Main characteristics of ECTS (Ver. 2011/11/17)

Juan Carlos Duque Ametxazurra 14/09/2011 European Higher Education Area

Director de Relaciones Internacionales – Universidad de Deusto / Deustuko Unibertsitatea

ECTS/DS Counsellor

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Credits for Lifelong Learning

Main Characteristics of ECTS

Lecturer

Juan Carlos Duque



ECTS/DS Counsellor

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Aims:

Know and understand the history and the state of the art of the development of the European Credit (Accumulation and) Transfer System (ECTS).

Develop a critical and prospective view of ECTS, its main characteristics, complexities, benefits and shortcomings.

Understand, manage and improve ECTS.

Deeply understand ECTS based on learning outcomes and competences, and its consequences for transfer.



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ONCE UPON A TIME... (in Europe…)

Search host university Wait for ADMISION Pay registration and tuition fees

Bargain academic RECOGNITION or patience

Look for ACCOMMODATION

TRIP preparation

At the host university: Who are you & what you wannado?

Follow studies

Back to the home institution: RECOGNITION / re-sitting all subjects?

Very few students



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TRIP preparation


Follow studies


Very few students

ERASMUS / LINGUA (1987)

Home university: Mobility Programmes

Bilateral Agreements: No fees!!!

Academic Recognition: BARGAINING / UNCERTAINTY

Accommodation: host university COMMITMENT

TRIP preparation

At the host university: WELCOME and RECEPTION

Follow studies

RECOGNITION / UNCERTAINTYMore students involved



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TRIP preparation


Follow studies


Very few students





TRIP preparation


Follow studies


ECTS –Pilot Phase - (1989)

Previous AGREEMENT: (Home-Host Univs.- students)

FULL academic recognition

10 students per institution



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TRIP preparation


Follow studies


Very few students





TRIP preparation


Follow studies


Previous AGREEMENT: (Home-Host Univs.- students)

FULL academic recognition

10 students per institution

SOCRATES - ERASMUS (1997)

All mobile students



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Evolution1989 - 1990

PILOT SCHEME145 HE institutions

- BUSINESS- CHEMISTRY- HISTORY- MECANICAL ENGINEERING- MEDICINE

1994 - 1995FIRST EXTENSION


- NEW FIELDS of study- ICPs- Institutions

1995 - 1996SECOND EXTENSION

PILOT SCHEME145 HE institutions+ 38 Universities

+ 36 Higher Educationinstitutions

NEW FIELDS

1996 - 1997SOCRATES transition

219 institutionsAll willing to use it

Approved Areas / Fields

1997 - 1998SOCRATES Implementation

+ 772 institutionsIf not: Another recognition system

All Areas / Fields of study

1998 - 1999SOCRATES

Institutional Contract+290

Total: 1.281 institutionsAll Areas / Fields of study

1999 - 2000: Extended use



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Evolution1989 - 1990


- BUSINESS- CHEMISTRY- HISTORY- MECANICAL ENGINEERING- MEDICINE

1994 - 1995FIRST EXTENSION


- NEW FIELDS of study- ICPs- Institutions

1995 - 1996SECOND EXTENSION

PILOT SCHEME145 HE institutions+ 38 Universities

+ 36 Higher Educationinstitutions

NEW FIELDS

1996 - 1997SOCRATES transition

219 institutionsAll willing to use it

Approved Areas / Fields

1997 - 1998SOCRATES Implementation

+ 772 institutionsIf not: Another recognition system

All Areas / Fields of study

1998 - 1999SOCRATES

Institutional Contract+290

Total: 1.281 institutionsAll Areas / Fields of study

1999 - 2000: Extended use

Full academic recognition Full academic recognition isisconditio sine qua nonconditio sine qua non

for the participation of all HEIs infor the participation of all HEIs in ERASMUS / SOCRATESERASMUS / SOCRATES



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ECTS

UROPEAN

REDIT

RANSFER

YSTEM

European

Credit

Transfer

System

(accumulation

???)



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Main Characteristicsof ECTS

ECTS credits: based on the principle of student workload.

CONVENTION: 60 ECTS credits relate to 35 - 45 weeks/year of full-time learning which correspond to a notional 1,600 hours/year (1,500-1,800) of student workload.

1 credit equals 25-30 hours of student workload. 1 week of full-time learning equals 1,5 credits.

Full academic year = 60 ECTS1 Semester = 30 ECTS1 Trimester = 20 ECTS



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The convenience of using 60:It is multiple of 2, 3 and 5 (2x30, 3x20, 4x15,

5x12, 6x10, 8x7’5, 10x6, 12x5, 15x4, 20x3, 24x2’5 y 30x2).This fact allows institutions using simple credit distributions with decimal points, if needed, no different from 0,5.




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Credit is a way of quantifying the outcomes of learning. Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after successful completion of a process of learning, short or long.

Credits are awarded to individual students after completion of the learning activities required by a formal programme of study or a single unit and the successful assessment of the expected learning outcomes.




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The allocation of ECTS credits is based on the official length of a study programme cycle.

The total workload necessary to obtain a first cycle degree lasting officially three or four years is expressed as 180 or 240 credits.

Student workload in ECTS includes the time spent in attending lectures, seminars, independent study, preparation for, and taking of, examinations, etc..




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Credits are allocated to all educational components of a study programme (such as modules, courses, placements, dissertation work, etc.) and reflect the quantity of work each component requires in relation to the total quantity of work necessary to complete a full year of study in the programme considered.




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The regular Course Catalogue of the institution to be published in two languages (or only in English for programmes taught in English) on the Web and/or in hard copy.

The Course Catalogue must contain the items of the checklist prepared by the European Commission and the ECTS Counsellors, including information for host students from abroad.

Key ECTS Documents



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The regular Course Catalogue of the institution to be published in two languages (or only in English for programmes taught in English) on the Web and/or in hard copy.

The Course Catalogue must contain the items of the checklist prepared by the European Commission and the ECTS Counsellors, including information for host students from abroad.

Key ECTS DocumentsChecklist for the Course Catalogue Information on the Institution· Name and address· Academic calendar· Academic authorities· General description of the institution (including type and status)· List of degree programmes offered· Admission/registration procedures· Main university regulations· Student mobility advisor Information on degree programmesGeneral description· Qualification awarded· Admission requirements · Educational and professional goals· Access to further studies· Course structure diagram with credits (60 per year)· Final test, if any· Examination and assessment regulations· Student mobility advisorDescription of individual course units· Course title· Course code· Type of course· Level of course· Year of study· Semester/trimester· Number of credits allocated (workload based)· Name of lecturer· Objective of the course (expected learning outcomes and

competences to be acquired)· Prerequisites· Course contents· Recommended reading· Teaching methods· Assessment methods· Language of instruction

General information for students· Accommodation· Meals· Medical facilities· Facilities for special needs students· Insurance· Financial support for students· Student affairs office· Study facilities· International programmes· Practical information for mobile students· Language courses· Internships· Sports facilities· Extra-mural and leisure activitiesStudent associations



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Key ECTS Documents

The regular Course Catalogue

The Learning Agreement contains the list of courses to be taken and agreed upon by the student and the responsible academic body of the institution concerned. In case of credit transfer, the Learning Agreement has to be agreed upon by the student and the two institutions concerned before the student’s departure and to be updated immediately when changes occur.



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The Learning Agreement

The Transcript of Records documents the performance of a student by showing the list of courses taken, the credits gained as well as the local grades and possibly ECTS grades awarded. In case of credit transfer, the Transcript of Records has to be issued by the home institution for outgoing students before departure and by the host institution for incoming students at the end of their period of study.

Key ECTS Documents



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The Transcript of Records

A COMMON ACADEMIC CURRENCY

IN THE PAST: Local Credits and

ECTS:

Like ECU and local currencies

(transfer)

NOW: ECTS = EURO (academic)

(transfer and accumulation)

Key ECTS Documents



ECTS/DS Counsellor

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The Transcript of Records

A COMMON ACADEMIC CURRENCY

IN THE PAST: Local Credits and

ECTS:

Like ECU and local currencies

(transfer)

NOW: ECTS = EURO (academic)

(transfer and accumulation)

Key ECTS Documents

KEY WORDS:

Transparency

Mutual Trust

Agreement

Recognition

Flexibility

Mobility



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METHODS OF CREDIT ALLOCATION

IMPOSITIONAL METHOD by reference to degree programme structures(Top-Down Method)

THE THREE METHODS OF CREDIT ALLOCATION ACCORDING TO RELATIVE STUDENT WORKLOAD

COMPOSITIONAL METHOD by reference to student hours of work(Bottom-Up Method)

COMPOSITIONAL METHOD by reference to student Learning Outcomes(Bottom-Up Method)



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IMPOSITIONAL METHOD by reference to degree programme structures(Top-Down Method)

1

2

3

4

Semester 1 Semester 2

15 1510 10 10

20 10

30

YEAR

6 6 6 6 6

20 1015 10 5

15 15




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COMPOSITIONAL METHOD by reference to student hours of work(Bottom-Up Method)

CountingREAL STUDENT

HOURS

1

2

3

4


15 1510 10 10

20 10

30

YEAR

6 6 6 6 6

20 1015 10 5

15 15

15 5

10 10 10




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1

2

3

4


15 1510 10 10

20 10

30

YEAR

6 6 6 6 6

20 1015 10 5

15 15

COMPOSITIONAL METHOD by reference to student Learning Outcomes / Competences(Bottom-Up Method)

LEARNING OUTCOMES “Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. When used in association with their related assessment criteria, learning outcomes reflect the level at which the learning has occurred”Credit and HE Qualifications, (2001), p. 10.




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1

2

3

4


15 1510 10 10

20 10

30

YEAR

6 6 6 6 6

20 1015 10 5

15 15

METHODS OF CREDIT ALLOCATIONCOMPOSITIONAL METHOD by reference to student Learning Outcomes / Competences(Bottom-Up Method)



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The Bologna Process

Sorbonne Declaration (1998); Bologna Declaration (1999); Salamanca Convention (2001); Prague Communiqué (2001); Graz and Zürich (2002); Berlin Communiqué (2003); Bergen (2005); London (2007); Leuven & Louvain-la-Neuve (2009); Budapest - Vienna (2010)



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The Bologna Process

ERASMUS/LINGUA (1987)



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1989...

ECTS (Pilot Project)

The Bologna Process



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1997...

Extended use of ECTS as transfer system

The Bologna Process



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1997...

Extended use of ECTS as transfer system

Full academic recognition was (Full academic recognition was (isis) ) conditio sine qua nonconditio sine qua non

for the participation of all HEIs in for the participation of all HEIs in ERASMUS / SOCRATES / LLPERASMUS / SOCRATES / LLP

The Bologna Process



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ECTS = Full academic recognition…

National Systems (still) do not fully recognize other countries’ degrees

What’What’s up?s up?

The Bologna Process



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Higher Education Institutions have gone far beyond

their National Educational Systems!!!

The Bologna Process



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The Bologna Process




Higher Education Institutions have gone far beyond

their National Educational Systems!!!

What can / must we do?



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Starting point!!!Starting point!!!

The Bologna Process



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Starting point!!!Starting point!!!Ministers of

Education (29=15+1

4)

19/6/1999

Ministers of

Education (4)

DE, FR, IT, UK

May 1998

Paris1

Bologna2Salamanca

3

Rectors

Academics

University

March 2001

Prague4

Ministers of

Education (32=15+1

7)

19/5/2001

Göteborg

StudentsMarch 2001

The Bologna Process



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Education (29=15+1

4)

19/6/1999

Ministers of

Education (4)

DE, FR, IT, UK

May 1998

Paris1

Bologna2Salamanca

3

Rectors

Academics

University

March 2001

Prague4

Ministers of

Education (32=15+1

7)

19/5/2001

Graz6

Berlin7

Ministers of Education

(33=15+18)

19/9/2003

Rectors

Academics

University

May 2003

Zürich5

ECTS

Oct. 2002

Göteborg

StudentsMarch 2001

Bergen8


(45=25+20)

20/5/2005

London9


(46=25+21)

17-18/5/2007

The Bologna Process



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Education (29=15+1

4)

19/6/1999

Ministers of

Education (4)

DE, FR, IT, UK

May 1998

Paris1

Bologna2Salamanca

3

Rectors

Academics

University

March 2001

Prague4

Ministers of

Education (32=15+1

7)

19/5/2001

Graz6

Berlin7


(33=15+18)

19/9/2003

Rectors

Academics

University

May 2003

Zürich5

ECTS

Oct. 2002

Göteborg

StudentsMarch 2001

Bergen8


(45=25+20)

20/5/2005

London9


(46=25+21)

17-18/5/2007

The Bologna Process

Leuven & Louvain-la-

Neuve10


(46=25+21)

28-29/4/2009

Budapest - Vienna

11


(47=25+22)

11-12/3/2010



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Sorbonne Declaration (1998); Bologna Declaration (1999); Salamanca Convention (2001); Prague Communiqué (2001); Graz and Zürich (2002); Berlin Communiqué (2003); Bergen (2005); London (2007); Leuven & Louvain-la-Neuve (2009)


Education (29=15+1

4)

19/6/1999

Ministers of

Education (4)

DE, FR, IT, UK

May 1998

Paris1

Bologna2Salamanca

3

Rectors

Academics

University

March 2001

Prague4

Ministers of

Education (32=15+1

7)

19/5/2001

Graz6

Berlin7


(33=15+18)

19/9/2003

Rectors

Academics

University

May 2003

Zürich5

ECTS

Oct. 2002

Göteborg

StudentsMarch 2001

Bergen8


(45=25+20)

20/5/2005

London9


(46=25+21)

17-18/5/2007

The Bologna Process



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20102010

Prague, 19 Prague, 19 May 2001May 2001

Towards the European Higher Education Area

Convergence of educational structures A Europe of Knowledge More efficient and competitive European education Modernisation of antiquated education systems Six reference points:

1. Systems of easily readable and comparable degrees2. Two-cycle degree structure (180/240 + 60/120 ECTS credits) +

degrees to prepare for the labour market 3. Establishment of a systems of credits (ECTS)4. Promotion of mobility of staff + students + administrative staff5. Co-operation in the area of European quality assurance6. Promotion of the European dimension in higher education



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The Berlin DeclarationAcknowledging the European Higher Education Area

Berlin, 19 September 2003

Additional Actions• The European Higher Education Area and the

European Research Area – two milestones of the knowledge based society

20052005



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In Europe ...

Tuning Experts from 26

countries

135 universitiess

Austria

Belgium

Bulgaria

Czech Republic

Denmark

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Italy

Latvia

Lithuania

Malta

The Netherlands

Norway

Poland

Portugal

Romania

Slovakia

Slovenia

Spain

Sweden

United Kingdom



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ArgentinaBoliviaBrasilChileColombiaCosta RicaCubaEcuadorEl SalvadorGuatemalaHondurasMéxicoNicaraguaPanamáParaguayPerúUruguayVenezuela

18 countries

62Universities

In Latin America...



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Tuning in the world



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Impact on institutions! (medium and long-term)

More mobility and easier recognition (via ECTS + Diploma Supplement) Rising numbers of students seeking qualifications aligned to

employment Lifelong learning will become more important Big expansion in competition for students - Universities will be more

market driven Increasing burden on the EEPC (European/International Office)



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• Not only ERASMUS students• Not only in small numbers• Not only once• Not only to one place



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• Full development and implementation of ECTS

• Implementation of Diploma Supplement



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• Change of target groups

• Change of training profiles



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• HEIs won’t be a place to leave, but a place to come back continuously

• Change of training target groups



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• Where does interuniversity co-operation stay?



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• Internationalisation becomes a key element for HEIs subsistence



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Thanks for your interest!!!

Main characteristics of ECTS (Ver. 2011/11/17)

Education

Transcript of Main characteristics of ECTS (Ver. 2011/11/17)