ECTS definition :
• Student centred system,
• Based on student workload required
to :
• Achieve the objectives of a
programme of study, specified in
terms of learning outcomes
ECTS : a double system
• A transfer system : credits are recognised
and allow to change university ; studies
taken at another institution replace part of
the home curriculum.
• An accumulation system : one year of full
time work by a student gives 60 credits.
= the two sides of a same coin for the
recognition of studies.
What is meant by credits ?
• Credits only describe student workload, not
quality of performance, content or level.
• Credits can be allocated to all types of study
programmes, and can be used as a yardstick for
formal as well as informal and non formal
learning (including placement and research)
• They can have a relative or absolute value :
Relative and absolute value
• Relative respect to a common basis for
reciprocal recognition : a complete year’s work is
equivalent to 60 credits. Each assessed activity
gives credits calculated according to the
proportion it represents in relation to the
complete year’s workload (= transfer system)
• Absolute : credits are calculated on the basis of
officially recognised criteria, that is the official
length of a degree programme or unit (=
accumulation system)
ECTS features
• 1 credit stands for 25-30 hours of work (on the base of
38-42 weeks)
• A normal course programme = 60 credits per academic
year. Undergraduate studies = 180/240 credits.
Graduate (Master) studies = 90/120 credits.
• A full academic year (12 month programme) can have a
maximum of 75 credits.
• A
• cycle (Master) programme of 90 credits is normally
based on a length of 14-15 study months (=57-60
weeks)
Learning outcomes and
competences
Why focus on competences ?
• To increase transparency of professional profiles
in study programmes
• To shift to a more learner oriented approach to
education
• To fit with LLL which requires more flexibility
• To develop higher levels of employability and
citizenship
• To develop a shared language for consultation
with all stakeholder
Difference between learning
outcomes and competences
• Learning outcomes are formulated by the
academic staff on the basis of input from
internal and external stakeholders.
• Competences are obtained or developed
by the learners during the process of
learning. They are implemented in a
professionnal context.
Definitions
• Learning outcomes are statements of what
a learner is expected to know, understand,
and/or able to demonstrate after
completions of learning. The can refer to a
single course unit or else to a period of
studies. Learning outcomes specify the
requirements for award of credit. Learning
outcomes may be expressed in terms of
comptences
Definition
• Competences represent a dynamic combination
of knowledge, understanding, skills and abilities.
Competences are formed in various course units
and assessed at different stages. Competences
may be developed to a greater degree than the
level required by the learning outcomes.
• Competences are divided into subject specific
and generic categories.
How to formulate « learning
outcomes » ?
Example 1 :
« If he has successfully completed the
course, the student is able to :
- understand
- the basic concepts of chemistry
- both theoretically et pratically»
How to formulate « learning
outcomes » ? (follow)
Example 2 :
« If he has successfully completed the course, the
student is able to :
- Resolve
- Complex problems of chemistry
- Demonstrating both generic and subject specific
competences»
How to formulate « learning
outcomes » ? (end)
The formulation must show :
- What the student has to do (verb)
- What is the of matter of the work
(substantive)
- How this work proves that the attended
objectives has been achieved (adverb)
How to allocate credits ?
• Credits should be allocated to all learning
activities including work placement. The number
of credits only depends on the workload.
• The workload of a course unit is based on the
total amount of tasks a student is expected to do
as part of the overall programme of study.
• Complexity of material or importance of the topic
should never play a role when credits are
allocated.
Modular and non-modular system
• In a non modular system, each course unit
can have a different number of credits.
• In a modular system, all the course units
have a fixed number of credits, or a
multiple of this number. It makes the
transfer of credits easier, but it is difficult to
change the structure of the programme.
Bottom-up/top-down approach
• Bottom-up approach : the course unit or building
brick is the central point of departure. The risk is
that the teacher overestimates or
underestimates the role ot the course unit and
the connected workload
• Top-down approach : describe the learning
outcomes at the relevant levels, and then
organize the course units necessary to meet the
objectives of the programme.
Notional learning time
• Time employed and the individual background of
the students are the two elements that can be
identified as variables in learning achievements.
• In this context, pre-requisite knowledge when
entering a given qualification, is a basic element.
• The notional learning time is the number of
hours which is expected a “normal” student will
need on average (at a particular level) to
achieve the specified learning outcomes.
• There is a relationship between the effort and
the result of a student.
Four steps
1. Introducing modules/course units
2. Estimating student workload
3. Checking the estimated workload
through student evaluations
4. Adjustment of workload and/or learning
activities.
The Tuning dynamic quality
development circle
Definition of degree
profile
Identification of
resources
programme design : definition of
learning outcomes/ competences
Assessment
and
improvement
“feed back
and
backforward”
ECTS Credits distribution
Selection of types of
assessment
Construction of
curricula:
content and
structure
Selection of teaching and
learning approaches
Accumulation and recognition
• Credits are always awarded in the context of a
coherent programme of study.
• Credits are not interchangeable automatically
from one context to another.
• In the case of LLL, the institution must always
evaluate the work done or competences
obtained before this/these can be included in the
institution’s own degree programme.
• Final examinations at the end of a programme of
study, are intended to prove that the overall
learning outcomes have been achieved.
CREDITS AND LEVELS
• The use of the three Bologna cycles
automatically includes the introduction of
the concept of levels.
• Dublin descriptors : sets of general
descriptors for each cycle.
The ECTS tools
• The course catalogue (indicating the level, number of
credits, learning outcomes and assessment), which can
be consulted on the internet.
• The learning agreement (signed by the appropriate
home and host authorities and the student), for
automatic recognition.
• The transcript of records
• The application form
• The ECTS grading scale or rating scheme : A= the top
10 % ; B = the next 25 % ; C = the following 30 % ; D =
the following 25 % ; E = the final 10 %. (the minimum
number of the cohort must be around 100).