THE COLLEGE OF HEALTH SCIENCES IS IN FULL COMPLIANCE WITH THE EUROPEAN HIGHER EDUCATION FRAMEWORK
The Bologna Declaration and its subsequent Process is considered to be the most important reform of higher education in the European history. It aimed at developing and implementing coherent, compatible and comparable systems of higher education in the European countries.
Forty six countries signed the declaration in 1999 and committed themselves to achieve by October 2010 a transformation of its higher education in compliance with the common European framework of qualifications and cycles of study.
The framework envisaged three cycles of higher education:
FIRST CYCLE – BACHELOR’S LEVEL
This cycle typically includes 180 ECTS credits. Qualifications that signify completion of the first cycle (e.g. Bachelor’s or licence degrees) are awarded to students who:
SECOND CYCLE – MASTER’S LEVEL
This cycle typically includes 90-120 ECTS credits. Qualifications that signify completion of the second cycle (e.g. Master’s degrees) are awarded to students who:
THIRD CYCLE – THE DOCTORAT
This cycle typically includes 180 ECTS credits. Qualifications that signify completion of the third cycle are awarded to students who:
HEALTH PROFESSIONS
Health professions were recommended as discipline that will benefit the most of the higher education reform. European countries were expected to upgrade nursing and other health professional education from vocational training to university education, to unify admission prerequisites, to offer equal opportunities to health professionals to progress to master and doctor degrees and to harmonize graduation competencies.
European universities have managed to transform a great deal of their academic programs in compliance with the common European framework of qualifications and cycles of study. Yet very little has been achieved in nursing and paramedical education.
Most European countries are upgrading the education of first level nurses to the higher education sector. However, the pace of progress is slow and scanty. Germany and France are still providing nursing education via vocational schools attached to hospitals. Few German universities have managed to institutionalize bachelor programs in nursing. France is still campaigning for upgrading nursing to higher education. The situation is even worse when it comes to post-graduate education of nurses. For example, only three European countries (UK, Ireland and Sweden) have formal master programs in nursing.
THE COLLEGE OF HEALTH SCIENCES
Ahead of the majority of European higher education institutions, the College of Health Sciences at the European Institute of Health Sciences has achieved full transformation of its academic programs in compliance with the Bologna declaration. The bachelor degree admits high school’s graduates and qualifies them through a curriculum of theoretical and clinical learning equivalent to 180 ECTS credits. Likewise, our master degrees are consistently equivalent to 120 ECTS credits. The school is currently striving launch a doctorate program equivalent to 180 ECTS.
Forty six countries signed the declaration in 1999 and committed themselves to achieve by October 2010 a transformation of its higher education in compliance with the common European framework of qualifications and cycles of study.
The framework envisaged three cycles of higher education:
FIRST CYCLE – BACHELOR’S LEVEL
This cycle typically includes 180 ECTS credits. Qualifications that signify completion of the first cycle (e.g. Bachelor’s or licence degrees) are awarded to students who:
- have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;
- can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
- have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;
- can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; and
- have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.
SECOND CYCLE – MASTER’S LEVEL
This cycle typically includes 90-120 ECTS credits. Qualifications that signify completion of the second cycle (e.g. Master’s degrees) are awarded to students who:
- have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
- can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study;
- have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;
- can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and nonspecialist audiences clearly and unambiguously;
- have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.
THIRD CYCLE – THE DOCTORAT
This cycle typically includes 180 ECTS credits. Qualifications that signify completion of the third cycle are awarded to students who:
- have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field;
- have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity;
- have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication;
- are capable of critical analysis, evaluation and synthesis of new and complex ideas;
- can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise;
- can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society.
HEALTH PROFESSIONS
Health professions were recommended as discipline that will benefit the most of the higher education reform. European countries were expected to upgrade nursing and other health professional education from vocational training to university education, to unify admission prerequisites, to offer equal opportunities to health professionals to progress to master and doctor degrees and to harmonize graduation competencies.
European universities have managed to transform a great deal of their academic programs in compliance with the common European framework of qualifications and cycles of study. Yet very little has been achieved in nursing and paramedical education.
Most European countries are upgrading the education of first level nurses to the higher education sector. However, the pace of progress is slow and scanty. Germany and France are still providing nursing education via vocational schools attached to hospitals. Few German universities have managed to institutionalize bachelor programs in nursing. France is still campaigning for upgrading nursing to higher education. The situation is even worse when it comes to post-graduate education of nurses. For example, only three European countries (UK, Ireland and Sweden) have formal master programs in nursing.
THE COLLEGE OF HEALTH SCIENCES
Ahead of the majority of European higher education institutions, the College of Health Sciences at the European Institute of Health Sciences has achieved full transformation of its academic programs in compliance with the Bologna declaration. The bachelor degree admits high school’s graduates and qualifies them through a curriculum of theoretical and clinical learning equivalent to 180 ECTS credits. Likewise, our master degrees are consistently equivalent to 120 ECTS credits. The school is currently striving launch a doctorate program equivalent to 180 ECTS.
|
COLLEGE OF HEALTH SCIENCESAuthorized by the Ministry of Higher Education, Scientific Research and Professional Training (Authorization No. 434/2015)
Member of the Association of Schools of Public Health in the European Region (ASPHER) Partner of the City University of New York (CUNY) 14, Boulevard de Paris, 20000 Casablanca, Morocco Tel.: 0522475775 | Fax: 0522 475778 | Email: info@esss.ac.ma |