of the highereducation system, with a long-term

perspective is both complex and

With 550 million people below the age of25, our human capital is our greatest asset.

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