The OUC Credit Bank Management Office (Learning Outcomes Accreditation Centre) is the OUC credit bank’s dedicated institution for providing the public with learning achievement accreditation, accumulation, and transfer services. It is the management and service system used for national continuing education learning outcomes accreditation by the entire society. The mission of the credit bank is to serve in the development of a learning society where all members nationwide pursue lifelong learning. It is committed to constructing and improving the learning achievement framework and standards system, providing institutions and social members with learning achievement accreditation, accumulation, and transfer services for both degree and non-degree education, as well as other forms of learning and extended services. With the help of information technology and an accreditation service system covering the entire country, it is designed to establish a brand new "end-to-end" service platform for learners and education resources.
As the MOE's project, “Research and Implementation of National System of Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes,” and the unit undertaking the "Pilot Project of Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes," the OUC Credit Bank is a pioneer exploring the establishment of a national learning outcome accreditation, accumulation, and transfer system based on its own experiences, laying a foundation for the establishment of a national system.
Chronicle of Events
On December 15, a developmental conference on the pilot work of a learning achievement accreditation, accumulation, and transfer system was held in Beijing. Since then, the system officially entered the pilot phase following top-level design and local exploration.
On December 15, the Phase I information platform of the OUC Credit Bank was launched simultaneously along with the new portal.
In September, the first batch of junior college industry-related majors were officially opened for enrollment. The four majors are based on the credit bank's "frame + standard" technical path, which integrates degree and non-degree education. The four majors include Material Molding and Control Technology, as well as the Coal Mining College’s programmes in Coal Mine Ventilation and Safety, Mine Electromechanical Studies, and Coal Mining Technology.
In September, the Open University of China (OUC), Beijing Open University, Shanghai Open University, Jiangsu Open University, the Open University of Guangdong, and Yunnan Open University launched the Joint Action Initiative to Promote the Construction of the Credit Bank.
On January 9, the "Roundtable Conference on the Qualifications Framework and Lifelong Learning Flyover Construction" was held in Beijing. More than 100 people, including experts and representatives from the Hong Kong Qualifications Framework Secretariat and related universities, industries, and enterprises, as well as representatives from the related relevant ministries, industries, enterprises, universities of mainland China, including the OUC, attended the round table meeting. The exchange comprehensively detailed experiences in carrying out the qualifications framework and building a lifelong learning "bridge."
On December 1st, the OUC was entrusted by the MOE’s Department of Vocational and Adult Education to carry out pilot work for the learning outcome accreditation, accumulation, and transfer system.
On August 29, a seminar on the OUC Credit Bank’s application of accreditation standards for learning outcomes was held in Beijing. At the seminar, three standard application modes were identified: "course sharing," "mutual credit recognition," and "construction of lifelong learning bridge."
On July 1st, the construction of the information platform of OUC Credit Bank was officially launched. Trial operation was expected to begin in 2015.
On March 31, Beijing Open University, the China Association of Social Workers, and 37 other organizations were approved to become the second cohort to serve as pilot OUC branch centres (learning outcomes accreditation centre) of the accreditation of the learning outcomes system.
On December 6, seven sub-projects of the "Research and Implementation of a National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" were concluded at the OUC.
On November 5, a symposium on the framework of continuing education learning outcomes was held at the OUC. At the symposium, participants studied and discussed the framework structure of continuing education learning outcomes and analyzed whether the contents were reasonable, scientific, normative, and applicable. The framework structure and the contents of continuing education learning outcomes took their initial shape.
On October 9, the MOE’s Department of Teacher Education released the Notice on the Implementation of Teaching Staff Development Demonstration Projects (Department of Teacher Education  No. 13). The launch of the OUC's Credit Bank Construction of Teachers' Lifelong Education project was authorized.
On September 28, the OUC's first working conference on the construction of an accreditation service system for learning achievements was held at Zhuhai RTVU.
On July 11, the first batch of 13 OUC branch centres (learning outcomes accreditation centres) to pilot the accreditation of the learning outcomes were approved, officially launching the OUC’s accreditation service system construction.
On April 27, a seminar on the means to execute the learning outcome accreditation, accumulation, and transfer system project was held. At the seminar, the project "Research and Implementation of National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes," a Guide to Formulating the Accreditation Rules (Version 1), was released. In the guide, it introduced the path, process, and method for formulating the rules. It also demonstrated a formulation sample case of the accreditation unit in the logistics industry.
In February, the project "Research and Implementation of National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" was awarded the MOE's 2012 "Excellent Innovation Case" for its innovations in organization, interactive mechanisms, and functional expansion.
On January 20, project approval review for the learning outcome accreditation, accumulation, and transfer system was held. Eighty-nine projects from 55 agencies, including ministries and commissions, industries, colleges and universities, higher vocational colleges, city communities, enterprises, training institutions, military colleges and universities, as well as local RTVUs were approved by the project review panel.
On December 1st, the project thesis entitled "Research and Implementation of a National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" was officially proposed at the OUC. Ten heads in charge of the subjects with four different approaches made their respective proposals and were accepted by the review panel.
On September 19, Notice on the Declaration to Carry Out the "Research and Implementation of the National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" Project (hereinafter referred to as "Research and Implementation of the National Credit Bank System" project) and implementation plan, project guide, project management method and other relevant documents were issued, officially launching the project declaration.
On September 8, a seminar on "professional knowledge structure and learning unit standard" was held at the OUC. Utilizing the credit transfer systems of the Association of Southeast Asian Nations (ASEAN), Britain, and other countries and regions as references, experts had a full discussion on the construction of the vocational and academic education flyover, formulation of standards, examination and evaluation, learning unit granularity, learning unit coding, and more.
On August 26, a symposium on the national "credit bank" system standard was held at the OUC. Experts from ministries, industries, enterprises, colleges, and universities were invited to attend the symposium. They had an in-depth discussion on key issues such as an accreditation framework, formulation and development of standards, and pilot promotion, providing more detailed guidance and suggestions for the formulation of the standards.
On August 14, a symposium on the construction of a national "credit bank" system was held at the OUC. Experts from the MOE, NHFPC, and China Association of Higher Education were invited to the symposium to explore some key issues in the construction of the national "credit bank" system.
On Aug. 7, the OUC submitted the project implementation plan of "Research and Implementation of National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" to the MOE, completed the overall project design, as well as set up expert panel committee and project office.
On June 21, the MOE authorized the CCRTVU to set up the OUC based on the original CCRTVU. In the MOE's reply to the project declaration, the construction of a "credit bank" is listed as an important task for the OUC.
On June 15, the "Research and Implementation of a National System for Accreditation, Accumulation, and Transfer of Continuing Education Learning Outcomes" project was officially approved by the MOE’s Department of Vocational and Adult Education.
On April 16, the working leadership group on credit bank construction was established, pushing forward the construction of the "credit bank" with all its strength.
On January 10, the OUC Credit Bank Management Office (Learning Achievements Accreditation Centre) was formally established.
Learning Outcomes Framework
A learning outcomes framework is a common reference point for all kinds of learning outcome accreditation, accumulation, and transfer in the continuing education field. It is a commonly practiced international qualification framework. The relevant standards and norms ensure the transparency, comparability, and transfer of learning outcomes.
At present, the learning outcome framework is divided into ten grades. The first level being the lowest level, with the tenth level the highest. Various grades on effective characteristics are described by a set of learning results indicators. According to Chinese national economic and industry classification standards, the learning outcomes in the framework are divided into 20 industries. At the same time, by analyzing different forms of learning outcomes, the framework can also be divided into three types: degree education learning outcomes, non-degree education learning outcomes, and learning achievements with no fixed definitions.
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