News

02/14/2017

Merkmale der PH und Strategie 2017-2020

Am 1. Februar 2017 hat die Kammer Pädagogische...

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02/01/2017

A National Open Access Strategy: Toward the Unrestricted Publication of Research Output

At its plenary assembly on Tuesday, 31 January...

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01/31/2017

Die europäischen Hochschulen fordern ein sofortiges Überdenken von Trumps Einreiseverbot

Die European University Association EUA ist...

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01/27/2017

Neue Governance für das Zulassungsverfahren für das Medizinstudium

swissuniversities übernimmt künftig mehr...

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01/19/2017

Echange et coopération en recherche et enseignement: opportunités européennes

La Commission recherche et développement de la...

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12/09/2016

SUDAC programme: first call for proposals launched

The swissuniversities Development and Cooperation...

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11/15/2016

EURAXESS website relaunch: we are online

The www.euraxess.ch website has been relaunched...

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11/10/2016

BREF – Brückenschläge mit Erfolg

Die Förderentscheide sind gefallen. Die nächste...

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11/03/2016

Sonderpädagogische Kompetenzen in der Ausbildung von Regelklassen-Lehrpersonen

Die Kammer der Pädagogischen Hochschulen von...

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10/20/2016

Medienmitteilung: Fachdidaktik-Offensive der Pädagogischen Hochschulen

In einem gemeinsamen Projekt engagieren sich...

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Glossary

Admission requirements (Bedingungen/conditions préalables)

Additional knowledge and skills, to be acquired in order to be admitted to a degree course

(Bologna Recommendations of the CRUS)

Branch of studies (Studienrichtung/branche d’études)

Branches of studies classify study programmes which are related with regards to content. They are used as a criteria for master admission. The branch of studies refers to the study content and is used in connection with admission procedures to a master programme at a Swiss university for holders of a Swiss university bachelor degree.

(Bologna Recommendations of the CRUS)

Competence

The ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organisational skills) and ethical values.

(Europass Glossary)

Credits

A quantified means of expressing the volume of learning based on the achievement of &learning outcomes and their associated workloads.

(Glossary of the Bologna Follow-up Group)

Cycles

The three sequential levels identified by the Bologna Process (first cycle, second cycle and third cycle) within which all European higher education qualifications are located.

(Glossary of the Bologna Follow-up Group)

Degree course (Studiengang/cursus d’études)

A degree course is a formal or structural entity which results in the awarding of a university degree (bachelor, master, doctorate).

(Bologna Recommendations of the CRUS)

Descriptors

Generic statements of learning outcomes. They provide clear points of reference that describe the main outcomes of a qualification often with reference to national levels

(Glossary of the Bologna Follow-up Group)

Diploma Supplement

The diploma supplement shows the assessment and classification of academic qualifications. It describes the details of the study programme successfully completed by the person specified in the original diploma in value-free and standardized terms as well as the achieved grades. Moreover, it provides information on the status and classification of the degree course and the qualification in the Swiss higher education system.

(Definition of the CRUS)

Dual higher education system

Switzerland has a dual higher education system. The higher education institution categories - universities, universities of applied sciences and universities of teacher education - have diverging characteristics, but their status is equivalent. The standard admission requirement for academic education is the general or subject-specific upper secondary school-leaving certificate. Bachelor and master degrees are awarded by all institution types, doctorate degrees however only by universities.

(Definition of the CRUS)

Further requirements (Auflagen/exigences supplémentaires)

Additional knowledge and skills that have to be acquired during the completion of a programme, and without which the final degree cannot be awarded.

(Bologna Recommendations of the CRUS)

Informal learning

Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective.

(Europass Glossary)

Learning outcomes

Statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning.

(Glossary of the Bologna Follow-up Group)

National Framework of Qualifications (higher education)

The single description, at national level or level of an education system, which is internationally understood and through which all qualifications and other learning achievements in higher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications.

(Glossary of the Bologna Follow-up Group)

Non-formal learning

Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.

(Europass Glossary)

Qualification

Any degree, diploma or other certificate issued by a competent authority attesting that particular learning outcomes have been achieved, normally following the successful completion of a recognised programme of study.

(Glossary of the Bologna Follow-up Group)

Study programme (Studienprogramm/programme d’études)

A study programme is a formal, structurally defined subunit of the degree course. Each degree course consists of one or several study programmes.

(Bologna Recommendations of the CRUS)

Workload

A quantitative measure of the learning activities that may feasibly be required for the achievement of the learning outcomes (e.g. lectures, seminars, practical work, private study, information retrieval, research, examinations).

(Glossary of the Bologna Follow-up Group)