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ECTS User's Guide 2015 - European Commission

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1. Get to know ECVET better Questions and Answers Brussels 2011 http www ecvet team eu en system files documents 14 questions answers about ecvet 21 04 2010 pdf Scottish Funding Council Glossary http www sfc ac uk housekeeping glossary glossary aspx The European Credit system for Vocational Education and Training ECVET http ec europa eu education policy vocational policy ecvet_en htm UNESCO 2014 ISCED International Standard Classification of Education http www uis unesco org Education Pages international standard classification of education aspx Literature Bergan S 2007 Qualifications Introduction to a concept Council of Europe higher education series No 6 https book coe int eur en higher education and research 3794 qualifications introduction to a concept council of europe higher education series no6 html Bergan S Rauhvargers A eds 2005 Standards for recognition the Lisbon recognition convention and its subsidiary texts Council of Europe higher education series No 3 http www coe int t dg4 highereducation resources heseries_en asp Biggs J 2003 Aligning teaching for constructing learning Higher Education Academy https www heacademy ac uk aligning teaching constructing learning Bingham 1999 Guide to Developing Learning Outcomes Cedefop 2009 European guidelines for Validating Non formal and Informal learning Luxembourg http www cedefop europa eu EN File
2. National qualifications frameworks encom pass all education qualifications or all higher education qualifications depend ing on the policy of the country concerned in an education system They show what learners may be expected to know under stand and be able to do on the basis of a giv en qualification learning outcomes as well as how qualifications within a system articu late that is how learners may move between qualifications in an education system National qualifications frameworks are de veloped by the competent public author ities in the country concerned in cooper ation with a broad range of stakeholders including higher education institutions students staff and employers Non formal learning Learning which takes place through planned activities in terms of learning ob jectives learning time where some form of learning support is present e g learn er teacher relationships it may cover programmes to impart work skills adult lit eracy and basic education for early school leavers very common cases of non for mal learning include in company training through which companies update and im prove the skills of their workers such as ICT skills structured on line learning e g by making use of open educational resourc es and courses organised by civil society organisations for their members their tar get group or the general public Ibid Open Educational Resources OER
3. Recognition of non formal and informal learning The process through which an institu tion certifies that the learning outcomes achieved and assessed in another context non formal or informal learning satisfy some or all requirements of a particular programme its component or qualification Recognition of prior learning and experience The validation of learning outcomes whether from formal education or non for mal or informal learning acquired before requesting validation Council Recommen dation 2012 C 398 01 Recognition of professional qualifications Directive 2005 36 EC establishes rules for EU Member States on access to or pursuit of a regulated profession upon possession of specific professional qualifications The Directive stipulates that the host Member State shall recognise professional qualifi cations obtained in another Member State which allow the holder of the said qual ifications to pursue the same profession there for access to and pursuit of that profession The recognition of professional qualifi cations by the host Member State allows beneficiaries to gain access in that Mem ber State to the same profession as that for which they are qualified in the home Mem ber State and to pursue it in the host Mem ber State under the same conditions as its nationals Directive 2005 36 EC Student 9 A learner enrolled on a formal educational programme at a higher education institution
4. if applicable qualification requirements and regulations including graduation requirements if applicable profile of the programme see chapter on programme design e information on the form of the diploma and Diploma Supplement joint double multiple programme learning outcomes programme structure diagram with credits 60 ECTS per full time equivalent academic year mode of study full time part time e learning etc examination regulations and grading scale obligatory or optional mobility windows if applicable work placement s if applicable work based learning programme director or equivalent occupational profiles of graduates access to further studies For joint programmes some additional elements are recommended e members of consortium and their role mobility structure of the programme e code title type compulsory optional cycle short first second third Course Catalogue year of study when the component is delivered if applicable semester trimester when the component is delivered number of ECTS credits allocated name of lecturer s learning outcomes Information on individual educational components mode of delivery face to face distance learning etc prerequisites and co requisites if applicable e course content recommended or required reading and other learning resources tools planned learning activities and t
5. the component Assessment methods include the whole range of written oral and practical tests examinations projects and portfolios that Doctoral education is in the process of a change with a greater variety of routes to a doctorate and the recognition of the principle that high level train ing is helpful to develop third cycle generic transferable and subject specific competences In some countries and institutions ECTS is also used in the third cycle ECTS credits are either allocated to the whole degree programme or to some all educational components e g taught course units Nota Bene If ECTS is used the guidelines contained in this ECTS Users Guide should apply taking into account the specific nature of doctoral degrees The related infor mation should be included in the Course Catalogue Defining learning outcomes for specific milestones in the third cycle could in some cases allow candidates who interrupt their studies to have some certi fication of what they have achieved up to that point It can also be valuable in demonstrating to future employers the achievement of specific high level generic and subject specific competences 3 6 Monitoring of credit allocation The programme is monitored to establish whether the credit allocation the defined learning outcomes and the estimated workload are achievable realistic and ade quate Monitoring can be managed in dif ferent ways through questionnai
6. achieved abroad e g international or comparative courses supplementary elective courses preparation of dissertation language courses work placements identify partner institutions where compatible complementary learning outcomes could be achieved In the Erasmus programme several charters such as the Erasmus Charter for Higher Education Institutional Commitment the European Quality Charter for Mobility the Erasmus Student Charter European Code of Good Practice for Erasmus students provide a framework for arranging credit mobility and recognition 4 3 Grade distribution Due to different cultural and academic traditions European educational systems have developed not only different nation al grading scales but also different ways of using them within the same country in dif ferent subject areas or institutions While it is essential to acknowledge these differ ences it is also important to make them transparent within the European Higher Education Area so that grades awarded in all countries subject areas or institutions can be properly understood and correctly compared Mobile students have the right to fair treat ment and to transparency of their grades when credits are transferred from one in stitution to another as access to further studies grants or other benefits may de pend on their level of performance Trans parency of performance levels is equally important for graduates applying f
7. in terms of learning objectives learning time or learning support and leading to certifi cation Formal learning is intentional from the learner s perspective Framework for Qualifications of the European Higher Education Area QF EHEA In the European Higher Education Area qualifications frameworks are found at two levels An overarching framework QF EHEA has been adopted in 2005 and all member countries committed themselves to develop national qualifications frame works that are compatible with this overar ching framework A national qualifications framework for higher education encompasses all the qualifications in a higher education system It shows the expected learning outcomes for a given qualification and how learners can move between qualifications The aim of QF EHEA is to organise nation al higher education qualifications into an overarching European wide qualifications framework Within this framework quali fications are defined according to levels of complexity and difficulty Bachelor Master Doctor The QF EHEA identifies four main cycles which are described by the Dublin De scriptors They offer generic statements of typical expectations of achievements and abilities associated with awards that repre sent the end of each of a cycle The short first and second cycles are also character ised by credit ranges Free mover A student participating in credit mobili ty outside an orga
8. quality profile and learning outcomes and by taking sub stantial differences into account competent recognition authorities have transformed their approach from expecting foreign qualifications to be almost exactly the same as those offered in their own countries to focusing on rec ognition by accepting non substantial differences Substantial differences are differences between the foreign qualification and the national qualification that are so significant that they would most likely prevent the applicant from succeeding in the desired activity such as further study research activities or employment Nota Bene The burden of proof of a substantial difference lies with the competent recog nition authority of the host country and the accompanying guidelines are as follows not every difference should be considered to be substantial the existence of a substantial difference entails no obligation to deny recognition to the foreign qualification the difference should be substantial in relation to the function of the qualification and the purpose for which recognition is sought For more on the topic of substantial differences see E Stephen Hunt and Sjur Bergan 2010 Nota Bene Recognition of professional qualifications EU Directive 2013 55 EU amends Directive 2005 36 EC on the recognition of professional qualifications It allows ECTS to be used as an additional means of expressing full time c
9. Centred Learning teaching and as sessment and student admission progression recognition and certification Good practice in using ECTS will help in stitutions improve the quality of their pro grammes and their learning mobility offer Thus ECTS use should be quality assured through appropriate evaluation process es e g monitoring internal and external quality reviews and students feedback and continuous quality enhancement In evaluating the effectiveness of a pro gramme including the learning outcomes workload and assessment methods a number of measures will be used These may include high dropout or failure rates or longer completion times A programme can be considered effective when its goals are attained in due time that is to say when students achieve the defined learning out comes accumulate the required credits and obtain the qualification as planned in the programme However care should be taken in any analysis to discriminate crit ically between the elements as they may also indicate ineffective planning or deliv ery of the programme or inadequate mea sures for supporting students The following indicators can be used for evaluating the quality of ECTS implementation e Educational components are expressed in terms of appropriate learning outcomes and clear information is available concerning their level credits delivery and assessment Studies can be completed in the time officially
10. Digitised materials offered free ly and openly for educators students and self learners to use and reuse for teaching learning and research it includes learning content software tools to develop use and distribute content and implementation resources such as open licenses OER also refers to accumulated digital assets that can be adjusted and which provide benefits without restricting the possibilities for oth ers to enjoy them Ibid Programme educational A set of educational compo nents based on learning out comes that are recognised for the award of a qualification Progression The process which enables learners to pass from one stage of a qualification to the next and to access educational programmes that prepare for qualifications at a higher level than those he she already possesses Progression rules Set of rules that define conditions for learn ers progression within qualifications and towards other qualifications Qualification Any degree diploma or oth er certificate issued by a com petent authority attesting the successful completion of a recognised programme of study Quality assurance The process or set of processes adopted nationally and institutionally to ensure the quality of educational programmes and qualifications awarded Quality assurance should ensure a learning environment in which the content of pro grammes learning opportunities and facil ities are fit fo
11. Please note The question of whether to refer to stu dents or learners in this Guide was dis cussed in depth in the working group and with stakeholders Due to the general shift towards more flexible learning provision it was agreed that the term learner is pref erable in most contexts However it was recognised that since most higher educa tion systems are still organised around pro vision of formal programmes to a clearly defined student body the term student would be used to encompass all learners in higher education institutions whether full time or part time engaged in distance on campus or work based learning pursu ing a qualification or following stand alone educational units or courses Student Centred Learning A learning approach characterised by in novative methods of teaching which aim to promote learning in communication with teachers and students and which takes students seriously as active participants in their own learning fostering transferable skills such as problem solving critical and reflective thinking ESU 2010 Transcript of Records T An up to date record of the stu dents progress in their studies the educational components they have taken the number of ECTS credits they have achieved and the grades they have been awarded It is a vital document for recording progress and for recognising learning achievements including for stu dent mobility Most institutions
12. actually achieved at the end of the programme The learning outcomes have to be achievable within the specified workload The learning outcomes have to be linked with appropriate learning activities assessment methods and assessment criteria There are no rules on the ideal number of learning outcomes at programme level Experience suggests that between 10 and 12 is appropriate A widely accepted way of formulating learning outcomes is based on three essential elements 1 Use an active verb to express what students are expected to know and be able to do e g graduates can describe implement draw conclusions assess plan Specify what this outcome refers to object or skill e g can explain the function of hardware components or can present the design of a living room by hand Specify the way of demonstrating the achievement of learning outcomes e g to give an overview of the materials most often used in electro engineering to develop a research design by applying up to date scientific methods etc The programme learning outcomes should be included in the Course Catalogue and in the Diploma Supplement 3 4 The programme structure and allocation of credits The programme profile is broken down into educational components which may consist of single or several modules other types of course unit work and clinical placements research projects laboratory
13. allocated to them i e the workload associated with an academic year a semester trimester or a single course component is realistic e Annual monitoring examines any variations in patterns of achievement and results gained and follows up with appropriate revision Students are provided with detailed information and advice so that they can follow progression rules exploit options for flexible pathways and select educational components at an appropriate level for their qualification Students are informed promptly of their results For mobile students and recognition this means that Credit transfer processes are included in the monitoring review and validation procedures Appropriate staff are designated as responsible for credit recognition and transfer matters Learning Agreements are completed in all cases their development and any subsequent changes to them are subject to sensitive yet robust approval processes Incoming mobile students undertake educational components from the existing Course Catalogue they are assessed and graded like local students Detailed transcripts are provided recording the credits and grades awarded Recognition is given to all credits associated with successfully completed educational components undertaken as part of an approved Learning Agreement in its final version results are issued and transmitted promptly Grading tables exist for interpre
14. and competences within a personal civic social and or employment related perspective Communication 2001 678 Programmes and services contributing to lifelong learning within the higher educa tion sector may include mainstream pro grammes continuing education evening classes specific programmes for part time learners access to libraries higher educa tion institution resources distance learn ing training courses targeted guidance and counselling services among other ac tions and initiatives Massive Open Online Courses M MOOCs Courses which allow open en try are free to sign up for and are deliv ered online usually with peer or automated support They often have large enrolment numbers Mobility window A mobility window is a period of time re served for international student mobility that is embedded into the curriculum of a study programme Ferencz et al 2013 Module A course unit in a system in which each course unit carries the same number of credits or a multiple of it National Qualifications Framework NQF An instrument for the classifi cation of qualifications according to a set of criteria for specified levels of learning achieved which aims to integrate and co ordinate national qualifications subsystems and improve the transparency access pro gression and quality of qualifications in re lation to the labour market and civil society Council Recommendation 2012 C 398 01
15. and information services and diplomatic careers Single course unit Modern History Learning outcomes The student who completes the course successfully will be able to demonstrate a solid knowledge of the main processes and events in European and world his tory from the age of the geographic explorations to the Napoleonic period Furthermore he or she will be able to demonstrate up to date and specific knowledge of the Spanish Empire in a Mediterranean and Atlantic context and of the historiographical problems relating to it and will be able to read and analyse texts and documents from the period Assessment methods and criteria Assessment methods e Final oral exam e Periodic written tests Students who attend the lectures and participate in the discussions and analyses of documents may take periodic written exams normally consisting of written answers in essay form to questions relating to the course material which will be evaluated and taken into account in the final oral examination Those who are unable to attend are evaluated only in the final oral examination Assessment criteria The timing and the form of the periodic written exams for those who attend are discussed with the students during the lectures The final oral examina tion aims to ascertain that the student is able to demonstrate knowledge of the course material and to discuss the chosen monographs critically and comprehensively Example III Desc
16. and national sub cultures Discussion on relations between the European credit systems is on going and it is hoped will lead to greater clarity on the use of credits for CPD Meanwhile CPD providers at levels five to eight of the EQF are encouraged to consider the appropriateness of ECTS credits for purposes of transparency recognition accumulation and transfer using the methodol ogy outlined in this Guide Credits awarded for all forms of higher ed ucation including continuing and profes sional education may be recognised and accumulated towards a qualification or not depending on the desire of the student and or the requirements for the award of the qualification Some independent learn ers may only be interested in following an educational component without wishing to obtain a qualification but the allocation and recording of credits may allow them to use these in the future if they wish Documenting all learning achievements and awarding an appropriate number of ECTS credits at the level of the learning makes it possible for this learning to be recognised in a transparent authenticated way so that the credits may contribute to a future qualification Validation and rec ognition instruments in formal education should adapt to the developing of more di versified flexible education environment acknowledging new forms of open learn ing made possible by technology The cor rect use of ECTS will greatly improve and f
17. compatible with each other as far as Higher Education is concerned QF EHEA cycles 1 2 and 3 correspond to EQF LLL levels 6 7 and 8 and cover qualifications at ISCED levels 6 7 8 Nota Bene In the QF EHEA three main cycles as well as a short cycle are identified and described by the so called Dublin Descriptors in terms of applying knowledge and understanding making judgments communication skills and learning to learn The short first and second cycles are also characterised by credit ranges Short cycle qualifications typically include approximately 120 ECTS credits First cycle qualifications typically include 180 or 240 ECTS credits Second cycle qualifications typically include 90 or 120 ECTS credits with a minimum of 60 ECTS credits at the level of the second cycle The use of ECTS in the third cycle varies Nota Bene The EQF LLL describes levels of qualification without indicating any credit ranges to provide a common reference framework which assists in comparing the national qualifications systems frameworks and their levels It is based on eight levels e Asan instrument for the promotion of lifelong learning the EQF encompasses general and adult education vocational education and training as well as higher education The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and p
18. consequently has become an important el ement in the curriculum Course Catalogue The Course Catalogue includes detailed user friendly and up to date information on the institution s learning environment general information on the institution its resources and services as well as aca demic information on its programmes and individual educational components that should be available to students before en tering and throughout their studies to en able them to make the right choices and use their time most efficiently The Course Catalogue should be published on the institution s website indicating the course subject titles in the national lan guage or regional language if relevant and in English so that all interested parties can easily access it The institution is free to decide the format of the Catalogue as well as the sequencing of the information It should be published sufficiently in ad vance for prospective students to make their choices Course unit Aself contained formally structured learn ing experience It should have a coherent and explicit set of learning outcomes de fined learning activities consistent with the time allocated within the curriculum and appropriate assessment criteria Credit ECTS ECTS credits express the volume of learn ing based on the defined learning out comes and their associated workload 60 ECTS credits are allocated to the learning outcomes and associate
19. efficiently and dealing with conflict situations Occupational profiles of graduates with examples Graduates work in companies and institutions both public and private they work in small to medium sized companies as managers heads of departments Access to further studies The graduates of professional Bachelor s degree programme are eligible for further studies at Master degree programmes aya Sj A Example IV Description of the second cycle degree programme in Advanced Spectroscopy in Chemistry and learning outcomes for the course unit Mass Spectroscopy Profile of the degree programme The Master s programme prepares students to become experts and develop international skills that prepare them for doctoral studies and or professional industrial careers in chemical analysis and characterisation of the structure of materials A mobility scheme ensures that in addition to high specialisation and access to state of the art technologies students will follow a common core curriculum of studies in different higher education institutions through out Europe Key learning outcomes Students will acquire basic skills in Students will acquire related skills in e chemical analysis e conducting research projects structural characterisation e decision making in process een management imaging and molecular modelling foreign languages presenting characterising fast reactions ascientific m ar
20. oO UO pe 9 oO UO 1o a as u start and end of the work placement Recommended elements for the Work Placement Certificate e detailed programme of the work placement listing the tasks knowledge skills intellectual and practical and competences acquired learning outcomes achieved evaluation of the student s performance date of issue name and signature of the responsible person at the receiving organisation enterprise Me g a gt Acknowledgements g gt Acknowledgements This Guide has drawn on the considerable amount of work that has been done in recent years within the Bologna Process and in individual countries It would be impossible to give credit to all the organisations and individuals who have carried this out In particular the European Commission wishes to thank the members of the Ad hoc Working Group nominated by countries of the European Higher Education Area and par ticipating organisations on the revision of the ECTS Users Guide for their support and commitment Ivan Babyn Ukraine Janerik Lundquist Sweden Tim Birtwistle United Kingdom Raimonda Markeviciene Lithuania Regine Bolter Austria Lene Oftedal Norway Howard Davies European University John Reilly United Kingdom Association EUA Maria Sticchi Damiani Italy B atrice Delpouve France Anthony Vickers United Kingdom Paaa Dilmbraveanl ME Nevena Vuksanovic European Stude
21. of the mobility period abroad In mobility for studies it is recommended to include the components that have been replaced in the student s home degree the number of credits that they represent and when applicable the translation of the grades received by the student abroad 7 4 Work Placement Certificate When the mobility period is recognised as a whole rather than component by com ponent the sending institution should just record the number of credits local grades where applicable and learning outcomes defined for the whole mobility period In the case of traineeships the Transcript of Records of the sending institution will contain at least the information necessary to fulfil all the recognition arrangements agreed in the Learning Agreement before the mobility This may include granting a concrete number of credits a grade etc The Work Placement Certificate aims to provide transparency and bring out the value of the experience of the student s work placement This document is issued by the receiving organisation enterprise upon the trainee s completion of the work placement and it can be complemented by other documents such as letters of recommendation name of the student name of the organisation enterprise contact details of the organisation enterprise street city country phone e mail address website type of organisation enterprise private public third sector oO CO U
22. of the student ID and or contact details of the student if applicable names and contacts of the institution i me Cc je 18 oY a4 ae e ae tS U 2 Ss oO ji H field of study of the student and or name of the programme current year of study thus information should be provided in a transparent complete and clear way In case of credit mobility the receiving in stitution provides a Transcript of Records to all mobile students and sends it to the sending institution and the student at the end oftheir period of study in order to cer tify formally the work completed the cred its awarded and the local grades received during the mobility period This should be sent within a reasonably short period of time after proclamation of the student s re sults at the receiving institution see chap ter on credit mobility and recognition Recommended elements for the Transcript of Records e educational components taken at the institution with codes credits and local grades description of the institutional grading system grade distribution information for the reference group identified date of issue and signature of the responsible person The sending institution should provide the student with their Transcript of Records or equivalent document database without further requirements from him or her in a reasonable period of time This ensures clarity about the recognition outcomes
23. produce the Transcript of Records from their insti tutional databases Transfer of credits The process of having credits awarded in one context programme institution rec ognised in another formal context for the purpose of obtaining a qualification Cred its awarded to students in one programme may be transferred from an institution to be accumulated in another programme offered by the same or another institution Credit transfer is the key to successful study mobility Institutions faculties depart ments may make agreements which guar antee automatic recognition and transfer of credits Validation V A process of confirmation by an authorised body that an individ ual has acquired learning outcomes mea sured against a relevant standard and con sists of the following four distinct phases 1 Identification through dialogue of particular experiences of an individual 2 Documentation to make visible the individual s experiences 3 Formal Assessment of these experiences and 4 Certification of the results of the assessment which may lead to a partial or full qualification Council Recommendation 2012 C 398 01 Virtual mobility Cross border e learning i e when a stu dent follows distance learning courses offered by a higher education institution abroad Virtual mobility can be useful in promoting and complementing physical mobility Virtual mobility can play an im portant role in the interna
24. skills and competences required in the systems of education and training applicable in at least one third of Member States These curricula may be proposed by representative professional bodies op erating at EU or national level or by Competent Authorities They are to be referenced to the European Qualifications Framework and are free to make full use of ECTS 4 2 Credit mobility ECTS was designed to facilitate learning mobility between institutions for short term study periods credit mobility As this Guide makes clear ECTS has developed and been ad opted for purposes of credit accumulation but it still plays a vital role in student mobility facilitating the transfer and recognition of the achievements of the mobile student In ECTS the following supporting documents help facilitate credit recognition for the pur pose of mobility e Course Catalogue e Learning Agreement Transcript of Records Traineeship Certificate These documents provide information on the learning outcomes achieved on which the qualification awarding institution can make decisions on credit recognition and transfer Please see chapter 7 of the European Recognition Manual for Higher Education Institutions 2014 for details The section includes a useful flowchart on the recognition of periods of study abroad The golden rule of recognition of credit mobility within the framework of inter institutional agreements All credits ga
25. work and other relevant learning activities They may also include social and community activities for example tutoring and mentoring provided they fit the pro gramme learning outcomes and carry credits Learning outcomes with related assessment strategies and assessment criteria should be defined for each educational component The learning outcomes of the programme and of its educational components are often mapped to demonstrate their mutual reinforcement Many institutions use a matrix to correlate the learning outcomes of the degree programme with those of its educational components Learning outcomes in educational components The principles for formulating learning outcomes for educational components are the same as for programme learning outcomes Nota Bene There are no absolute rules on the ideal number of learning outcomes for an educational component It will depend on the level and the nature of the unit as well as the estimated workload However good practice suggests that the number should be limited and general experience indicates that 6 to 8 is an appropriate number The annex contains a recommended literature list with guidelines on learning outcomes After the constituent parts of the pro gramme have been identified the overall structure should be outlined and credits allocated to each component on the ba sis of its learning outcomes and associat ed workload taking into account that 60 credits corr
26. Agreement should be signed by the sending institution and the student In joint programmes agreed mobility schemes are adopted by the partner institutions which include the rules for the recognition of credits Learning Agreements are not necessary used in joint programmes the credits achieved in a partner institution are automatically recognised if the agreed rules are followed and all conditions are satisfied Nevertheless the planned learning pathway has to be clear to the student and Learning Agreements are good practice 4 2 2 After the credit mobility period The receiving institution provides the send ing institution and the student with a Tran script of Records within a reasonably short period of time stipulated between the two institutions after proclamation of the stu dent s results at the receiving institution Upon successful completion of the set of educational components included in the Learning Agreement and confirmed by the Transcript of Records sent by the receiving institution the sending institution should recognise fully the agreed number of ECTS credits transfer them into the student s programme and use them to satisfy the qualification requirements The sending in stitution should specify clearly how the ed ucational components taken abroad have been integrated into the home degree programme When applicable grades are converted see section 4 3 All this infor mation should be recorde
27. ECTS Users Guide EUROPEAN bolog na Higher Education Area process ECTS Users Guide BS x 2015 Contents WOON OR RE ena 6 Section ECTS key features 4 10 Section2 ECTS andthe European Higher Education Area EHEAD pe 14 Section3 ECTS for programme design delivery and monitoring cesee 18 3 1 The programme COMTEX eeren r siit iad 19 3 2 The PrograMMe Profile ccceccsscssssescesesescstesesesessesesesesesesesseseseeeseseaceeeees 21 3 3 The programme learning OUTCOMES pp 23 3 4 The programme structure and allocation of Credits cece 24 3 5 Learning teaching and assessment o ceeesecseseseeeseseeseseseeneseseeteneeeeneneees 26 3 6 Monitoring of credit allocation c ceccececceseesessesesseseesesteseeteseseseseeteseeteeeenes 28 Section 4 ECTS for mobility and credit recognition ee 30 4 1 Degree Mobility cicsecciacieaaahiduaghounwuss e i iann 30 4 2 Credit MODIItY paesistico i r wi E 34 4 2 1 Before the credit mobility period 3 35 4 2 2 After the credit mobility period oe cccccccccsceseseetetesesteteseseeteeeees 36 4 2 3 Institutional rules and regulations ceceeeeeeeeeeeteteeeeeteteeeeteees 37 A 3 Grade distribUtiOn renerien nE E E E 39 4 4 Grade ConyerSion ooo cecececcecescescescessccsssscesesscescescsssssssscsscsessssasssetscesceseeseats 41 Section5 ECTS and lifelong learning pe 44 5 1 Lifelong learning open learning Opportunities 44 5 2 Recognition of prior learning and
28. F classification which offers a standardised and hierarchical classification of fields of study In order to have reference groups that are large enough for a statistically relevant comparison it is recommended to use an ISCED code at the narrow or detailed levels UNESCO Institute for Statistics 2014 passing grades awarded to each reference group identified in at least the last two years Remember that information on success rates may be provided in general terms but not in this calculation Calculate the grade distribution in terms of percentages of the passing grades awarded to the reference group and develop cumulative percentages As a result there will be a grade distribution table with percentages and cumulative percentages for each reference group identified The following is an illustrative example of a grading table Grades used in institution from highest to lowest passing grade Number of passing grades awarded to the reference group Percentage of each grade with respect to the total passing Cumulative percentage of passing grades grades awarded awarded Grading systems approaches may be established at national level When included in a student s Transcript of Records and Diploma Supplement the table will facilitate the interpretation of each grade awarded and will not require any further calcula tion The on going European Grade Conversion System project EGRACONS is dev
29. a Process have the right to receive the Diploma Supplement auto matically free and in a major European language Dublin Descriptors The Dublin Descriptors are the cycle de scriptors or level descriptors present ed in 2003 and adopted in 2005 as the Qualifications Framework of the European Higher Education Area They offer gener ic statements of typical expectations of achievements and abilities associated with awards that represent the end of each of a Bologna cycle or level The descriptors are phrased in terms of competence lev els not learning outcomes and they en able to distinguish in a broad and general manner between the different cycles A level descriptor includes the following five components knowledge and understanding applying knowledge and understanding making judgements e communication lifelong learning skills Erasmus EU programme for Education Training Youth and Sport for 2014 2020 Regulation EU No 1288 2013 European Credit Transfer and Accumulation System ECTS A learner centred system for credit accu mulation and transfer based on the prin ciple of transparency of learning teaching and assessment processes Its objective is to facilitate planning delivery and evalua tion of study programmes and student mo bility by recognising learning achievements and qualifications and periods of learning European Credit System for Vocational Educat
30. acilitate this process 5 2 Recognition of prior learning and experience Higher education institutions should be competent to award credits for learning outcomes acquired outside the formal learning context through work experience voluntary work student participation independent study provided that these learning outcomes satisfy the requirements of their qualifications or components The recognition of the learning outcomes gained through non formal and informal learning should be automatically followed by the award of the same number of ECTS credits attached to the corresponding part of the formal programme As with formal education the award of credits is preceded by an assessment to verify the achievement of learning out comes The assessment methods and cri teria should be constructed to measure the achievement of the required learning outcomes at the appropriate level with out reference to specific learning activities or workload For example participation in classroom discussion of the subject matter would no longer be considered in assess ment whereas the corresponding learning outcome of constructing arguments while interacting with a group would become relevant Appropriate staff should be ap pointed in each department or subject area who should have the formal author ity and training to award credits for learn ing outcomes acquired outside the formal learning context on the basis of transpar e
31. arning Agreement Transcript of Records and Work Placement Certificate ECTS also contributes to transparency in other documents such as the Diploma Supplement ECTS and the Eurc Dean Higher Educ tion Area EHEA pt RA ECTS and the European Higher Education Area EHEA ECTS is adopted as the national credit sys tem in most countries of the EHEA In other regions of the world it is increasingly used by institutions or interacts successfully with local credit systems based on comparable criteria thus playing a role in the growing global dimension of education Within the EHEA ECTS increases the trans parency and readability of the educational process and thus plays an effective role in stimulating change and modernisation be cause its implementation encourages the paradigm shift from a teacher centred to a learner centred approach which is un der the term of Student Centred Learning SCL recognised as an underlying princi ple of the EHEA By using learning outcomes and work load in curriculum design and delivery ECTS places the student at the centre of the educational process Moreover using credits makes it easier to create and doc ument flexible learning pathways thus allowing students greater autonomy and responsibility n 1999 the Bologna Declaration included achieved by countries participating in the Bologna Process Through the reforms implemented in the cour
32. arning outcomes should be the main factor to be taken into account This means for example that a comparable Bachelor degree should be recognised for the purpose of consideration for admission to a Master s pro gramme independently of whether it is based on 180 or 240 ECTS credits Nota Bene The Lisbon Recognition Convention The Lisbon Recognition Convention which entered into force in 1999 provides a legal framework for cross border academic recognition The Convention stipulates 36 Qualifications of approximately equal level may show differences in terms of content profile workload quality and learning outcomes In the assessment of foreign qualifications these differences should be considered in a flexible way and only substantial differences in view of the purpose for which recogni tion is sought e g academic or de facto professional recognition should lead to partial recognition or non recognition of the foreign qualifications 37 Recognition of foreign qualifications should be granted unless a substantial difference can be demonstrated between the qualification for which recogni tion is requested and the relevant qualification of the State in which recogni tion is sought The European Area of Recognition Manual EAR Manual 2012 gives the fol lowing explanation for the interpretation of substantial difference By focusing on the five key elements that together make up a qualification level workload
33. ations Framework EQF defines com petence as the ability to use knowledge skills and personal social and or method ological abilities in work or study situations and in professional and personal develop ment In the context of the EQF compe tence is described in terms of responsibility and autonomy Fostering competences is the object of all educational programmes Competences are developed in all course units and as sessed at different stages of a programme Some competences are subject area relat ed specific to a field of study others are generic common to any degree course It is normally the case that competence de velopment proceeds in an integrated and cyclical manner throughout a programme Continuing Professional Development CPD An aspect of lifelong learning sometimes referred to as Continuing Professional Edu cation CPD describes the skills knowledge and experience that an individual gains for mally and informally in his work and which builds on his basic qualifications and train ing Increasingly in professional and voca tional careers there is a formal requirement to continue to learn and develop knowl edge skills and competences throughout careers to keep up to date and be able to work safely legally and effectively Formal CPD which is a professional requirement is validated and documented Increasingly employers expect to have a formal authen ticated record of an individual s CPD and it
34. be complemented by other docu ments such as letters of recommendation It aims to provide transparency and bring out the value of the experience of the stu dent s work placement me De 3 g a gt Annex 2 Examples grade conversion Examples for grade conversion 1 Grade conversion based on two grade distribution tables from two reference groups belonging to different national grading systems Reference group A in Italy Passing grades ranging from 18 to 30 cum laude Reference group Field of study ISCED Code 023 Languages Reference group B in France Passing grades ranging from 10 to 20 Reference group Field of study ISCED Code 023 Languages University of Paris France 10 University of Rome Italy 100 90 80 70 60 50 40 30 20 10 oO University of Paris France amp University of Rome Italy ISCED F Code 023 Languages ISCED F Code 023 Languages In this case the percentage ranges of the grades overlap The receiving institution should have decided in advance whether they will take the minimum average or maximum compa rable grade of overlapping ranges Therefore if the University of Rome had decided in ad vance that they would use the minimum or the average the student s grade would be 27 and if they had decided that they would use the maximum the student s grade would be 28 I Please refer to the ECTS Guide website for further examples added 2 Grade conversion based on t
35. c framework for credit allocation It is also recommended to carry out a needs analysis and to consult with stakeholders employers graduates society at large to ascertain the demand for the programme The profile presents the distinctive features of the programme Lockhoff et al 2010 It indicates the field s of study which may be expressed in ISCED F codes the level of the programme the main focus the key learning outcomes expected on completion the learning environment and the main learning teaching and assessment activities An ef fective programme profile will make it clear to students and stakeholders what generic and subject specific competences will be developed and the employability potential of the programme For this purpose it is recommended that the profile is defined in consultation with relevant stakeholders such as academic peers social partners employers graduates and student representatives and is presented in a clear and transparent way The profile should be part of the programme description included in the Course Catalogue Nota Bene Across the EHEA the terms learning outcomes and competence are used with different shades of meaning and in somewhat different frames of reference For the purpose of this Guide Competence means the proven ability to use knowledge skills and personal social and or methodological abilities in work or study situations and in professional and pers
36. d in a Transcript of Record or equivalent document data base made available to the student Institutional procedures should be de fined for assessment of educational com ponents in case the students have not completed them successfully at the receiv ing institution Such procedures should be communicated to students beforehand The Diploma Supplement is designed to provide graduates with a transparent re cord of their achievements Therefore the educational components successfully com pleted abroad will be included in the Tran script of Records attached to the Diploma Supplement with their original titles and their translation into the language s in which the Diploma Supplement is issued the indication of the institution where they have been taken and the credits and grades awarded In the case of work placements abroad the transfer of credits will be doc umented in the Work Placement Certificate and the Diploma Supplement or Europass Mobility Document In the case of recent graduates work placements the use of the Europass Mobility Document is strongly recommended as their work placement takes place after their graduation and the other documents mentioned above are not relevant for them 4 2 3 Institutional rules and regulations Experience has shown that the following good practice facilitates the management of credit mobility and recognition Institutional commitment Specific institutional rules shou
37. d on the recommendations of the ECTS Guide Description of the first cycle degree programme in Computer Engineering and learning outcomes for the course unit Physics Example Profile of the degree programme The Bachelor s degree programme in Computer Engineering is designed to prepare students with a sound cultural background based on proficiency in dif ferent engineering areas and strong computer science expertise Courses are intended to provide participants with the skills needed to design install and maintain computer systems and computer networks software applications industrial automation systems management information systems integrated processing and control systems The Computer Engineering graduate is mainly an engineer as well as a good IT professional Key learning outcomes Graduates of the first cycle degree programme in Computer Engineering will be able to design install and maintain computer systems and computer net works software applications industrial automation systems management in formation systems integrated processing and control systems Occupational profile s of graduates Graduates of this degree are qualified to work inside information technology companies specialised in the computer hardware and software production and inside industrial automation industries as well as inside all kind of enterpris es using information systems and computer networks for internal production and management proce
38. d workload of a full time academic year or its equivalent which normally comprises a number of educational components to which credits on the basis of the learning outcomes and workload are allocated ECTS credits are generally expressed in whole numbers Credit mobility The mobility of an exchange student who stays at a host institution for a period during which s he can carry out activities awarding academic credits which are then recognised by the home institution Credit transfer A process that allows credit awarded by one higher education awarding body to be recognised and count towards the require ments of a programme at another institu tion or that allows credit gained on a par ticular programme to contribute towards the requirements of a different one Cycle One of the objectives in the Bologna Decla ration in 1999 was the adoption of a system based on two main cycles undergraduate and graduate In 2003 doctoral studies were included in the Bologna structure and referred to as the third cycle The EHEA has thus defined a hierarchy of three Higher Education cycles first cycle second cycle and third cycle All higher education quali fications in the European Higher Education Area are located within these three cycles Cycle Level Descriptors Generic statements about the expected outcomes for each of the three cycles A good example of general cycle level descriptors are the so called Dubli
39. ding between different institutions and countries internal and external stakeholders 7 1 Course Catalogue The Course Catalogue includes detailed user friendly and up to date information on the institution s learning environment that should be available to students be fore entering and throughout their studies to enable them to make the right choices and use their time most efficiently The information concerns for example the qualifications offered the learning teach ing and assessment procedures the level of programmes the individual educational components and the learning resources The Course Catalogue should include the names of people to contact with informa tion about how when and where to con tact them The Course Catalogue should be published on the institution s website indicating the course subject titles in the national language or regional language if relevant and in English so that all interested parties can easily access it It should be published sufficiently in advance for prospective stu dents to make their choices The institution is free to decide the format of the Catalogue as well as the sequencing of the information However following a common structure as set out below makes Course Catalogues more easily compa rable and improves transparency In any case the Course Catalogue should include general information on the institution its resources and services as well as academic i
40. eaching methods assessment methods and criteria language of instruction 7 2 ECTS and supporting documents for credit mobility The Learning Agreement provides an official binding commitment between the student the sending institution and the receiving institution organisation company on all the learning activities to be carried out The approval of the Learning Agreement and its amendments is possible through digital signatures or copies of scanned signatures sent electronically according to institutional regulations or practice 7 2 1 Learning Agreement for credit mobility for studies studies student Credit Mobility and or administrative contact persons of sending and receiving institutions student s field of study at sending institution ISCED F codes study cycle short first second third cycle period of study from to at the receiving institution study programme abroad link to the Course Catalogue at the receiving institution and list of educational components to be taken with codes and ECTS credits e name and contact details of the names addresses and academic Recommended elements for the Learning Agreement for credit mobility for e educational components from which the student will be exempted at the sending institution if the components taken abroad are successfully completed or stipulating that the mobility period as a whole will be recognised for example this wi
41. eloping examples for the visual presentation of a grading table 4 4 Grade conversion When institutions decide to transfer their mobile students grades the academic re sponsible for credit transfer should com pare the grade distribution table from his her reference group with the one devel oped by the other institution for the par allel reference group The position of each grade within the two tables can be com pared and on the basis of this comparison individual grades are converted Typically the percentage ranges of the grades overlap The objective of the exer cise is transparency Therefore the receiv ing institution should decide in advance whether they will take the minimum av erage or maximum comparable grade of overlapping ranges Annex 2 includes examples of how grade conversion can be put into practice Me g a gt ECTS and lifelong learning gt ECTS and lifelong learning This section deals with the role of ECTS in facilitating lifelong learning open learning opportunities and the recognition of prior learning and experience 5 1 Lifelong learning open learning opportunities The higher education learning landscape is changing with the rapid development of more diversified and flexible learning op portunities including blended learning new forms of open online learning Mas sive Open Online Courses MOOCs Open Educational Resources OER work based learn
42. ents to exceptionally amend them when it is needed as well as to guarantee full recognition of such programmes on behalf of the responsible academic body Responsible person in the receiving institution an academic who has the authority to approve the mobility programme of incoming students and is committed to give them academic support in the course of their studies at the receiving institution Selection of partner institutions It is suggested to make exchange agree ments with institutions that offer transparent descriptions of their programmes including learning outcomes credits learning and teaching approaches and assessment methods whose learning teaching and assessment procedures can be accepted by the sending institution without requiring the student to take any additional work or examination that are duly quality assured according to their respective national systems Agreements may not only be made with in stitutions offering similar programmes but also with those providing programmes that are complementary to 0 aa oO 0 Z Integration of credit mobility into programmes Structuring credit mobility in the curricula facilitates recognition Institutions can e identify the semester or year when a period of study abroad would best fit into the programme mobility window schedule in that semester year the educational components with learning outcomes that can be easily
43. eories LO 1 2 Integrating marketing decision systems in a real life company setting LO1 3 Independently and critically analysing business relevant issues using data mining and informatics LO1 4 Creatively applying state of the art data mining techniques on business relevant issues LO1 5 Creatively applying state of the art advanced market research methods on business relevant issues Learning outcome 2 Research competence LO2 1 Selecting and validating data mining techniques and statistical techniques to optimally model complex marketing problems LO2 2 Translating complex marketing problems into a scientific research question LO 2 3 Applying a literature study in international peer reviewed journals to complex marketing problems LO 2 4 Validating the results of own research with scientific marketing literature LO2 5 Leveraging the structure of complex data Learning outcome 3 Intellectual competence LO 3 1 Mastering different programming languages and software tools as a means to create complex marketing decision models LO 3 2 Continuously expanding one s own methodological competencies in an interactive manner LO 3 3 Independently drawing correct conclusions for complex marketing problems LO 3 4 Integrating competing views of different stakeholders into a single marketing solution Learning outcome 4 Competence in collaborating and communicating LO 4 1 Scientifically correct reporting the rele
44. espond to a full time equiva lent academic year When educational components are of reg ular size e g 5 10 15 they are often called modules In a programme made up of modules a modularised structure half credits may be used when justified for ex ample in the case of 4 modules per semes ter but other decimals should be avoided It is helpful if the institution determines the basic credit currency in terms of the mini mum number of credits for acomponent as this will facilitate collaboration on curricula across subjects and faculties Establishing mobility windows in the cur riculum will facilitate learning mobility Mo bility windows may be prescribed both in content and timing in the programme de sign or may allow flexibility in timing and in content for the individual student Mobility windows are preferably not used to repli cate what would be studied at home but to allow students to benefit from diverse educational experiences in other settings Progression requirements must be explicit if students are to navigate the programme successfully and obtain the intended quali fication Progression requirements may in clude inter alia prerequisites co requisites and recommendations Progression rules may be expressed in terms of the num bers of credits or credit ranges required at different stages within a programme of study e g a minimum number of cred its required to pass from one academic year se
45. exPerieNnCe e ceceececseseesesteeeteseeseees 46 Section 6 ECTS and quality assurance osscncccac cccccscsccassesdeasceassaccnsstseenteoncieadiessacsasseesceees 50 Section ECTS and supporting documentSs 54 7 NEOUS Calta lO GUC ene E E 54 7 2 ECTS and supporting documents for credit mobility occ eee 57 7 2 1 Learning Agreement for credit mobility for studies se 58 7 2 2 Learning Agreement for work placements pp 58 7 3 Transcript Of RECOFS 4 60 74 Work Placement Certificate c c cececcccecsessesesestssestesesestssestesesteseeteseeseenenees 6l Acknowledgements oo oeccxseharilercinatanotintaiieauadadesitannnedataniic 64 EAE E E a EEE A OE E EAA 66 Annex 2 Examples grade conversign 80 Annex 3 Recommended reading list eccseessessssssseesseesseecseeeseesseeeseecaceneeesneesseeseeens 84 Annex 4 Examples programme profiles ccccccccssssssessseesseessecsseessecsesseesecestesseeess 92 Annex 5 Examples learning OUtCOMES cseecseessessesssessnessessnecssceseeeaeeeseecseeeneentes 104 Introduction The European Credit Transfer and Accumulation System ECTS is a tool of the European Higher Education Area EH EA for making studies and courses more transparent and thus helping to enhance the quality of higher education ECTS was instituted in 1989 within the Erasmus programme as a way of transfer ring credits that students earned during their studies abroad into credits that cou
46. fidence in the outcomes of open learning Nota Bene Continuing Professional Development CPD is increasingly recognised to be essential for those working in regulated professions This is particularly true in the healthcare professions CPD has a cross border dimension which is increas ingly significant Whether voluntary or mandatory it is perceived by profes sionals and providers alike as a mode of lifelong learning It embraces formal non formal and informal learning While elements of CPD may be converted into second cycle Master qualifications or into professional doctorates de pending on the national jurisdiction CPD as a purely professional practice has a specific character it may be self managed and evaluated by peer reviewed self evaluation Considerations of employability continued right to practice safeguarding standards of professional practice protecting the public and in the healthcare professions patient safety nevertheless mean that its attain ment must be measurable verifiable and certified by a recognised authorised authority How this is to be achieved remains a matter of debate within the CPD commu nity Both the European Credit System for Vocational Education and Training ECVET and ECTS are perceived to be relevant since CPD may be located at any of the eight EQF levels However the interface between the two systems is not yet sufficiently permeable and the different professions have differing cul tures
47. hey may exist within single higher education institutions or as joint centres for several institutions In stitutions policies and practices should be published prominently on their websites Recognising non formal and informal learn ing helps make HEls more socially inclusive Widening access opportunities for learners from professional life and a range of non tra ditional learning environments helps make lifelong learning a reality Institutions should be particularly open to the recognition of vocational education and training Nota Bene 9 0 aa oO O Z The process of awarding credit to non formal or informal learning has four main stages 1 Initial advice and guidance what does the process involve for the learner the credit limits for non formal informal learning what are the costs roles and responsibilities of learner and tutor advisor and different learning pathways to a qualification 2 Support reflective process understanding learning outcomes identifying own learning outcomes evidence gathering and selection 3 Recognition assessment assessment of evidence of achievement of learning outcomes and assessment criteria 4 Award of credit credit awarded through this process is of same value as credit gained through formal learning ECVET The European Credit System for Vocational Education and Training ECVET was established through a Recommendation of the European Parliame
48. hould participate in such discussions with full voting powers Transparency and reliability The Course Catalogue should provide re liable up to date and quality assured in formation on degree programmes as well as on single educational components It should provide an accurate description of the degree programme including all details structure components learning outcomes workload learning teaching approaches assessment methods assess ment criteria and progression rules Consistency The academic staff responsible for de livering the programme and its compo nents should ensure consistency between the learning outcomes stated in the pro gramme the learning and teaching activ ities and the assessment procedures This constructive alignment Biggs 2003 be tween learning outcomes learning activi ties and assessment is an essential require ment for educational programmes Flexibility A flexible programme structure is essen tial to allow for students choices and meet different needs e g opportunity should be given for developing personal learning pathways and optional activities should be offered A flexible organisation of learning teaching and assessment activities includ ing flexibility in the timetable and more opportunities for independent learning is essential for accommodating different learning styles This widens the choices of learning and teaching materials and ac tivities and opens up op
49. ien both orally and in writing quality control f conducting projects in an materials international and multicultural context geographical mobility Single Course Unit Advanced Spectroscopy in Chemistry Unit title Mass Spectroscopy Prof XY Unit code ASC 01 LI semester I ECTS credits 5 credits Prerequisites Bachelor in chemistry or equivalent Course description The course covers aspects of molecular mass spectrometry including the most recent developments in instrumental design techniques and understanding of mass spectral processes The methods available for the introduction of ana lytical samples are presented and the advantages and disadvantages of these methods considered The different types of mass analysers their working prin ciples and performances are discussed Current software tools for data de pendent analysis and on line techniques are described Examples are present ed of the application of mass spectrometric techniques in different areas of chemistry Aims The aims of this unit are To build upon and extend the theoretical and instrumental concepts introduced during the Bachelor degree programme To develop the competence and confidence of the students in mass spectrometry To highlight modern advances in instrumentation and techniques within mass spectrometry To identify appropriate instrumentation for particular applications Single Course Unit Learning outcome
50. ined during the period of study abroad or during the virtual mo bility as agreed in the Learning Agreement and confirmed by the Transcript of Records should be transferred without delay and counted towards the stu dent s degree without any additional work by or assessment of the student to o aa oO 0 Z 4 2 1 Before the credit mobility period In order to facilitate the organisation of credit mobility and its recognition the three parties involved the student the sending institution and the receiving insti tution or organisation enterprise should agree on the programme abroad They should formalise this in a Learning Agree ment to be signed by the three parties before the start of the mobility period The Learning Agreement is intended to give the student the confirmation that the credits he she successfully achieves during the mobility period will be recognised The Erasmus programme provides templates for the Learning Agreement for studies and for traineeships for institutions partic ipating in the programme It also provides guidance for institutions on how to use the templates and sets out specific deadlines institutions need to comply with The educational components to be com pleted during the mobility period should normally not be selected on the basis of their equivalence with single education al components offered at the sending in stitution The learning outcomes of the whole prog
51. ing self directed learning individual learning pathways continuing profession al development see chapter 3 A growing number of learners follow stand alone educational units or courses without pur suing a specific qualification Higher edu cation institutions are faced with the need to satisfy a diversified student group and provide opportunities for individual learn ing pathways and different modes of learn ing Consequently many are diversifying and offering educational components with innovative modes of learning and teach ing for all through new technologies and Open Educational Resources The strength of ECTS is that it can be used in all these lifelong learning contexts ap plying the same principles for credit allo cation award accumulation and transfer In the same way as credits are allocated to component parts of programmes cred its allocated for open learning and other modes of lifelong learning are based on the workload typically needed to achieve the defined learning outcomes Providers of all formally i e in the same way and meeting the same standards as conventional higher education institu tions quality assured higher education such as open learning are encouraged to use ECTS with the same transparent mech anisms as described in this Guide This will greatly facilitate transition between different modes of learning recognition and transfer while increasing learner and stakeholder con
52. ion and Training ECVET The ECVET system aims at allowing the transfer recognition and accumulation of learning outcomes to obtain a qualifica tion It is a decentralised system relying on volunteer participation of Member States and stakeholders of vocational training respecting national legislations and reg ulations It gives a methodological frame work for describing qualifications in terms of learning outcomes using units allowing the allocation of transferable points for Member States with different education and qualification frameworks ECVET is founded on partner agreements regard ing qualification transparency and mutual stakeholder trust ECVET 2010 Educational component A self contained and formally structured learning experience such as course unit module work placement Europass Mobility Europass is a set of five documents Curric ulum Vitae Language Passport Europass Mobility Certificate Supplement Diploma Supplement which aim to make skills and qualifications clearly and easily understood in Europe Europass Mobility is a document to record knowledge and skills acquired in another European country completed by the institutions involved in the mobili ty of the individual sending and receiving institution European Higher Education Area EHEA The European Higher Education Area EHEA was launched at the Bologna Pro cess decade anniversary in March 2010 during the Budapest Vie
53. ional and or European qualifications frameworks They are allocated to educa tional components such as course units dissertations work based learning and work placements taking as a basis the allo cation of 60 credits per full time academic year according to the estimated workload required to achieve the defined learning outcomes for each component Awarding credits in ECTS is the act of for mally granting students and other learners the credits that are assigned to the qual ification and or its components if they achieve the defined learning outcomes National authorities should indicate which institutions have the right to award ECTS credits Credits are awarded to individual students after they have completed the re quired learning activities and achieved the defined learning outcomes as evidenced by appropriate assessment If students and other learners have achieved learning outcomes in other formal non formal or informal learning contexts or timeframes credits may be awarded through assess ment and recognition of these learning outcomes Accumulation of credits in ECTS is the process of collecting credits awarded for achieving the learning outcomes of educa tional components in formal contexts and for other learning activities carried out in informal and non formal contexts A stu dent can accumulate credits in order to obtain qualifications as required by the degree awarding institution document per
54. isions on programme design enhance the coher ence of the programme An independent learner may accumulate the credits required for the achievement of a qualification through a variety of learning modes She he may acquire the required knowledge skills and competence in formal non formal and informal contexts this can be the result of an intentional decision or the outcome of different learning activities over time The learner may select educational components without immediate orientation towards a formal qualification ECTS supports this process as described in Section 5 on Lifelong Learning The following steps have been identified as helpful in designing programmes 3 1 The programme context When a new programme is developed the first decision typically concerns the level of the qualification to be awarded which is defined on the basis of the relevant national legis lation and existing qualifications frameworks European national sectoral institutional It will be evident that not all learning outcomes are at the same level hence the full imple mentation of a credit system requires level descriptors There are two European Qualifications Frameworks the Framework for Qualifications of the European Higher Education Area QF EHEA and the European Qualifications Framework for Lifelong Learning of the EU EQF LLL Both frameworks use learning outcomes to describe qualifications e g Bachelor Master Doctor and are
55. ition and transfer of cred its Recognition of credits is the process through which an institution certifies that learning outcomes achieved and assessed in another institution satisfy the require ments of one of the programmes they offer Given the diversity of programmes and HEls it is unlikely that the credits and learning outcomes of a single educational component in two different programmes will be identical This is even more the case in recognising learning from other learn ing contexts for example vocational edu cation and training An open and flexible 4 1 Degree mobility approach to the recognition of credits ob tained in another context including learn ing mobility is therefore recommended based on compatibility of learning out comes rather than equivalence of course contents In practice recognition means that the number of credits gained for com patible learning outcomes achieved in another context will replace the number of credits that are allocated for compat ible learning outcomes at the awarding institution Institutions should make their recognition policies known and easily accessible Degree programmes can vary in the number of ECTS credits they include see Nota Bene box in Section 3 1 For the purposes of recognition of qualifications for further studies the difference in the number of ECTS credits gained after successful completion of a qualifica tion are not a consideration The programme le
56. ld be devel oped to deal with the recognition of other learning experiences to allow for credit accumulation and transfer through various types of mobility including for free mov ers work experience virtual learning pri or and informal learning The institution should clearly define re sponsibilities for implementing and moni toring credit mobility and ensure that ap plication procedures and selection criteria for credit mobility are transparent and fair and that an appeal mechanism is in place A staff member should be appointed in each department or subject area and formally authorised to discuss the programme of study abroad with the student and to ap prove and sign the Learning Agreement on behalf of the sending institution be fore the start of the mobility period and the Transcript of Records after the mobility period Individuals should not be asked to negotiate academic recognition with staff members who are not authorised to do so or with a committee before or after their study abroad period neither should the student be asked to sit for any other ex aminations or have to do extra work after having returned 4 The Erasmus programme provides a template for the Learning Agreement where the requirements for responsible persons are defined as follows Responsible person in the sending institution an academic who has the authority to approve the mobility programme of outbound students Learning Agreem
57. learning General arrangements for the recog nition of non formal and informal learning are explained in the Rules of Proce dure for the Recognition of Prior Learning which were endorsed by the Senate in 2012 The document explains the process the criteria and the recognition Example III Qualification requirements and regulations In order to obtain the professional Bachelor s degree and qualification the stu dent has to fulfil the following programme requirements Acquire general and course specific course learning outcomes Acquire optional course learning outcomes Follow a company placement Prepare and defend the Bachelor s paper Profile of the programme The programme equips students with the knowledge skills and abilities to be come competent managers in changing socio economic conditions Stu dents learn to apply their knowledge by managing processes solving prob lems and making decisions The awarded qualification acknowledges that graduates are able to determine and formulate enterprise performance prin ciples to plan and manage work according to the business objectives and to work with people and be ready to adapt in rapidly changing management en vironments This is in accordance with the category 5 professional qualification level of the professional standard Enterprise and Institutional Manager and corresponds to level 6 of both the Latvian Qualification Framework LQF and the Eu
58. ll be the case of mobility windows and degrees which integrate a compulsory period abroad signatures of the three parties the student representatives of sending and receiving institutions 7 2 2 Learning Agreement for work placements The Learning Agreement is also essential for work placements as a binding docu ment outlining the learning activities to be carried out by the student within this edu cational component The commitment of the receiving organi sation is to provide quality work placement relevant to the student s learning path with clearly defined learning outcomes and to issue a Work Placement Certificate upon completion of the work placement The commitment of the sending institu tion is to ensure the quality and relevance of the work placement monitor the stu dent s progress and to grant recognition of the ECTS credits for the successfully completed learning outcomes The Learning Agreement for work place ments should be signed by the three par ties the student the sending institution and the receiving organisation company Work Placements Recommended elements for the Learning Agreement for work placements name and contact details of the student names addresses and contact persons of sending institution and receiving organisation company etc student s field of study at sending institution ISCED F codes study cycle short first second third cycle type of organisatio
59. me and nationally acknowledged as the rec ognised award of the joint programme EQAR 2015 Joint programme An integrated curriculum coordinated and offered jointly by different higher educa tion institutions and leading to double multiple degrees or a joint degree Ibid Learner L An individual engaged in a learn ing process formal non formal or informal learning Students are learners involved in a formal learning process Learning Agreement A formalised agreement of the three par ties involved in mobility the student the sending institution and the receiving insti tution or organisation enterprise to fa cilitate the organisation of credit mobility and its recognition The agreement is to be signed by the three parties before the start of the mobility period and it is intended to give the student the confirmation that the credits he she successfully achieves during the mobility period will be recognised Learning mobility Learning mobility is normally understood to involve physical mobility in which the learner student moves to an institution in another country for part or all of a pro gramme of study The majority of such mo bility takes place in the context of planned and organised programmes The credits from such mobility are formally recognised by the sending institution There is also a considerable amount of free mover mobility which depends on individ ual initiative As well a
60. mester to another They may also be formulated in terms of detailed rules on what components must and or can be taken at what stage and of what level e g compulsory courses optional courses and prerequisites Independent learners joining a formal pro gramme should receive appropriate coun selling advice to support them in comply ing with progression requirements Where relevant this counselling should include recognition of prior learning and experi ence Flexible programme structures allow students choice including by incorporat ing possibilities to access new modes of learning and teaching 3 5 Learning teaching and assessment Higher education institutions need to de fine their learning and teaching objectives in relation to their study programmes and how they should be delivered and assessed General principles for learning teaching and assessment Some general principles concerning learn ing teaching and assessment should be taken into account when delivering a pro gramme of study regardless of the mode of learning and teaching Open dialogue and participation The student centred approach requires an open dialogue and reflective feedback be tween students teachers and the relevant administrators through which their needs and aspirations can be expressed and dis cussed All stakeholders should be involved in constructive discussion of programme design and delivery Student representa tives s
61. n De scriptors which have served as one of the foundations along with ECTS for the Framework for Qualifications of the Euro pean Higher Education Area Degree mobility Learning mobility for degree purposes even if only part of the programme is undertaken abroad e g ina jointly delivered or jointly awarded degree programme Mapping University Mobility Project 2015 Degree programme The set of educational components lead ing to the award of a degree to a student after successful completion of all the requirements Diploma Supplement The Diploma Supplement DS is a docu ment accompanying a higher education diploma providing a standardised descrip tion of the nature level context content and status of the studies completed by its holder It is produced by the higher edu cation institutions according to standards agreed by the European Commission the Council of Europe and UNESCO The Diplo ma Supplement is also part of the Europass framework transparency tools It has the following eight sections of information the holder of the qualification the qualification its level and function e the contents and results gained certification of the supplement e details of the national higher education system concerned provided by the National Academic Recognition Information Centres NARICs any additional relevant information Graduates in all the countries taking part in the Bologn
62. n company private public etc period of training from to at the receiving institution and ECTS credits learning outcomes to be acquired by the trainee at the end of the traineeship detailed programme of the traineeship period including tasks deliverables number of working hours per week level of competence in the workplace language that the student has or agrees to acquire by the start of the study period if applicable monitoring arrangements and evaluation plan provisions for changes for the Learning Agreement for work placements recognition arrangements in the sending institution signatures of the three parties the student representative of the sending institution and receiving organisation company including the supervisor of the trainee 7 3 Transcript of Records The Transcript of Records provides an up to date record of students progress in their studies the educational components they have taken the number of ECTS cred its they have achieved and the grades they have been awarded Since the Transcript is a vital document for recording progress and for recognising learning achievements it is crucial to de termine who is responsible for producing it how it is issued and how it is delivered Most institutions produce the Transcript of Records from their institutional databases It is important to keep it in mind that the Transcript may be used in other contexts e name
63. n recent years both within the Bologna Process and in individual coun tries to help the academic community and other stakeholders in higher education to move in the direction of the changes advo cated by the Bologna Process The revised Guide takes into account re cent developments in the Bologna Process such as the establishment of the EHEA the consolidation of lifelong learning the paradigm shift from teacher centred to student centred higher education the in creasing use of learning outcomes and the development of new modes of learning and teaching It includes a specific focus on programme design and delivery and builds on the experience of higher education institutions in using qualifications frame works and in applying ECTS principles in academic practice The Guide is offered to students and other learners academic and administrative staff in higher education institutions as well as to employers education providers and all other interested stakeholders For ease of reading the term student is used to re fer to all learners in higher education in stitutions whether full time or part time engaged in distance on campus or work based learning pursuing a qualification or following stand alone educational units or courses The revised Guide has been written by a working group of practitioners appointed by Bologna countries and stakeholders as sociations It has been submitted for con sultation to s
64. nformation on its programmes and indi vidual educational components Course Catalogue Recommended elements for the Course Catalogue General information name and address description of the institution including type and status academic authorities academic calendar list of programmes offered admission requirements including language policy and registration procedures Resources and services student affairs office accommodation housing meals cost of living financial support for students medical facilities insurance facilities for students with disabilities and special needs arrangements for the recognition of credit mobility and prior learning formal informal and non formal ECTS credit allocation policy institutional credit framework arrangements for academic guidance learning facilities international mobility possibilities practical information for incoming mobile students language courses work placement possibilities sports and leisure facilities student associations Course Catalogue Information on programmes qualification awarded length of programme number of credits level of qualification according to the National Qualification Framework and the European Qualifications Framework field s of study e g ISCED F specific admission requirements if applicable specific arrangements for recognition of prior learning formal non formal and informal
65. nised student mobility programme for example Erasmus A free mover chooses a host institution and organises his her credit mobility at that institution Grade distribution table G Grade distribution tables show how the existing national or in stitutional scale is being used in the institu tion whether in open access or selective systems and allow for comparison with the statistical distribution of grades in a parallel reference group of another insti tution They represent the statistical distri bution of positive grades pass and above awarded in each field of study in a specific institution Informal learning Learning resulting from daily activities related to work fam ily or leisure which is not organised or structured in terms of objectives time or learning support it may be unintentional from the learner s perspective examples of learning outcomes acquired through in formal learning are skills acquired through life and work experiences project man agement skills ICT skills acquired at work languages learned intercultural skills ac quired during a stay in another country ICT skills acquired outside work skills acquired through volunteering cultural activities sports youth work and through activities at home e g taking care of a child Council Recommendation 2012 C 398 01 Joint degree J A single document which is awarded by higher education institutions offering the joint program
66. nna Ministerial Conference Building on the main objec tive of the Bologna Process since its incep tion in 1999 the EHEA is meant to ensure more comparable compatible coherent and attractive systems of higher education in Europe European Qualifications Framework for Lifelong Learning EQF The European Qualifications Framework for Lifelong Learning is a common Euro pean reference framework which enables countries of the European Union to link their qualifications systems to one another It was adopted by the European Parliament and Council on 23 April 2008 The EQF uses eight reference levels based on learn ing outcomes that are defined in terms of knowledge skills and competence It shifts the focus from input lengths of a learning experience type of institution to what a person holding a particular qualification actually knows and is able to do It makes qualifications more readable and under standable across different countries and systems in the European Union Flexibility Refers to measures through which the provision of higher education is made more flexible The idea behind this concept is to open up higher education to more people and to increase adaptability to the multiple life worlds in modern societies It also relates to flexibil ity in programme curriculum design and approaches to learning and teaching Formal learning Learning typically provided by an educa tion or training institution structured
67. nt and the Council in 2009 2009 C 155 02 ECVET is intended to facilitate the transfer accumulation and recognition of assessed learning outcomes of individuals who are aiming to achieve a qualifi cation in vocational education and training VET Like ECTS ECVET facilitates and supports students in shaping their own learn ing pathway through accumulation of credits whether within a certain in stitution from institution to institution from country to country and be tween different educational sub systems and contexts of learning i e formal non formal and informal learning and helping them to build on their individ ual learning styles and experiences Like ECTS ECVET is based on the notion of 60 credits but the allocation of credits is a different one Often ECVET is used to record and accumulate as sessed learning outcomes without a conversion in credit points Therefore instead of credit conversion the recognition of learning from VET should be based on learning outcomes ECTS and quality assurance ECTS and quality assurance This section outlines how ECTS contributes to quality enhancement in HEls and gives examples for the evaluation of ECTS implementation The primary responsibility for quality assur ance lies with each institution as agreed by Education Ministers of the countries in volved in the Bologna Process Berlin Com muniqu 2003 Internal quality assurance involves all procedu
68. nt criteria established and published by the Institution It should be understood that they will be expected to report on and doc ument their decisions through regular re ports to an appropriate committee e g at departmental faculty or institutional level Nota Bene skills acquired in various ways There is a wide range of assessment methods for recognising prior learning and experience One of the assessment tools is a portfolio method Portfolios include documents that learners have collected in order to reveal individual A portfolio takes into account a collection of materials that verify skills and knowledge acquired through previous experience in non formal and informal learning A portfolio includes references from employers and supervisors it may include a performance appraisal CV and other documents By using a portfolio the assessor analyses a range of information that learners have pro vided Learners may require help and advice when preparing their portfolios Institutions should develop recognition policies for non formal or informal learn ing These policies should include elements such as advice feedback to learners on the results of the assessment and the possibili ty for learners to appeal Institutions should also create facilities for advice counselling and recognition of non formal and infor mal learning These may take different forms depending on national and institu tional practices e g t
69. nted towards their degree on their return to studying in their home institu tion In the following years it came to be used not only for transferring credits on the basis of workload and achieved learn ing outcomes but also for accumulating them in institutions degree programmes ECTS helps in the design description and delivery of programmes makes it possible to integrate different types of learning in a lifelong learning perspective and facil itates the mobility of students by easing the process of recognising qualifications and periods of study ECTS can be applied to all programmes whatever the mode of delivery classroom based work based distance learning or the status of students full time part time and to all kinds of learning contexts formal non formal and informal The ECTS Users Guide offers guidelines for implementing ECTS and links to useful supporting documents Following the re quest from Bologna Ministers in Bucharest Bucharest Communiqu 2012 the ECTS Users Guide of 2009 has been revised in order to strengthen the meaningful im plementation of learning outcomes in the EHEA The Guide takes forward the objec tive of Ministers to call on institutions to further link study credits with both learning outcomes and student workload and to in clude the attainment of learning outcomes in assessment procedures This revised version is based on a solid foundation of work done i
70. ntify the relevant scientific literature bibliography and sources to address a historiographical problem the ability to communicate re search results in various ways according to the target audience a knowledge of and ability to use the main tools of other social and humanistic sciences as well as history a solid knowledge of the general lines of human history spe cialised knowledge of one broad period of history Ancient Medieval Mod ern Contemporary an ability to communicate in at least one language of the EU in addition to Italian as well as basic ICT competences for communicating retrieving and elaborating on historiographical texts and data Occupational profile s of graduates Those holding the first cycle award Laurea in History are able to carry out various activities for public and private organisations with responsibilities relating to coordinating and executing historical research to preserving and valorising the cultural patrimony especially as regards archives libraries and material culture to publishing journalism and in the various contexts in which historical culture and its popularisation are useful including public adminis tration and international cultural relations Graduates can enter programmes for the preparation of teachers in the areas of History and Literature they can compete for positions in the public sector linked to teaching archive manage ment libraries and museums parliamentary documentation
71. nts Luc Fran ois Belgium Union ESU Volker Gehmlich Germany Robert Wagenaar The Netherlands Nerses Gevorgyan Armenia Judit Hidasi Hungary Maria Kelo European Association for Quality Assurance in Higher Education ENQA Eliane Kotler France Sandra Kraze European Association of Institutions in Higher Education EURASHE Annex 1 Glossary yf gt Glossary Accumulation of credits PAN The process of collecting credits awarded for achieving the learn ing outcomes of educational components in formal contexts and for other learning ac tivities carried out in informal and non for mal contexts A student can accumulate credits in order to obtain qualifications as required by the degree awarding insti tution or to document personal achieve ments for lifelong learning purposes Allocation of credits The process of assigning a number of cred its to qualifications degree programmes or single educational components Cred its are allocated to entire qualifications or programmes according to national legis lation or practice where appropriate and with reference to national and or European qualifications frameworks They are allo cated to educational components such as course units dissertations work based learning and work placements taking as a basis the allocation of 60 credits per full time academic year according to the estimated workload required to achieve the defined learning o
72. oject EGRACONS co funded by the EU Lifelong Learning Programme http egracons eu European Recognition Manual for Higher Education Institutions http eurorecognition eu Manual EAR 20HEI pdf Joint Degrees from A to Z project co funded by the EU Erasmus Mundus Programme http www nuffic nl en expertise jdaz Mapping University Mobility project MAUNIMO http www maunimo eu index php the maunimo project Portal on joint programmes of the European Consortium for Accreditation in Higher Education ECA co funded by the EU Erasmus Mundus Programme http ecahe eu w index php Portal Joint_programmes Practical Guide to designing degree programmes with integrated transnational mobility MOCCA project Model for Core Curricula with Integrated Mobility Abroad co funded by the EU Socrates Programme Student Centred Learning toolkit for students staff and higher education institutions Brussels project of the European Students Union co funded by the EU Lifelong Learning Programme http www esu online org resources 6068 Student Centred Learning Toolkit Tuning Academy project http tuningacademy org Me g a gt Annex 4 Examples programme pronles Examples for programme profiles and formulations of programme learning outcomes The examples below show different ways of describing programme profiles and or single course units These are not absolute models to be followed but examples of good practice base
73. onal development In the context of the European Qualifications Framework competence is described in terms of responsibility and autonomy Recommendation 2008 C 111 01 Competences can be generic or subject specific Fostering competences is the object of a process of learning and of an educational programme Learning outcomes express the level of competence attained by the student and verified by assessment They are statements of what a learner knows understands and is able to do on completion of a learning process Ibid They are formulated by academic staff involving students and other stakeholders In order to facilitate assessment these statements need to be verifiable 3 3 The programme learning outcomes The programme learning outcomes are based on the programme profile and describe what a student knows understands and is able to do on completion of the programme Formulating programme learning outcomes Considerable care needs to be taken in formulating learning outcomes The follow ing non exhaustive list provides a set of guidelines which has proved to be helpful Nota Bene e The learning outcomes should adequately reflect the context level scope and content of the programme The statements of learning outcomes have to be succinct and not too detailed The learning outcomes have to be mutually consistent The learning outcomes should be easily understandable and verifiable in terms of what the student has
74. or a job in their own or in another country To ensure transparent and coherent in formation on the performance of the in dividual student each HEI should provide in addition to their national institution al grading scale and an explanation of the scale a statistical distribution table of the passing grades awarded in the programme or field of study attended by the student grade distribution table showing how the grading scale is actually used in that pro gramme The grade distribution table was first introduced in the ECTS Users Guide in 2009 as a replacement for the previous ECTS grading scales A B C D E which are not used anymore Even in cases when transferring the grades is not necessary in the local academic tra dition of receiving institutions calculating a grade distribution table will facilitate fair treatment of the incoming students on their return to the sending institution It should be noted that it is also good prac tice to provide internal boards of examiners with detailed statistical data on examina tion grading in order to make the process more transparent and indicate any dispar ities which may indicate issues for further consideration Partners in joint degree programmes should agree in advance within their con sortium how they will deal with grading and transfer of grades Grade distribution tables show how the ex isting national or institutional scale is being used in the instit
75. ourse duration in the case of the seven sectoral professions The obligation to ex press course duration in terms of full time academic years and total numbers of hours will remain for medical doctors general care nurses dentists and midwives For veterinary surgeons pharmacists and architects the obligation covers only full time academic years Similarly ECTS may also be used in levels d and e of the qualifications grid used in the General System which covers all other qualification based regu lated professions in the EU and the EEA The new Directive has extended its scope to the recognition of work place ments which are necessary to have access to a regulated profession These can be undertaken in any EU EEA member state irrespective of where the qualification is delivered and enjoy full recognition Recital 27 states that the recognition of a professional traineeship completed in another Member State should be based on a clear written description of learning objectives and as signed tasks to be determined by the trainee s supervisor in the host Member State Article 55a requires Competent Authorities to publish guidelines on the organisation and recognition of professional traineeships carried out in anoth er Member State or ina third country in particular on the role of the supervisor of the traineeship Finally the new Directive introduces common training frameworks based on common sets of knowledge
76. pdf Official documents of the European Union Council Recommendation 2012 C 398 01 of 20 December 2012 on the validation of non formal and informal learning http eur lex europa eu LexUriServ LexUriServ do uri OJ C 2012 398 0001 0005 EN PDF Communication from the Commission COM 2001 678 of 21 November 2001 Making a European Area of Lifelong Learning a Reality http eur lex europa eu LexUriServ LexUriServ do uri COM 2001 0678 FIN EN PDF Directive of the European Parliament and of the Council 2005 36 EC of 7 September 2005 on the recognition of professional qualifications http eur lex europa eu legal content EN TXT PDF uri CELEX 02005L0036 2014 0117 amp from EN Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning http eur lex europa eu legal content EN TXT PDF uri CELEX 32008H0506 01 amp from EN Regulation of the European Parliament and of the Council EU No 1288 2013 of 11 December 2013 establishing Erasmus the Union programme for education training youth and sport http eur lex europa eu LexUriServ LexUriServ do uri OJ L 2013 347 0050 0073 EN PDF Websites and useful links ENIC NARIC Network http www enic naric net European University Association EUA occasional papers on Massive Open Online Courses MOOCs http www eua be Libraries Publication MOOCs_ Update_January_2014 sflb ashx
77. portunities for students with different profiles or needs e g people with caring responsibilities or people with disabilities The integration of digital technologies in higher education provision is having a significant impact on learning and teaching approaches The al location of credits to learning outcomes which are achieved through new modes of delivery made possible by technology are based on the same principles as the allo cation of credits to learning outcomes for traditional educational components Appropriate assessment of achievements Credits are awarded when appropriate as sessment shows that the defined learning outcomes have been achieved at the rele vant level If the student has not achieved the learning outcomes no credits will be awarded The number of credits award ed to the student who demonstrates the achievement of learning outcomes is the same as the number of credits allocated to are used to evaluate the student s prog ress and ascertain the achievement of the learning outcomes of a course unit or mod ule whereas assessment criteria are de scriptions of what the student is expected to do in order to demonstrate that a learn ing outcome has been achieved In order to be appropriate the assessment methods and criteria chosen for an edu cational component have to be consistent with the learning outcomes that have been defined for it and with the learning activi ties that have taken place
78. r purpose Quality assurance is often referred to in the context of a con tinuous improvement cycle i e assurance and enhancement activities Recognition academic recognition Approval of courses qualifica tions or diplomas from one domestic or foreign higher education institution by another for the purpose of admitting stu dents to undertake further studies Academic recognition can also be sought for an academic career at a second institu tion and in some cases for access to other employment activities on the labour mar ket academic recognition for professional purposes As regards the European Higher Education Area three main levels of recog nition can be considered as well as the in struments attached to them as suggested by the Lisbon Convention and the Bologna Declaration i recognition of qualifications including prior learning and professional experience allowing entry or re entry into higher education ii recognition of short study periods in relation to student mobility having as the main instrument the ECTS European Credit Transfer System recognition of full degrees having as the main instrument the Diploma Supplement Vlasceanu et al 2004 Recognition of credits The process through which an institu tion certifies that learning outcomes achieved and assessed in another institu tion satisfy some or all requirements of a particular programme its component or qualification
79. ramme of study abroad should be compatible with or complementary to the learning outcomes of the home degree programme for which recognition is to be granted after the study period abroad This makes it easier for the credits gained in the receiving institution to replace flexibly an equivalent number of credits in the send ing institution s degree programme It is also possible to record the mobility period as a whole instead of recording it compo nent by component The Learning Agreement should identify a set of suitable educational components to be taken at the receiving institution and how they will be integrated into the pro gramme of the sending institution The number of credits to be gained at the re ceiving institution should be proportionate to the time of study abroad The student is expected to take educational components of 60 ECTS per full time academic year The receiving institution commits to reg ister the incoming student in the planned educational components verifying that these components are available for the foreseen mobility period Once it is signed by all three parties the Learning Agreement can be modified thereafter if necessary by agreement of all three parties concerned Nota Bene New modes of ICT enabled learning allow students to access and follow cours es outside their own institution virtual mobility Such students should be offered clear academic guidance and a Learning
80. res focus groups or interviews or by monitoring the results achieved Whatever method is used feedback from students staff and where appropriate stakeholders should consti tute an essential element for checking and revising credit allocation Data on comple tion times and the assessment results of programmes and their components should also be used It is important to inform students and staff about the purpose of the monitoring exer cise and howit will be carried out to ensure accurate answers and a high response rate If the information gathered reveals a dis crepancy between the workload foreseen and the time actually taken by the majority of students to achieve the defined learning outcomes it will be necessary to revise the workload credits learning outcomes or learning and teaching activities and meth ods This could also involve redesigning the study programme and its educational components The revision should be done as soon as possible without creating prob lems for those who are currently taking the programme and should be communicated to those who had participated in the mon itoring exercise in order to foster an on going cooperative feedback culture in the institution ECTS for mobility and credit recognition This section deals with credit transfer and recognition in general which takes place both in degree mobility and credit mobility Successful learning mobility requires ac ademic recogn
81. res undertaken by high er education institutions to ensure that the quality of their programmes and qual ifications meets their own specifications and those of other relevant bodies such as quality assurance agencies External quality reviews undertaken by quality assurance agencies provide feedback to institutions and information to stakeholders Quality assurance principles and processes apply to all modes of learning and teaching for mal non formal informal new modes of learning teaching and assessment The European Standards and Guidelines for Quality Assurance in the European Higher Education Area ENQA 2005 support in ternal and external quality assurance The European Standards and Guidelines ESG are a set of standards and guidelines for internal and external quality assurance in higher education The ESG are not standards for quality nor do they prescribe how the quality as surance processes are implemented but they provide guidance covering the areas which are vital for successful quality provision and learning environments in higher education The ESG should be considered in a broader context that also includes qualifications frameworks ECTS and the Diploma Supplement that also contribute to promoting the transparency and mutual trust in higher education in the EHEA Nota Bene Standards 1 2 1 3 1 4 and the associated guidelines refer to areas related to ECTS in particular programme design Student
82. ription of the First Cycle degree programme Business Administration Title of the programme Business Administration Level of programme Professional Bachelor s degree programme Qualification awarded Enterprise and Establishment Manager Level of qualification On successful graduation from the programme the graduate obtains a Profes sional Bachelor s Diploma and the qualification Enterprise and Establishment Manager which corresponds to the 5th professional qualification level and it corresponds to the level 6 of the Latvian Qualifications Framework LQF and European Qualifications Framework level 6 Specific admission requirements Enrolment in the study programme is organised according to the Enrolment Regulations of the School which are endorsed by the Senate for each coming academic year Specific arrangements for recognition of prior learning For recognition of non formal and informal learning there is a legal framework to promote and implement lifelong learning On 10 January 2012 the Cabinet of Ministers issued Rules of Procedure for Recognition of Learning outcomes in Prior Learning or professional experience Number 36 The procedural doc uments have been developed by the School and endorsed by the Senate Life long learning activities have been designed to facilitate LLL Programmes are designed with learning outcomes which ensures transparency and compara bility ECTS is applied to lifelong
83. rks and descrip tors should be calibrated National frameworks are normally more detailed than these overarching frame works reflecting the range of tertiary qual ifications offered in the country Higher Education Institutions which imple ment ECTS as a credit system will need an institutional framework which correlates with the national and international frame works The institutional framework will in dicate how ECTS credits are to be used nor mally specifying a minimum credit value for an educational component to facilitate in ter multi disciplinary programmes which will be created by combining educational components from across a range of disci plines European and national frameworks indicate the level of the final qualification 3 2 The programme profile Thus institutions recognising that not all credits acquired in progressing towards a qualification are at the same level learning outcomes achieved in the third year of a Bachelor degree for example will tend to be more complex than those achieved in the first year may specify intermediate credit levels with appropriate descriptors which together with progression rules will help students in progressing along their learning pathways Before designing the programme in detail it should be set in the context of institu tional and departmental mission state ments professional specifications regula tions requirements and the institutional academi
84. rofessional or vocational education and training Each level should in principle be attainable by way of a variety of education and career paths Learning outcomes are specified in three categories as knowledge skills and competence This signals that qualifications in different combinations capture a broad scope of learning outcomes including theoretical knowledge practical and technical skills and social competences where the ability to work with others will be crucial The different cycles of QF EHEA are referenced to the levels of EQF LLL as follows Short cycle qualifications at level 5 First cycle qualifications at level 6 Second cycle qualifications at level 7 Third cycle qualifications at level 8 National education systems may include levels other than those included in the overarching frameworks as long as national frameworks are self certified and referenced against the QF EHEA and the EQF For example while the EQF comprises 8 levels the number of levels in national frameworks currently ranges from 7 to 12 Therefore the fact that short cycle qualifications are in cluded in the QF EHEA does not oblige countries to include such qualifica tions in their national frameworks but it gives explicit recognition to the fact that many national frameworks do include short cycle qualifications The QF EHEA and the EQF provide overar ching frameworks against which national and institutional framewo
85. rogramme learning outcomes University of Deusto http core project eu documents Tuning 20G 20 Formulating 20Degree 20PR4 pdf Moon J 2002 The Module and Programme Development Handbook London Kogan Page Limited http books google co uk books id luKQAgAAQBAJ amp printsec frontcover amp source gbs_ge_ summary_r amp cad O v onepage amp q amp f false Moon J 2004 Linking levels learning outcomes and assessment criteria Edinburgh http www ehea info Uploads Seminars 040701 02Linking_ Levels_plus_ass_crit Moon pdf Moon J 2004 Some thoughts on learning outcomes their roles and use in higher education in the UK Presentation slides from the Using Learning Outcomes Conference Edinburgh http www ehea info Uploads Seminars 04070102Moon pdf Vlasceanu L et al 2004 Quality Assurance and Accreditation A Glossary of Basic Terms and Definitions Papers on Higher Education UNESCO CEPES http siteresources worldbank org INTAFRREGTOPTEIA Resources UNESCO _Glossary_of_QA_and_Accreditation pdf SY Y Project outcomes Competences in Education and Recognition project CoRe http www core project eu EAR Manual a European Area of Recognition project http www eurorecognition eu emanual EMQT project Erasmus Mobility Quality tools co funded by the EU Lifelong Learning Programme https lirias kuleuven be handle 123456789 403903 European Grade Conversion System pr
86. ropean Qualifications Framework The students acquire 240 ECTS 160 Latvian credits in an international study environment The students are eli gible to study under Erasmus exchange programme They also have the op portunity to study with international academic staff from partner universities Organisation and management of internships is part of the programme Example III Key learning outcomes In the programme students will acquire the ability to comprehend economic development regularities and the processes of the national economy They will learn to explain them take part in substantive discussions and make decisions according to changing circumstances They will be able to apply the knowledge gained in entrepreneurship manage ment according to operational and strategic aims They will learn to follow the implementation process and to make decisions and adjustments in order to improve operational and strategic activities Students should be able to carry out professional activity formulate and anal yse information and problems and find solutions in their profession using a scientific approach Moreover they will understand how to act ethically and to take responsibility for the impact of their professional conduct upon the environment and society Finally students will feel comfortable assuming responsibility in a team setting while delegating and coordinating tasks This includes planning and organising their work
87. roup on Qualifications Frameworks published by the Ministry of Science Technology and Innovation Copenhagen February 2005 http www ond vlaanderen be hogeronderwijs bologna documents 050218_QF_EHEA pdf Bologna Conference Using Learning Outcomes Edinburgh 1 2 July 2004 http www ehea info article details aspx Articleld 119 Bologna Framework and Certification 2008 http www ehea info Uploads QF Bologna_Framework_and_Certification_revised_29_02_08 pdf Berlin Communiqu Realising the European Higher Education Area Communiqu of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003 http www ehea info Uploads about Berlin_Communiquel pdf Bucharest Communiqu Making the Most of Our Potential Consolidating the European Higher Education Area Communiqu of the Conference of Ministers responsible for Higher Education in Bucharest on 26 27 April 2012 http www ehea info Uploads 1 Bucharest 20Communique 202012 1 pdf European Standards and Guidelines for Quality Assurance in the European Higher Education Area http www ehea info news details aspx Articleld 355 European Approach for Quality Assurance of Joint Programmes https eqar eu projects joint programmes html Report by the Structural Reforms Working Group to the BFUG Structural Reforms Working Group Strasbourg Brussels Vatican City Warsaw 8 December 2014 http www ehea info Uploads SubmitedFiles 12_2014 154923
88. s After completing this unit the student should be able to Discuss in a comprehensive way the methods available for the introduction of samples to a mass spectrometer Identify methods for ionisation and their advantages and disadvantages Review critically the available types of mass analysers Discuss the use of software in obtaining and analysing mass spectral data Identify the most suitable instrumentation for specific applications and describe the extent and limitations of the data obtained Interpret mass spectral data and present the conclusions drawn in written and oral form Explain to non specialists how mass spectrometry can be expected to provide valuable information in different areas of chemistry and related disciplines Teaching and learning activities Lectures and colloquia 40 hours Student centred learning 90 hours Total student effort 130 hours Assessment criteria Examination on completion of teaching period written or oral weighting 100 Bibliography Mass Spectrometry Principles and Applications E de Hoffmann and V Stroo bant Wiley Chichester 2001 Annex 5 Examples learning outcomes Sample learning outcomes breakdown Learning outcomes breakdown for the second cycle degree programme Advanced Master Marketing Analysis Learning outcome 1 Competence in marketing analysis LO 1 1 Developing complex marketing decision models based on customer relationship management th
89. s 4054_ en pdf Cedefop 2011 Using learning outcomes European Qualifications Framework Series Note 4 http www cedefop europa eu EN Files Using_ learning_outcomes pdf Colucci E Davies H Korhonen J Gaebel M 2012 Mobility Closing the gap between policy and practice European University Association Brussels http www maunimo be images Oslo eua 20maunimo_web pdf Euridyce 2012 Recognition of Prior Non Formal and Informal Learning in Higher Education Overview http eacea ec europa eu education eurydice documents focus on 152 pdf Ferencz Hauschildt K Garam eds 2013 Mobility Windows From Concept to Practice Bonn Lemmens Medien GmbH ACA Papers on International Cooperation in Education http www aca secretariat be fileadmin aca_docs images members ACA_2013_Mobility_windows pdf Gosling D and Moon J 2002 How to use learning outcomes and assessment criteria Third Edition London SEEC http www aec music eu userfiles File goslingmoon learningoutcomesassessmentcriteria 2 pdf Hunt E S Bergan S eds 2010 Developing attitudes to recognition Substantial differences in an age of globalisation Strasbourg Council of Europe Publishing Council of Europe Higher Education Series No 13 Lockhoff J Wegejis B Durkin K Wagenaar R Gonzalez J Dalla Rosa L amp Gobbi M 2011 A guide to formulating degree programme profiles Including programme competences and p
90. s physical mobility it is increasingly possible for learners to participate in virtual mobility This too may be through organ ised joint or shared curriculum or through Open Universities Open Education Re sources MOOCs or other on line material Learning outcome Statements of what a learner knows un derstands and is able to do on completion of a learning process The achievement of learning outcomes has to be assessed through procedures based on clear and transparent criteria Learning outcomes are attributed to individual educational com ponents and to programmes at a whole They are also used in European and nation al qualifications frameworks to describe the level of the individual qualification Learning pathway Learning pathway is a route taken by a learner allowing him her to build knowl edge progressively and acquire the desired set of competences The learning pathway may be signposted through institution guidance and regulations including the recognition of prior learning and experi ence and different learning pathways may lead to the award of the same qualification In essence the concept of a learning path way emphasises the choice of the student in reaching the desired educational goals Level descriptors See under Cycle Level Descriptors and Dublin Descriptors Lifelong learning Alllearning activity undertaken throughout life with the aim of improving knowledge skills
91. s representations http ec europa eu represent_en htm from the delegations in non EU countries http eeas europa eu delegations index_en htm by contacting the Europe Direct service http europa eu europedirect index_en htm or calling OO 800 67891011 freephone number from anywhere in the EU The information given is free as are most calls though some operators phone boxes or hotels may charge you Priced publications via EU Bookshop http bookshop europa eu fe Erasmus Find out more ec europa eu education tools ects_en Atm FEA pd lege m Publications Office N N4 890 VL SO DN ISBN 978 92 79 43559 1 doi 10 2766 87192
92. se of the Process ECTS has become a key tool of the European Higher Education Area EHEA ECTS among the main objectives to be Due to its outcome based approach the use of ECTS serves other purposes of the EHEA It facilitates the recognition of prior learning and experience and encourages a higher level of completion and wider participation in lifelong learning e It establishes a closer link between educational programmes and societal requirements and enhances interaction with all stakeholders including the world of work and wider society e It facilitates mobility within an institution or country from institution to institution from country to country and between different educational sectors and contexts of learning i e formal non formal informal and work based learning through recognition and credit transfer In national legislation the use of ECTS can be a requirement for accreditation of high er education programmes or qualifications 3 ECTS has inspired the development of credit systems in other regions for example in Southeast Asia Latin America and most recently in Africa Student Centred Learning SCL is a process of qualitative transformation for students and other learners in a learning environment aimed at enhancing their autonomy and critical ability through an outcome based approach Nota Bene The SCL concept can be summarised into the following elements Reliance on acti
93. sed through proce dures based on clear and transparent cri teria Learning outcomes are attributed to individual educational components and to programmes at a whole They are also used in European and national qualifications frameworks to describe the level of the in dividual qualification Workload is an estimation of the time the individual typically needs to complete all learning activities such as lectures semi nars projects practical work work place ments and individual study required to achieve the defined learning outcomes in formal learning environments The corre spondence of the full time workload of an academic year to 60 credits is often for malised by national legal provisions In most cases workload ranges from 1 500 to 1 800 hours for an academic year which means that one credit corresponds to 25 to 30 hours of work It should be recognised that this represents the typical workload and that for individual students the actual time to achieve the learning outcomes will vary This Guide uses work placement or placement training period internship and traineeship as synonyms Allocation of credits in ECTS is the process of assigning a number of credits to qualifi cations degree programmes or single edu cational components Credits are allocated to entire qualifications or programmes ac cording to national legislation or practice where appropriate and with reference to nat
94. sonal achievements for lifelong learning purposes The question of whether to refer to students or learners was discussed in depth in the working group and with stakeholders The position reached recognises and welcomes the fact that higher education is moving towards more flexible provision it also recognises the fact that most higher education systems are organised around provision of formal programmes to a clearly defined student body While it was deemed premature to use only the term learner in the Guide the term student is used to encompass all learners in higher education institutions whether full time or part time engaged in distance on campus or work based learning pursuing a qualification or following stand alone educational units or courses Transfer of credits is the process of hav ing credits awarded in one context pro gramme institution recognised in another formal context for the purpose of obtaining a qualification Credits awarded to students in one programme may be transferred from an institution to be accumulated in another programme offered by the same or anoth er institution Credit transfer is the key to successful study mobility Institutions fac ulties departments may make agreements which guarantee automatic recognition and transfer of credits ECTS documentation The use of ECTS credits is facilitated and quality enhanced by the supporting documents Course Cat alogue Le
95. sses They will also be able work as freelancers or in dependent contractors mainly for the development of digital control systems for specific applications Moreover the programme will provide the students with the necessary requirements for academic advancement in the computer engineering and automation field Single course unit Physics Learning outcomes The student who successfully completes the course will have the ability to mas ter the basic concepts of physics both in Newtonian mechanics and in classical electromagnetism He she will be able to demonstrate a solid knowledge of the conservation laws and of the Maxwell equations whose application will al low him her to solve basic problems of dynamics in mechanical systems and of fields configuration in problems of electromagnetism Assessment methods and criteria Assessment methods e Final written exam Final oral exam The written exam is considered a threshold to access the final oral exam A score of 15 points 30 is required to pass the written exam Once the threshold is passed the weight of the oral exam on the final score is about 70 Assessment criteria The student will be assessed on his her demonstrated ability to understand the main contents of the course and to adapt them to specific cases to solve prob lems In the written exam 3 hours 2 problems the student must demonstrate his her capability to deploy the basic concepts to find correct answers
96. takeholders associations ex perts from countries in the EHEA and the Bologna Follow up Group The European Commission has coordinated the drafting and consultation process Finally the Guide has been adopted by Ministers for Higher Education of the European Higher Educa tion Area in 2015 at the Yerevan ministerial conference It is therefore the official Guide for the use of ECTS Me g a gt ECTS key features 2 y r ECTS key features ECTS is a learner centred system for credit accumulation and transfer based on the principle of transparency of the learning teaching and assessment pro cesses Its objective is to facilitate the planning delivery and evaluation of study programmes and student mobility by recognising learning achievements and qualifications and periods of learning ECTS credits express the volume of learn ing based on the defined learning out comes and their associated workload 60 ECTS credits are allocated to the learn ing outcomes and associated workload of a full time academic year or its equivalent which normally comprises a number of educational components to which credits on the basis of the learning outcomes and workload are allocated ECTS credits are generally expressed in whole numbers Learning outcomes are statements of what the individual knows understands and is able to do on completion of a learning process The achievement of learning out comes has to be asses
97. ting the grades awarded so that grades and not just credits are properly reflected in any final qualifications gained Student representatives should be actively engaged in quality assurance processes for ECTS In internal quality assurance where students provide information by responding to surveys on a regular basis focus groups participate in the preparation of the institutions self assessment reports are actively engaged in the bodies responsible for internal quality assurance processes and monitoring of the ECTS credit allocation In external quality assurance where students are members of external review panels of higher education institutions and or programmes ECTS and supporting documents AAE N Looe a y i A ECTS and supporting documents Use of ECTS is supported by documents based on the principles outlined in this Guide This section suggests the elements to be included in these documents as they represent a widely used and accepted way of communicating informa tion which is useful for all students including mobile and non mobile students academic and administrative staff employers and other stakeholders To serve the needs of students institutions should record their achievements in a trans parent way which may be easily understood Therefore this Guide provides the infor mation items that should be included in the main mobility documents in order to foster better understan
98. tionalisation strategy of an institution Mapping Univer sity Mobility Project 2015 Work based learning W Learning delivered by a univer sity college or other training provider in the workplace normally under the supervision of a person from the same company as well as a professional teacher from outside the company Scottish Fund ing Council 2015 Workload An estimation of the time learners typi cally need to complete all learning activ ities such as lectures seminars projects practical work work placements individ ual study required to achieve the defined learning outcomes in formal learning envi ronments The correspondence of the full time workload of an academic year to 60 credits is often formalised by national legal provisions In most cases student workload ranges from 1 500 to 1 800 hours for an ac ademic year which means that one credit corresponds to 25 to 30 hours of work It should be recognised that this represents the normal workload and that for individ ual learners the actual time to achieve the learning outcomes will vary Work placement A planned period of experience outside the institution for example in a workplace to help students to develop particular skills knowledge or understanding as part of their programme Work Placement Certificate A document is issued by the receiving or ganisation enterprise upon the trainee s completion of the work placement and it can
99. to a typical series of three questions per problem During the oral exam 1 2h the student must demonstrate the ability to put into practice and to execute with critical awareness the most important physics laws discussed in the course Example Il Description of the First Cycle degree programme in History and learning outcomes for the course unit Modern History Profile of the degree programme The degree programme in History has the objective of preparing student for the practice of historical research thanks to a solid knowledge of the great historiographical themes and debates and the acquisition of methodologies of the treatment and interpretation of the sources and the use of a clear and rigorous language as appropriate to historiographical discourse The learning experience is organised through cycles of lectures seminars workshops and laboratories Alongside these activities the students are able to attend confer ences workshops and meetings in order to have contact with scientific debate at national and international level The degree programme has four tracks An cient History Medieval History Modern History and Contemporary History Key learning outcomes Graduates of the first cycle degree programme in History will be able to demon strate a critical understanding of the relationship between the present and the past knowledge of and an ability to use the basic techniques of historical re search the ability to ide
100. utcomes for each component Assessment methods The whole range of written oral and prac tical tests examinations projects perfor mances presentations and portfolios that are used to evaluate the learner s prog ress and ascertain the achievement of the learning outcomes of an educational com ponent unit module Assessment criteria Descriptions of what the learner is ex pected to do and at what level in order to demonstrate the achievement of a learning outcome The assessment methods and criteria for an educational component have to be ap propriate and consistent with the learning outcomes that have been defined for it and with the learning activities that have taken place Award of credits The act of formally granting students and other learners the credits that are assigned to the qualification and or its components if they achieve the defined learning out comes National authorities should indi cate which institutions have the right to award ECTS credits Credits are awarded to individual students after they have com pleted the required learning activities and achieved the defined learning outcomes as evidenced by appropriate assess ment If students and other learners have achieved learning outcomes in other for mal non formal or informal learning con texts or timeframes credits may be award ed through assessment and recognition of these learning outcomes Competence C The European Qualific
101. ution whether in open access or selective systems and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution They represent the sta tistical distribution of positive grades pass and above awarded in each field of study in a specific institution It is important to provide additional information on success rates at the same level of aggregation but these should not be used for transfer Grade distribution tables have to be de veloped in a standardised format for refer ence groups of students enrolled in degree programmes belonging to the same field of studies Such groups should be of reliable size in terms of number of students and number of years considered Calculating the grade distribution tables is a task that in many institutions will be under taken at centralised level The production of distribution tables should not cause undue difficulties in institutions as the required data are generally available in institutional infor mation systems and the calculation of percentages is easily done with simple software It only requires the following steps 1 Identify the reference groups within 2 Calculate the absolute number of your institution by using objective and transparent criteria which should be attached to the grade distribution tables produced In the absence of methods based on comparable learning outcomes it is recommended to use the ISCED
102. vant results of own marketing research LO 4 2 Executing a real life business project in an international and interdisciplinary team with different levels of experience LO 4 3 Producing a professionally written report on complex marketing issues and their solutions LO 4 4 Performing a professional oral report on complex marketing issues and their solutions LO 4 5 Communicating marketing solutions to professionals and laymen in English LO 4 6 Making a significant individual contribution to a real life business project Learning outcome 5 Societal competence LO 5 1 Integrating consequences of new developments in data collection LO 5 2 Adjusting decision models to constraints and business objectives More information on the European Union is available on the Internet http europa eu Luxembourg Publications Office of the European Union 2015 ISBN 978 92 79 43559 1 doi 10 2766 87192 European Union 2015 Reproduction is authorised provided the source is acknowledged Printed in the UK Europe Direct is a service to help you find answers to your questions about the European Union Freephone number 00 800 67 891011 The information given is free as are most calls though some operators phone boxes or hotels may charge you HOW TO OBTAIN EU PUBLICATIONS Free publications one copy via EU Bookshop http bookshop europa eu more than one copy or posters maps from the European Union
103. ve rather than passive learning Emphasis on critical and analytical learning and understanding Increased responsibility and accountability on the part of the student Increased autonomy of the student A reflective approach to the learning and teaching process on the part of both the student and the teacher Me g a gt ECTS for programme design delivery and monitoring P ECTS for programme design delivery and monitoring This section deals with the design of educational programmes by higher education institutions HEIs or by other providers The use of ECTS credits aids programme design by providing a tool which improves transparency and helps to engender a more flexible approach to curriculum design and development From an institutional perspective design ing a programme means planning a cur riculum and its components in credits in dicating learning outcomes and associated workload learning activities and teaching methods and assessment procedures cri teria The institutional credit framework should cater for the needs of different pro grammes and support inter and multi dis ciplinary approaches The use of ECTS in HEls requires both an in stitutional credit framework based on insti tutional regulations and a profound under standing of the system by each member of the academic staff Some institutions foster this understanding by regular training for staff members Team based dec
104. wo grade distribution tables from two reference groups belonging to different national grading systems Institution FHV in Austria Passing grades ranging from 1 to 4 Reference group Field of study ISCED Code 071 Engineering and engineering trades Institution University of Ghent in Belgium Passing grades ranging from 10 to 20 Reference group Field of study ISCED Code 071 Engineering and engineering trades Institution FHV in Austria 4 3 1 Sufficient Satisfactory Excellent 10 19 34 11 15 13 08 11 96 Institution University of Ghent in Belgium 100 90 80 70 60 50 40 30 20 10 0 Institution FHV in Austria ISCED F Code 071 Engineering and engineering trades 515 Institution University of Ghent in Belgium 18 2 55 ISCED F Code 071 Engineering and engineering trades In this example a grade 2 Good from the institution in Austria would be transferred into a grade 13 in the institution in Belgium A grade 11 from the institution in Belgium would be transferred into a grade 3 Satisfactory in Austria In this case both institutions have decid ed to use the average in case of overlapping percentage ranges I University of Applied Sciences Vorarlberg Fachhochschule Vorarlberg FHV Me g a gt Annex 3 Recommended reading list Recommended reading list The Bologna Process related documents A Framework for Qualifications for the European Higher Education Area Bologna Working G

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