通过学分转换和认证先前学习促进学生交流

Facilitating Student Exchange by Credit Transfer and the Recognition of Prior Learning

如同著名的荷兰科学家伊拉斯莫一样，凡是纵横欧洲几所大学研究的人都被视为是学生的楷模。与伊拉斯莫时代的习惯相左的是，现代大学对学生在其他大学学习的成果信息有所要求。作为一个综合学分互认体系，欧洲学分互认系统(ECTS)能够满足这样的要求。本次演讲将对包括荷兰开放大学在内的西欧院校的优秀实践将予以介绍。不幸的是，许多院校口头上称许学生流动性的种种优点，事实上却给学分互认制造障碍。障碍之一就是巨细靡遗的海外课程水平和内容具体要求说明。"学术教育是智慧和专业见解的增进"，"学胜于教"，"知识来源多元性和事实不是唯一存在性"等更为宽广的价值观是对待学生流动性的积极态度。本次演讲将探究这一更为宽广的价值观体系。由于期待所有大学都在这一问题上达成共识是不现实的，报告人建议让愿意采取切实行动对待学生流动的大学组成联盟。流动性友好大学联盟将基于自愿参与的形式为每个专业建立结构课程，并且采用综合学分互认系统和透明的先前知识认可规则。结构课程的概念将予以说明。它在本质上是一系列对于课程水平和内容的宽泛要求，而非具体必修课程清单。结构课程使学生能够利用世界各地大学的优势建立个人的课程组合。

Scholars like the famous Dutch scientist Erasmus who crisscrossed Europe and studied at several universities are considered as examples for students. Contrary to the habits in Erasmus' days, nowadays universities need accounts of their students' learning outcomes in other universities. A comprehensive system of credit transfer like the European Credit Transfer System (ECTS) is able to meet the requirement. Its weakness and directions of future improvement will be discussed. However, a comprehensive system of credit transfer is not the only prerequisite to promote student mobility. The other prerequisite is a transparent system of recognition prior non-formal and informal learning, which we haven 't reached agreement, yet. . This report will present the excellent practices from Western European Institutions, including the Open University of the Netherlands,. As a matter of fact, many institutions create barriers to credit transfer in spite of lip service to the benefits of mobility. One of these barriers is the requirement of explicit clarifications of the overseas course levels and contents. A positive attitude towards student mobility is a broader value set that incorporates ideas like: academic education as the growth of wisdom and expertise; teaching as subordinate to learning; the multiplicity of the sources of knowledge and the existence of more than one truth. This broader value system will be further explored in the following sections. As it is unrealistic to expect that all universities consent in this issue, this report proposes the formation of alliances between universities who go beyond lip service to mobility. Alliances of mobility-friendly universities are based upon their participants' willingness to create framework curriculum for each program, and to adopt a comprehensive credit-transfer system as well as transparent rules for the recognition of prior knowledge. The concept of framework curriculum will be detailed. In essence, it is a broad set of requirements with respect to content and level of courses in stead of a detailed prescription of mandatory courses. A framework curriculum enables students to create a personal portfolio with the best from universities all over the world.