A Comprehensive Comparative Study on Credit Accumulation and Transfer Systems in Euro-American Countries

欧美国家学分累积与转移制度综合比较研究

基本信息

批准号：
11691048
负责人：
KIMURA Tsutomu
金额：
$ 6.66万
依托单位：
National Institution for Academic(Daigaku-hyoka Gakui-juyo Kiko)
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (A)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

项目摘要

This research was designed to survey the system of credit accumulation and transfer in Euro-American countries with specific interests in the credit awarding policies and students-enrollment and exchange policies that provides the ideal basis to make the said system realized. Points in focus in each region are : The status quo of European Credit Transfer System (ECTS) and European University Confederation Ober Rhine (EUCOR) in continental Europe, variations of higher education awards such as Doctoral, Master's, Bachelor's degrees, Diplomas or Certificate and their requirements, and the attempts to form a common policy to deal with them in the United Kingdom, and schemes of awarding of credits through the assessment of various learning at post-secondary level and credit transfer system nationwide as ACE/CREDIT and under the California Master Plan in United States of America. Though points in focus were slightly diverse in geographical or cultural bounds, it can be suggested that the practices of credit accumulation and transfer are not based just on the status of a credit. The fact that a credit is issued by a college or a university with accreditation or Royal Charter is not necessarily sufficient to endorse the quality of it. In the propulsion of a credit accumulation and transfer system, it is required to have an accurate insight into the content of learning as a basis of each credit. This can be the conclusion to be referred in the development of the policy of credit accumulation and transfer system in Japan.

本研究旨在调查欧美国家的学分积累和转移制度，这些国家对学分授予政策和学生入学及交流政策有特定的兴趣，为该制度的实现提供了理想的基础。各地区关注的重点是：欧洲大陆欧洲学分转换系统（ECTS）和欧洲大学联盟奥伯莱茵（EUCOR）的现状，高等教育奖项的变化，如博士、硕士、学士学位、文凭或证书以及他们的要求，以及在英国制定共同政策来处理这些问题的尝试，以及通过评估高等教育和全国学分转移系统的各种学习来授予学分的计划ACE/CREDIT 和美国加州总体规划。尽管关注点在地理或文化方面略有不同，但可以表明信用积累和转移的做法不仅仅基于信用的状态。学分是由具有认证或皇家特许状的学院或大学颁发的事实不一定足以认可其质量。学分累积与转移制度的推进，要求对学习内容有准确的把握，作为每个学分的基础。这可以作为日本信用积累与转移制度政策制定时可以参考的结论。