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Quality Assurance and ECTS

This article explores the history of the European Credit Transfer and Accumulation System (ECTS) from 1989 to the present, its advantages for European education, and its integration with quality assurance in education. It also discusses the Tuning Educational Structures in Europe project and different approaches to learning, teaching, and assessment.

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Quality Assurance and ECTS

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  1. Quality Assurance and ECTS Tempus project, Mostar, September 2007 Nathalie Depoorter

  2. Table of Content • ECTS : the history • Quality Assurance and ECTS • TuningEducational Structures in Europe • Study workload • ECTS users’ guide • ECTS label/ Diploma Supplement label • ECTS: the future Nathalie Depoorter

  3. ECTS: the history from 1989 till now • Problems universities faced during internationalisation before ECTS: • Lack of information about the available courses • Lack of academic compatibility • Lack of trust among the institutions in academic respect • ° 1989 as pilot scheme within Erasmus programme • Aim: to facilitate recognition of study period abroad through transfer of credits • Pilot projects successful → ECTS-system adopted by other disciplines, universities, … Nathalie Depoorter

  4. ECTS: the history from 1989 till now • Bologna Declaration (1999): Introduction of a system of readable and comparable degrees • Signatory states have identified ECTS as one of the cornerstones of the EHEA • Large # countries: adopted ECTS by law as accummulation system (or are in the process) • Some countries: ECTS = requirement for accreditation Nathalie Depoorter

  5. ECTS: the history from 1989 till now • New Developments since Bologna • From input to output • Focus on learning outcomes • From knowledge to competences • From teacher- to student-oriented approach • Extension to accumulation Nathalie Depoorter

  6. ECTS: the advantages for European Education • Study programmes: easy to read and compare • Can be used for all types of programmes (LLL, modules..) • Mobile and non-mobile students benefit → used for accumulation within institution → used for transfer between institutions • ECTS covers self-study and work experience (competences)  “European Credit Transfer and Accumulation System” Nathalie Depoorter

  7. Quality Assurance and ECTS: • ECTS is an integral part of Quality Assurance in education • Quality Assurance elements linked to ECTS • TUNING model • Study workload evaluation • ECTS Users’ guide • ECTS-label/Diploma Supplement-label Nathalie Depoorter

  8. Tuning model • a project by and for HEI’s • The answer of the institutions to Bologna & Lisbon declaration/Luxemburg process • Motto: Tuning of educational structures and programmes on the basis of diversity and autonomy http://tuning.unideusto.org/tuningeu/ Nathalie Depoorter

  9. Tuning: objectives • Implement the Bologna-Prague-Bergen process on university level • Implement three cycle system (Ba-Ma-PhD) • Identify common reference points from discipline and university perspective • Develop professional profiles and comparable and compatible learning outcomes • Facilitate employability and LLL by promoting transparency in educational structures (easily readable and comparable degrees) • Develop a common language for all stakeholders Nathalie Depoorter

  10. Tuning methodology • To understand curricula and make them comparable • Five lines of approach: • Generic (general academic) competences • Subject-specific competences • The role of ECTS as an accumulation system • Approaches to learning, teaching, and assessment • The role of quality enhancement in the educational process Nathalie Depoorter

  11. Tuning line 1: generic competences • Questionnaires to graduates, employers, academics • Distinction between ‘importance’ and ‘achievement’ of learning outcomes • Distinction between general, academic and subjectrelated competences  The importance of 30 generic competences and an evaluation of how well HE institutions develop them. Nathalie Depoorter

  12. Tuning line 2: subject specific competences • Agreement on discipline related competencies • Agreement about relation between learning outcomes and content Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Nathalie Depoorter

  13. Tuning line 3: ECTS as accumulation system • Importance of credits for comparison and combination of study tracks • One system (ECTS) is preferable • Linked to Learning Outcomes Nathalie Depoorter

  14. Tuning line 3: ECTS as accumulation system • Learning Outcomes • Expressed in competences • Formulated by academic staff • On the basis of input of internal and external stakeholders • Competences • Dynamic combination of knowledge, understanding, skills and abilities • Obtained by the student Nathalie Depoorter

  15. Tuning line 3: ECTS as accumulation system Nathalie Depoorter

  16. Tuning line 3: ECTS as accumulation system • Relation between credits and QA • Recognition if credit related to level and learning outcomes • Description of complexity, creativity and profundity • Credit related to academic standards • Established (international) system of QA • Transparancy Nathalie Depoorter

  17. Tuning line 4: Approaches to learning, teaching and assessment • Teaching, learning and evaluation is task for HEI • Attention for transfer of general skills and competences • Focus on competences = attention to • New methods of teaching • New criteria for evaluation Nathalie Depoorter

  18. Tuning line 5: quality enhancement in the educational process • Constant effort to improve quality of programme design, implementation and delivery • Responsibility of staff, with contribution of stakeholders and students One of the elements to ensure quality enhancement:  Measuring student workload (as part of ECTS) Nathalie Depoorter

  19. Student workload: essential element of ECTS • 1 ECTS = 25-30 hours study time • 60 ECTS = one academic year • 1500-1800 hours a year • Important to check with reality. Ghent University: two methods • Prospective method: difficult approach • Retrospective method: minimal approach Nathalie Depoorter

  20. Student workload: essential element of ECTS • Prospective method: • All students • Each group is representative (male/female) • Every group is registrating in the same time during 4 weeks in the academic year • 2 ‘normal’ weeks of classes • 1 week in the study period before the exams • 1 week in exam period Nathalie Depoorter

  21. Student workload: essential element of ECTS • Form with a timetable and the following information • Planned activity? (college, study, workshop,…) • Who? (alone, together with friend,...) • Place? (home, dorm, library,…) • Study materials? (book, hand-outs,…) • Study activity? (reading, learning, writing …) • Discipline? (course) Nathalie Depoorter

  22. Student workload: essential element of ECTS • Prospective method: advantages • Stronger design • High student participation: 60-65% • Short time to registrate the information and data • Difficult to manipulate • A lot of information given Nathalie Depoorter

  23. Student workload: essential element of ECTS • Prospective method: disadvantages • Complex procedure • Too much information and data • A lot of procedures to evaluate it • High development costs (labour-intensive) Nathalie Depoorter

  24. Student workload: essential element of ECTS • Retrospective method • After a semester of a year • For every course the following information: • Participation in the planned activities • Preparation time for the planned activities • Tasks • Studying during the semester • Preparation of exams • Other study activities Nathalie Depoorter

  25. Student workload: essential element of ECTS • Retrospective method: advantages • Easy procedure • Little information and data • Fast analysis is possible • Low cost Nathalie Depoorter

  26. Student workload: essential element of ECTS • Retrospective method: disadvantages • Student participation < 50% • Frequently: forms filled in incorrectly • ‘subjective’ reaction of students • Different memories • Other factors such as mood of the day, … Nathalie Depoorter

  27. Diploma Supplement: link with ECTS • Diploma Supplement • Supplement to an official diploma certifying the award of a degree/qualification • Format agreed upon by CoE, Unesco and EC and endorsed by Bologna signatory countries • Covers an entire degree programme (1st, 2nd and evt. 3rd cycle): sum of all ToR • Transparency tool linked to ECTS • Facilitate swift and informed recognition decisions • Also for non-mobile studens (QA) Nathalie Depoorter

  28. Key features: ECTS Users’ guide Information package: • Information on the institution • Information on degree programmes • General description • Description of individual course units • General information for students Nathalie Depoorter

  29. Users’ guide: Information on the institution (part 1) • Name and address • Academic calendar • Academic authorities • General description of the institution (including type and status) • List of degree programmes offered • Admission/registration procedures • Main university regulations (notably recognition procedures) • ECTS institutional co-ordinator Nathalie Depoorter

  30. Users’ guide: information on degree programmes (part 2) GENERAL DESCRIPTION • Qualification awarded • Admission requirements • Educational and professional goals • Access to further studies • Course structure diagram with credits (60 per year) • Final examination, if any • Examination and assessment regulations • ECTS departmental co-ordinator Nathalie Depoorter

  31. Users’ guide: information on degree programmes (part 2) DESCRIPTION OF INDIVIDUAL COURSE UNITS • Course title , course code • Type of course, level of course • Year of study • Semester/trimester • Number of credits • Name of lecturer • Objectives of the course (preferably expressed in terms of learning outcomes and competences) • Prerequisites • Course contents • Recommended reading • Teaching methods • Assessment methods • Language of instruction Nathalie Depoorter

  32. Users’ guide: general information for students (part 3) • Cost of living • Accommodation • Meals • Medical facilities • Facilities for special needs students • Insurance • Financial support for students Nathalie Depoorter

  33. Users’ guide: general information for students (part 3) • Student affairs office • Study facilities • International programmes • Practical information for mobile students • Language courses • Internships • Sports facilities • Extra-mural and leisure activities • Student associations Nathalie Depoorter

  34. ECTS-label/DS-label ECTS-label • Introduced for HEI using ECTS in a correct way in all their degree programmes • Last round: only 21 ECTS labels awarded (Ghent Universitity one of them) • New round to be expected March 2008 DS-label • Correct way of using the Diploma Supplement Nathalie Depoorter

  35. ECTS: the Future • Will be used after 2010: future-oriented concept! • Continuous update of ECTS is required to be successful • Working towards the European Higher Education Area with more institutions: success-story • Glad to be a part of it! Thank you for your attention Nathalie Depoorter

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