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ECTS – European ExperiencesECTS – European Experiences

European Credit Transfer European Credit Transfer System and Bologna System and Bologna

Priorities 2005Priorities 2005Bologna Process – Experiences in Bologna Process – Experiences in

the Quality Assurance / the Quality Assurance / Management and Reforms of Management and Reforms of

Study-ProgrammesStudy-ProgrammesNovi Sad, June 4-5 / 2004Novi Sad, June 4-5 / 2004

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ECTS

• Similar to a currency ECTS credits • Are generally accepted• Document transparency• Can be used as a unit of account• Can be saved• Can be easily transferred• Can be acquired

• The common parity is the annual workload expressed in 60 credits

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Hypothesis

• ECTS as a transfer and accumulation system is unintentionally basically designed as a currency system

• All aspects related to a currency system are therefore valid for ECTS as well

This relates e.g. to issues such as• „purchasing power“ of the outcomes• Conversion of achievements at institutional, national and

international level• Fluctuations of values• Formal, non-formal and informal achievements

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ECTS is THE linchpin

• In terms of the three priorities 2005• quality assurance

• structure – process - product

• three cycles - qualifications framework• Bachelor – Master – Doctorate• life-long-learning (formal, non-formal, informal)

• recognition • study-programmes • degrees

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I ECTS and Quality Assurance

The „Total Quality Modell“ follows the philosophy of „Do it right first time“, respects the necessity of continuous improvement and accepts that quality is a „moving target“.

Product, Structure and Processes are measured according to the following criteria: Suitability (fit for purpose), Acceptability (fit for stakeholders), Sustainability (fit for life), wherby different perspectives have to be considered.

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ECTS and Quality Assurance

Structural Quality Communication system Modularised programmes Advisory system Career Centre Alumni organisation Currency…

Process Quality Recruitment of students Learning and teaching Monitoring Examinations Life-long-learning

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Product Quality Added value described in the form of learning

outcomes Models

Value Chain Learning Chain Benchmarking

• Hub-and-spoke• Platform• One-stop-shop…

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Learning Learning Technology developmentTechnology developmentHuman resource managementHuman resource management - Staff - Staff

ProcurementProcurement

InfrastructureInfrastructure of the institution – Learning Space of the institution – Learning Space

InboundInboundLogisticsLogistics

RecruitinRecruitinggStudentsStudents

OperationsOperations

Teaching Teaching

and and

LearningLearning

Outbound Outbound logisticslogistics

ExamsExams

MarketingMarketingand salesand sales

Employ-Employ-ment ment supportsupport

ServicServicee

Con-Con-tinuing tinuing EduEdu

Primary activitiesPrimary activities

SupportSupportactivitiesactivities

MarginMarginAdded ValueAdded Value

MarginMarginAdded Added ValueValue

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Learning Chain

Where?How?Learning Space

Teaching and Learning Supported by Research,

Learning Material, Learning Methods..)

-formal/ non-formal/ informal

What?Learning Outcomes/Can do•subject-/•non-subject

related competences

Who?•Individual Learner•Accumulates credits

Transformation Process - Total Quality ManagementQualification, e.g. Degree

PerspectiveShift of paradigm

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- Measures- Qualitative measuring is pursued through the

achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What?

- Qualitative measuring is pursued by grading how the student performed (ranking) (ex-post) – How?

- Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much?

- Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement

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II ECTS and Qualifications Framework

Basis Description of learning outcomes of the various

stages according to Levels Modules / modularisation Workload (credits) Learning outcomes Competences Profile

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Question 1Question 1

How can „Can Do How can „Can Do Statements“ be Statements“ be

developed? developed?

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ECTS and Qualifications ECTS and Qualifications FrameworkFramework

As As one one possible option the project possible option the project „Tuning educational structures in „Tuning educational structures in Europe“ chose to send Europe“ chose to send questionnaires to employers, questionnaires to employers, graduates and academics.graduates and academics.


10 Questions - Answers? How 10 Questions - Answers? How many?many?

You can also You can also • interview experts (enterpreneurs, interview experts (enterpreneurs,

Chamber of Commerce, Labour Chamber of Commerce, Labour Exchange Offices, Ministries, etc…)Exchange Offices, Ministries, etc…)

• analyse secondary research materialanalyse secondary research material• analyse job advertisements in daily analyse job advertisements in daily

newspapers, periodicals, technical press newspapers, periodicals, technical press etc. over a certain timeetc. over a certain time

• analyse statistical material… analyse statistical material…

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How can the „Can Do How can the „Can Do Statements“ be translated Statements“ be translated

into learning outcomes?into learning outcomes?



Tuning distinguishes between „Tuning distinguishes between „subject-subject-related“ and „not-subject-related / related“ and „not-subject-related / generic“ competencesgeneric“ competences and assumes that and assumes that at the level of the individual module the at the level of the individual module the learning outcomes are expressed as learning outcomes are expressed as competences. competences.

At At degree leveldegree level the competences comprise the competences comprise more than the sum of the competences more than the sum of the competences listed in the modules as competences are listed in the modules as competences are also acquired through learning as such.also acquired through learning as such.



For this purpose the For this purpose the vocabularyvocabulary should be standardised - Exampleshould be standardised - Example• After having successfully finished this After having successfully finished this

module the learner module the learner cancan ExplainExplain the importance of macroecnomics the importance of macroecnomics

for an enterprisefor an enterprise Identify the possible strategic options for an Identify the possible strategic options for an

enterprise and enterprise and critically evaluatecritically evaluate them them



In this way different In this way different levels of levels of learninglearning are expressed are expressed• The learner can explain orThe learner can explain or• The learner can identify and critically The learner can identify and critically

reflect..reflect.. These descriptors identify different These descriptors identify different

levels of learning which a learner can levels of learning which a learner can achieve within a learning programme. achieve within a learning programme. They could be described as level They could be described as level descriptors. descriptors.



These level-descriptors are used These level-descriptors are used “relatively”,“relatively”, i.e. in relation to the i.e. in relation to the degree of the programme. degree of the programme.

As a consequence of this, aAs a consequence of this, a learning-programme learning-programme at Master at Master level, in European Studies e.g., can level, in European Studies e.g., can include modules of the subject include modules of the subject Marketing which are otherwise being Marketing which are otherwise being taught at Bachelor level. taught at Bachelor level.

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How can learning How can learning outcomes be subdivided outcomes be subdivided

further (Taxonomy)?further (Taxonomy)?



The Business Group within Tuning The Business Group within Tuning suggests:suggests:• „„Knowledge-acquisition and wideningKnowledge-acquisition and widening““ • „„Knowledge-acquisition and deepening“Knowledge-acquisition and deepening“

in terms of subject-relatedin terms of subject-related • „„Knowledge-access (opening) and Knowledge-access (opening) and

developingdeveloping“ (instrumental, interpersonal and “ (instrumental, interpersonal and systemic) as regards the non-subject-related systemic) as regards the non-subject-related /generic competences. /generic competences.

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How are the learning How are the learning outcomes transformed outcomes transformed

into curricula and sylabi?into curricula and sylabi?



For example by answering the following questions For example by answering the following questions taking into account the results of questionnaires, taking into account the results of questionnaires, benchmarking exercises and talking to experts:benchmarking exercises and talking to experts:

Knowledge acquisition and wideningKnowledge acquisition and widening• Which contents/syllabi is typical for these Which contents/syllabi is typical for these

degrees?degrees?• Which syllabi are indispensable so that no Which syllabi are indispensable so that no

one would question the degree as generic in one would question the degree as generic in this academic field? this academic field?

Knowledge acquisition and deepeningKnowledge acquisition and deepening• Which syllabi could be logically linked in a Which syllabi could be logically linked in a

vertical, horizontal or lateral way? vertical, horizontal or lateral way?



Knowledge acquisition and Knowledge acquisition and widening widening may be expressed by the may be expressed by the following verbs:following verbs:• define, describe, identify, label, name, define, describe, identify, label, name,

outline, list, reproduce, recall, select, outline, list, reproduce, recall, select, state, present, extract, organise, state, present, extract, organise, recount, write, recognise, measure, recount, write, recognise, measure, underline, repeat, relate, match…underline, repeat, relate, match…



Knowledge access (opening) and developingKnowledge access (opening) and developing• Instrumental Instrumental (Support modules)(Support modules)

What else is necessary to identy issues and to present, What else is necessary to identy issues and to present, explain and solve them in various ways?explain and solve them in various ways?

To which extent is a quantitative approach useful?To which extent is a quantitative approach useful?

• InterpersonalInterpersonal (Organisation- and communication (Organisation- and communication modules)modules)

How can I learn-to-learn and organise myself?How can I learn-to-learn and organise myself? How can I present or express myself best?How can I present or express myself best?

• SystemicSystemic (Transfer modules) (Transfer modules) What is the relationship between theory and practice?What is the relationship between theory and practice? How can theory and practice be linked?How can theory and practice be linked? With which methods? With which methods?



In the “Language framework” the following In the “Language framework” the following subgroups are listed for the ability to be able to subgroups are listed for the ability to be able to speak to others:speak to others:

• • Overall spoken interactionOverall spoken interaction • • Understanding a native speaker interlocutorUnderstanding a native speaker interlocutor • • Conversation (see below)Conversation (see below) • • Informal discussionInformal discussion • • Formal discussion and meetingsFormal discussion and meetings • • Goal-oriented co-operationGoal-oriented co-operation • • Transactions to obtain goods and servicesTransactions to obtain goods and services • • Information exchangeInformation exchange • • Interviewing and being interviewedInterviewing and being interviewed



Each “subgroup” is detailed, e.g. for conversation the Each “subgroup” is detailed, e.g. for conversation the following stages are used:following stages are used:

C2C2 Can converse comfortably and appropriately, Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a unhampered by any linguistic limitations in conducting a full social and personal life.full social and personal life.

C1C1 Can use language flexibly and effectively for social Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.purposes, including emotional, allusive and joking usage.

Can engage in extended conversation on most general Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a noisy topics in a clearly participatory fashion, even in a noisy environment.environment.

B2B2 Can sustain relationships with native speakers without Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker.to behave other than they would with a native speaker.

Can convey degrees of emotion and highlight the personal Can convey degrees of emotion and highlight the personal significance of events and experiences.significance of events and experiences.

Can enter unprepared into conversations on familiar topics.Can enter unprepared into conversations on familiar topics. Can follow clearly articulated speech directed at him/her in Can follow clearly articulated speech directed at him/her in

everyday conversation, though will sometimes have to ask everyday conversation, though will sometimes have to ask for repetition of particular words and phrases.for repetition of particular words and phrases.



B1B1 Can maintain a conversation or discussion but may Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly sometimes be difficult to follow when trying to say exactly what he/she would like to.what he/she would like to.

Can express and respond to feelings such as surprise, Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference.happiness, sadness, interest and indifference.

Can establish social contact: greetings and farewells; Can establish social contact: greetings and farewells; introductions; giving thanks.introductions; giving thanks.

Can generally understand clear, standard speech on Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time.ask for repetition or reformulation from time to time.

Can participate in short conversations in routine contexts Can participate in short conversations in routine contexts on topics of interest.on topics of interest.

Can express how he/she feels in simple terms, and express Can express how he/she feels in simple terms, and express thanks.thanks.



A2A2 Can handle very short social exchanges but is rarely Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of able to understand enough to keep conversation going of his/her own accord, though he/she can be made to his/her own accord, though he/she can be made to understand if the speaker will take the trouble.understand if the speaker will take the trouble.

Can use simple everyday polite forms of greeting and Can use simple everyday polite forms of greeting and address.address.

Can make and respond to invitations, suggestions and Can make and respond to invitations, suggestions and apologies.apologies.

Can say what he/she likes and dislikes.Can say what he/she likes and dislikes. Can make an introduction and use basic greeting and leave-Can make an introduction and use basic greeting and leave-

taking expressions.taking expressions. A1A1 Can ask how people are and react to news. Can ask how people are and react to news. Can understand everyday expressions aimed at the Can understand everyday expressions aimed at the

satisfaction of simple needs of a concrete type, delivered satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a directly to him/her in clear, slow and repeated speech by a sympathetic speaker.sympathetic speaker.

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General model of Learning Outcomes across Levels

Mission: To give the students the transparent opportunities of learning of top quality

Objective: To achieve learning outcomes based on the changing needs of society at a

defined level documented by credits to highlight the workload expectedthrough knowledge acquisition, understanding, applying and developing

Key questions to identify the philosophy and elements of a programme

Research method by the institution: field and / or desk research (e.g. questionnaire sent to employers, graduates, academics)

Result: subject related competences Result: non subject related competences

Knowledge acquisition and widening

Knowledge acquisition

and deepening

Knowledge access and developing

Degree profile defined by learning outcomes and competencesfrom the perspective of the professional field

Horizontal -related:

complement

Lateralunrelated:diversify

Vertical -related:

differentiate

Instrumental / supportive

Interpersonal / communicative

Systemic/transferable

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Learning Outcomes and Levels Bachelor Degree 3 years

Level 1Descriptor

Level 2Descriptor

Level 3Descriptor

The ability to demonstrate and / or work with

Knowledge and Understanding subject related

Knowledge

acquisition and

widening

General a broad knowledge of the subject/ discipline in general

a broad knowledge of the scope, defining featues, and main areas of a subject/ discipline

a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/ discipline

knowledge that is embedded in the main theories, concepts and principles

understanding of a limited range of core theories, principles and concepts

a critical understanding of a selection of the principal theories, principles, concepts and terminology

an awareness of the evolving/ changing nature of knowledge and understanding

limited knowledge and understanding of some major current issues and specialisms

an outline knowledge and understanding of research and equivalent scholarly/ academic processes

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How is the workload How is the workload worked out?worked out?



By the „By the „percentage-“ or percentage-“ or „determination“ method„determination“ method and by and by formative evaluationformative evaluation. A . A requirement is to know the profile of requirement is to know the profile of the learner or have at least an idea the learner or have at least an idea about him or her.about him or her.

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How is the profile of a How is the profile of a learner identified?learner identified?



Through the well-known primary and Through the well-known primary and secondary secondary research-methodsresearch-methods. It is decisive . It is decisive to know to which extent the profile has been to know to which extent the profile has been determined beforehand and to which extent determined beforehand and to which extent the selection may be made with this profile in the selection may be made with this profile in mind. mind.

In analogy to the In analogy to the learning chainlearning chain the the relationship between profile of the degree, relationship between profile of the degree, profile of the learner and the didactical and profile of the learner and the didactical and methological forms of teaching and learning methological forms of teaching and learning forms have to be taken into account.forms have to be taken into account.

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III ECTS and Academic Recognition

A European credit system which promotes transparency, comparability and attractiveness of

the EHEA A Transfer system

for mobility + recognition Small scale – marginal European dimension in HE

Credits for Accumulation Curricular reform Mobility within systems Lifelong Learning

Credit Transfer + Accumulation Enhancing transparency and comparability Facilitating mutual recognition of qualifications

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ECTS and Academic Recognition

ECTS instruments Course catalogue Learning Agreement Transcript of Records Diploma Supplement

Allocation of credits „Percentage method“ „Determination method“…….others

Grading

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Diploma Supplement

• Promote Transparency in higher education.• Accommodate rapid changes in qualifications.• Aid mobility, Access and lifelong learning.• Facilitate academic and professional recognition.• Protect national/institutional autonomy.• Promote informed judgements about qualifications.• Reduce cost.• Increase the mobility of qualifications.

What it is not:• A Curriculum Vitae.• A substitute for the original qualifications / transcript.• An automatic system that guarantees recognition.

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Ranking

Of the successful students

The best 10% The following 25% The following 30% The following 25% The following 10%

ECTS-Grade

A B C D E

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Ranking

Of the unsuccessful students

Amendments are required before the performance could be considered as „passed“

Significant amendments are required

Grade

FX

F



Are there essential Are there essential requirements?requirements?

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ECTS Key FeaturesECTS Key Features

Student-centred systemStudent-centred system Based on workload required to achieve learning Based on workload required to achieve learning

outcomesoutcomes ““Convention” that 60 credits is notional annual Convention” that 60 credits is notional annual

workload of full-time studentworkload of full-time student Allocated to all aspects of study programmeAllocated to all aspects of study programme Based on completion + assessmentBased on completion + assessment Respect for the Learning Agreement between Respect for the Learning Agreement between

student and institutionsstudent and institutions


ECTS and BolognaECTS and Bologna

GuidelinesGuidelines About 40 weeks of full-time learning About 40 weeks of full-time learning Normally 1 credit equals 25-30 hoursNormally 1 credit equals 25-30 hours Time to be invested by the learner to achieve the Time to be invested by the learner to achieve the

learning outcomes, including independent studieslearning outcomes, including independent studies Credits are allocated in such a way that the first Credits are allocated in such a way that the first

academic degree can be obtained on the basis of academic degree can be obtained on the basis of 180-240 credits predetermined in a respective study-180-240 credits predetermined in a respective study-programmeprogramme

This has to be stated in the ECTS documentsThis has to be stated in the ECTS documents



The role of ECTS in the development of The role of ECTS in the development of joint degreesjoint degrees

The introduction and use of ECTS at The introduction and use of ECTS at doctoral leveldoctoral level

Linking credits and different levels of study Linking credits and different levels of study to allow a life-long-learning system to to allow a life-long-learning system to evolveevolve

Matching ECTS and national grading Matching ECTS and national grading systemssystems



Decisive: Decisive: To „live“ the Change of paradigmTo „live“ the Change of paradigm and to design a and to design a

quality culture. quality culture. These respective structures, processes and products These respective structures, processes and products

should be designed, should be designed, taking into account experience and taking into account experience and ideas of the variety of institutions and the diversity of ideas of the variety of institutions and the diversity of systemssystems

Institutions should not wait. An internal and external Institutions should not wait. An internal and external discussion and openness and trust have to there to make discussion and openness and trust have to there to make the utmost use of the utmost use of ECTS as a currencyECTS as a currency for education and for education and training. training.

The effectiveness and efficiency of ECTS in relation to the The effectiveness and efficiency of ECTS in relation to the three Bologna priorities 2005 can be three Bologna priorities 2005 can be checkedchecked. .

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