1999 Bologna Process ECTS ECTS 2010 ECTS ~ ~30 notional time [4] ECTS ECTS 2. UNESCO ECTS European Centre for Higher Education

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1 ECTS ECVET ECTS ECVET G420 A x Europ ean Credit Transfer System ECTS Europ ean Cred it s ys tem for Vocational Education and Training ECVET Erasmus Exchange Programs [1] [2]

2 1999 Bologna Process ECTS ECTS 2010 ECTS ~ ~30 notional time [4] ECTS ECTS 2. UNESCO ECTS European Centre for Higher Education UN- ESCO- CEPES ECTS 5 ECTS [3] 2010 ECTS 31

3 ECTS 5 [5] 1 1 ECTS A 10 B 25 C 30 D 25 ECTS E 10 FX F ECTS ECTS ECTS ECTS 1 1. / ECTS 2 60 ECTS [6] [7]

4 1998 Diploma Supplement [8] DS ECTS ECTS ECTS DS ECTS 2009 ECTS DS ECTS National Acad emic Contact Point NACP FQ- EHEA The Framework for Qualifications of the European Higher Education Area 2004 Europ ean Network for Quality As s urance in Higher Education ENQA ECTS 120 [13] ECTS 180~240 [9] Europ ean ECTS Standards and Guidelines ESG 60~120 ECTS 2008 Europ ean Quality As s urance Reg ister EQAR external q uality as s urance s ys- [10] tems [11] ECTS ECTS ECTS ECTS 2009 [12] ECTS 3 5 FQ- EHEA [14] ECTS ECVET 33

5 34 [16] ECVET ECVET 2005 ECVET [17] ECVET ECVET ECVET [15] ECVET 2012 ECVET [18] 2 3.

6 Europ ean Qualifications Framework for lifelong learning EQF EQF FQ- EHEA 8 FQ- EHEA 1. E- Europass EP QF EQF DS [19] 5 1 EP common European CV National 2 Qualifications Framework for lifelong learning NQF Eu- ropass- Training NQF 3 NQF 2005 EQF 2009 [20] 8 NQF self- certified NQF ECVET ECVET

7 36 [21] EQF ECVET "#$%& ()(* +, ECVET! 4. ECTS ECVET ECTS ECTS FQ- EHEA DS ECVET DS EQF 3. ECTS ECVET Common Quality Assurance Framework 4. ECTS [22] CQAF ECVET 5 ECTS ECVET ECTS ECVET 1 -./ : ;< -./=>?@ A ECVET BC0D 45 ECTS ECVET ECTS ECVET ECTS ECVET 1. ECTS FQ- EHEA ECVET 2. ECVET

8 1 ECTS ECVET ECTS 2. ECTS 2009 [27] [23] ECTS 1 [28] [24] 2 ECVET [25] 2 4 B I A S C R M [26]

9 38 5- I- R 5 7 / / / 4 3. ECTS ECVET A 1 16 B

10 [ ] [1] [24][27]. [J] [2][11]. [J] [3][15][17]. 3. [J] [4] Isabelle Le Mouillour. European Approaches to Credit Transfer Systems in VET R.Luxembourg Office for Official Publications of the European Communities [5]. [J] [6][23][25][28]. [J] [7][8]. [J] [9]. [J] [10][12][14][20] European Commission. Focus on Higher Education in Europe 2010: New report on the impact of the Bologna process. on March, [13] Bologna Working Group on Qualifications Frameworks. A Framework for Qualifications of the European Higher Education [29] Area. Ministry of Science, Technology and Innovation, February [16] COMMISSION OF THE EUROPEAN COMMUNITIES. European Credit System for Vocational Education and Training ECVET :A system for the transfer accumulation and recognition of learning outcomes in Europe R.Brussels COMMISSION OF THE EUROPEAN COMMUNITIES [18]. [J] [19]. VET [J] [21] [22] Lipinska, P., Schmid, E.. Tessaring, M.Zoominginon2010: 5. Reassessing vocational education and training [R]. Cedefop [26]. [J] [29]. [M] EQF

11 Lessons from European Credit Transfer System and European Credit System for Vocational Education and Training Yuan Songhe Europ ean Cred it System (ECS) is a p roven cred it transfer system. ECS is d ivid ed into two sub systems: Europ ean Cred it Transfer System (ECTS) and Europ ean Cred it System for Vocational Ed ucation and Training (ECVET). A comp arison of the two sub systems ind icates that d esp ite their d ifferent ap p lication orientations, they have in common the core values of ECS, mainly hig hlig hting learning outcomes with emp hasis on the learner- centered concep t, estab lishing a q ualifications framework for lifelong learning in accord ance with the learning need s of lifelong learners, and assuring q uality to imp rove q uality transp arency and recog nition b e- tween institutions. It is arg ued that lessons learnt from ECS are b eneficial to the construction of a cred it transfer system for China s d istance ed ucation. Keywords: cred it transfer system; d istance ed ucation; Europ ean Cred it Transfer System (ECTS), Europ ean Cred it system for Vocational Ed ucation and Training (ECVET) On Open Educational Resources Development and Application: A Case Study of Open Learning Initiative (OLI) of Carnegie Mellon University Zhang Yibin Op en ed ucational resources (OER) exp and access to ed ucation b y p rovid ing learners, esp ecially those who cannot b enefit from trad itional ed ucation op p ortunities, with hig h- q uality learning materials. With Carneg ie Mellon University's Op en Learning Initiative (OLI) as an examp le, the article first analyzes the app lication of OER to meeting the learning need s of ind ivid ual learners as well as OER s d esig n and ap p lication mod els and features. It is arg ued that OER online courses can contrib ute to trad itional classroom teaching and reshap e the instructional mod el of hig her ed ucation. The imp ortance of teachers is also hig h- lig hted in OLI, in p articular in terms of their facilitating roles in online courses. The article conclud es that the d esig n of online courses should b e informed b y cog nitive science with multid iscip line p ersp ectives and continuous course evaluation and feed b ack in ord er to ensure course q uality. Keywords: Op en Ed ucational Resources; Op en Learning Initiative; online course d esig n and ap p lication Dropouts from an Open and Distance English Programme Luo Hongwei, Li Ying and Niu Jian Drop out has always b een a concern in op en and d istance ed ucation. Ad op ting the research instrument of semi- structured, in- d ep th interview, this stud y rep orts on the causes for d rop outs from an op en and d istance Eng lish p rog ramme. The sub jects of the stud y were d rop outs in six metrop olitan rad io and TV universities in Guang d ong Province, South China, who enrolled on the Eng lish p rog ramme in Sp ring, Research find ing s ind icate that the main causes for d rop out includ ed neg ative affective p resence, insufficient 95

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