Actual information on credit system ECTS

1. Actual information on credit system ECTS Prof. Ing. Jan M Honzik, CSc. Faculty of Information Technology Brno University of Technology Czech Republic (National Co-ordinator ECTS/DS ) www.fit.vutbr.cz

2. Key features of ECTS • Student oriented system. • European system for accumulation and transfer, based on student workload and learning objectives (outcomes) and/or competencies. Workload is the time necessary for average student to reach learning objectives, outcomes and competencies of related subject/module. Workload is measured in hours. Contact hours are only the part of the whole workload. Prof. Ing. Jan M Honzik, CSc.

3. Basic aim • Credit Transfer – tool supporting mobility • Accumulation of credits – tool enabling flexibility of study stream • Transparency of education system • Tool for control and evaluation of quality Prof. Ing. Jan M Honzik, CSc.

4. ECTS as system and as proces • ECTS is the system and as such it has several components: • Grade scale for classification and evaluation of reached learning objectives, outcomes and competencies and regulation for its application • Documentation (user guides and forms with recommended structure and outline) • Mechanisms of credit allocation to subjects/modules • Mechanisms of control and evaluation of quality • ECTS is process and it cannot be introduced as One/shot act. It is continually developing and reflecting home, national and European conditions. Prof. Ing. Jan M Honzik, CSc.

5. New role of ECTS • Primarily the ECTS was introduced to support student mobility. It is called transfer feature of ECTS. The reason was to make the transfer simpler and to enable easy and correct acceptation of study results obtained outside the home institution. • In the frame of Bologna process „accumulation feature of ECTS “ is very actual now. The credit is a unit of study progress and it substitutes the „hour“ used historically to measure the amount of teaching activities. A credit expresses all activities - teaching, learning, reading, writing, working in library or labs etc. – all educational and supportive activities necessary to reach the level of learning outcomes and competencies leading to successful passing the examination. Prof. Ing. Jan M Honzik, CSc.

6. Credits • ECTS is based on agreement representing one academic year by amount of 60 credits. • In ECTS 60 credits are attached to the learning outcomes and the associated workload of an academic year. Current surveys suggest that the European average workload is in the order of 1500 hours for an academic year, the full range varying from 1200 to 1800 hours. One credit stands for learning outcomes which may on average require around 25 working hours[1]. • [1] These numbers are based on surveys that show that in most European countries full-time students work 1500-1800 hours per year. In most cases therefore one credit stands for around 25 to 30 working hours. In practice many students study part-time, this does not mean that their study, in terms of credits, takes longer or shorter. Prof. Ing. Jan M Honzik, CSc.

7. Credit is unit of study progress in the study program. It is quantitative evaluation. Each module/subject is weighted by the appropriate number of credits. This amount of credits is awarded to student who passes examination of module/subject which is assigned this number of credits. Number of awarded credits is not dependent on the quality of performance evaluated in examination. • Bachelor level is specified as study period finished with 180-240 credits • Master level is specified as study period finished with 60-120credits both altogether not exceeding 300 credits. • There are several mechanisms how to allocate credits to module/subject. Prof. Ing. Jan M Honzik, CSc.

8. Why credit and why 60 ? • With the explosion of information and internet technologies in education process the “hour” (and especially “teaching hour”) is losing its importance in measuring the size or amount of teaching/learning matter as an old unit measuring the weight of module/subject . • There is a desire to build all educational activities in EU countries in tertiary education on ECTS credits .Podle záměru EU budou veškeré terciální vzdělávací aktivity postaveny na kreditech. Prof. Ing. Jan M Honzik, CSc.

9. Allocation of credits to given module/subject is based on the workload of an average student expressed in hours (not only the contact or scheduled hours) and on learning outcomes and competencies assigned to the module/subject. • Value of 60 fits best to all schemes of organization in year, two semesters or three trimester in one academic year. Prof. Ing. Jan M Honzik, CSc.

10. Marking • Marking (or classification0 is qualitative evaluation of the result of student learning. If student passes an examination, the mark has no influence on the amount of given credits. • Resulting evaluation be structured as a multi-component entity. One hundred point scale is used frequently. • ECTS regulations doesn’t mention the module/subject not finished by examination and mark (subject finished by evaluation pass/fail only). • There are different mechanisms how to assign the resulting mark. Cumulative method is more appropriate than averaging (often used at secondary schools in the Czech republic). • There are various types of examinations (written, oral, practical etc.) Prof. Ing. Jan M Honzik, CSc.

11. Marking scale • Marking scale has 5+1 (+1) grades: • A, B, C, D, E + F (FX) pro fail. • Where F means: “some • ECTS marking scale is relative (contrary to tradition of absolute marking). It is usable for sufficiently large cohort of students which pass an examination. (For small group the time-sequence of results of consecutive years may be used). Resulting ECTS mark is based on the order using Gaussian distribution (10-25-30-25-10). Prof. Ing. Jan M Honzik, CSc.

12. The use of quality descriptors such as “excellent” or “good” is not appropriate as they express a value judgment whereas the ECTS grades are meant solely to interpret the local grade. F: Fail – some work required to pass FX: considerable further work required Prof. Ing. Jan M Honzik, CSc.

13. Modules and modularity • Module (subject) consist of one or more subjects self-contained into one unit – module • Module is one component of curriculum • Module is finished by examination • It is desirable that module is finished in one semester (trimester). • Module has one mark and one amount of credits. • Module has pre-requisite and/or co-requisite content. • It is strongly recommended not to design small modules. • Recommended is size is of 5 or multiple of 5. It is not acceptable to award partial amount of credit value for or successful passing a part of module. Prof. Ing. Jan M Honzik, CSc.

14. Joint degree • Design of „European Joint Degree Courses” • Building of networks based on orientation, faculties or universities • Support of mobility by simplifying of recognition • „Academic recognition“ – recognition of credits an marks earned on the partner institution • (viz. learning agreement) – basic right of student basic student right Prof. Ing. Jan M Honzik, CSc.

15. ECTS and its application • It is expected that ECTS will be used in all forms of tertiary education including the life/long learning Prof. Ing. Jan M Honzik, CSc.

16. Basic documents and forms or mobility with ECTS • Application form • „Learning agreement“ • Transcript of Records • „Certification on recognition“ • Diploma supplement • Information Package Prof. Ing. Jan M Honzik, CSc.

17. Certificates of quality • „ECTS Label“ • Diploma Supplement Label • „site-visit“ – tool for consulting and advice for preparation of documents for labels Prof. Ing. Jan M Honzik, CSc.

18. Credits for accumulation • Bologna process recommends average workload 60 credits per academic year. There are some individual exception described in ECTS User Guide. • Bachelor study program comprises 180 / 240 credits (in prescribed structure). • Master study program as the continuing on the top of bachelor degree consist of 60 – 120 credits. Altogether with bachelor the sum should not exceed 300 credits. Prof. Ing. Jan M Honzik, CSc.

19. Doctor study program is still discussed. The nominal length varies between 3 and 4 years. • Credit system is supposed to be used in various modes of tertiary education, in vocational profession education and in training activities. • Transfer of credits between different study programs is based mostly on learning outcomes and competencies. Under wide discussion is recognition of credits assigned to practicing adequate profession. Prof. Ing. Jan M Honzik, CSc.

20. Under the discussion is “the level of credit” and “qualification framework” of education based on Bloom taxonomy and Dublin descriptors. Some marginal discussion mentions the “expiration of credits”. • ECTS enables customizing the study program to fit the desires and planes of the student and allows design of interdisciplinary study programs. • The unit “student-credit” might be used in financial and budget balance and judgement. Prof. Ing. Jan M Honzik, CSc.

21. ECTS as system and process • ECTS is system and it has number of components: • Mechanism of allocation of credits to modules/subjects • Marking system and regulation for using it • Mechanism of control and evaluation of quality • Standardized documents supporting ECTS (ECTS User Guide, Information/Study Catalogue • Terminology (continually changing and elaborating in time) • ECTS is process and it cannot be introduced as one-shot act. It is developed under the circumstances of university, national and European conditions. Prof. Ing. Jan M Honzik, CSc.

22. It is crucial so that all regulations, features and usage of ECTS is the absolute uniform through the whole institution. • Introduction of ECTS is dependent on the strong support of advanced information system, enabling the displaying and producing documentation in home language and in English language. Prof. Ing. Jan M Honzik, CSc.

23. Problems with ECTS • Usage of credits in doctoral studies: a credit is defined mostly as “workload”. Doctoral study is to be evaluated mostly by “creative results” and not by time units expressing the workload. It is necessary precise formulation of “learning outcomes” to allocate credits to different items of activity in doctoral study. • In all EU countries the ECTS is supported by legislation or law (the exception are three countries - including Czech Republic). Still the level of introduction of credits in Czech Republic is on very high level. Prof. Ing. Jan M Honzik, CSc.

24. Diploma supplement • Diploma supplement (DS) is standardised form describing in details the structures and most important features of the national and institutional environment. It is very useful on labour market. • DS is tool for: • Making the university more transparent • Making easier the recognition and acceptation of reached education • Enlarging of employability in EU • DS should be issued for all students free of charge Prof. Ing. Jan M Honzik, CSc.

25. „ECTS Label“ and „DS Label“ • European Commission introduces the mechanisms of on „evaluation of European dimension of higher education“ and the degree of „internationalisation“ of university by means of aspiration for Diploma supplement Label and ECTS Label. • List of institution holding the labels is making public on internet pages. The owning of labels rises the prestige of institution and plays an important role in building the partner links of universities. Prof. Ing. Jan M Honzik, CSc.

26. Pros and cons of „Labels“ • Awarding of Labels is strong stimulation of university to introduce ECTS and to improve the structure and processes of teaching and learning. The preparation is long and not easy. A the side effect of the preparation of labels the is thorough self-identification, which is very important for leadership of university. • Labels are awarded to the whole institution and not to it parts (study level, study programme or faculty). As “cons” may be taken the fact, that the effort necessary for successful obtaining the label is unequal for small and private institution with bachelor degree only and for the old, big and stone university consisting of dozens of faculties and thousands of academic staff. Prof. Ing. Jan M Honzik, CSc.

27. Adequate credit system with the functional inter-university transfer of credits still doesn’t exist at doctoral level. • Stress on workload and usage the ECTS marking based on statistics is problematic is problematic for numerous universities at doctoral level. Prof. Ing. Jan M Honzik, CSc.

28. Appendix 1 – Burton Clark triangle Government (napoleonic model) University University (Humboldtian-German model) Market (American model) Prof. Ing. Jan M Honzik, CSc.

29. Appendix 2 „Learning Outcomes“ Blooms taxonomy znalostí Bc • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Creativity??? ing., mgr., MSc,MEng PhD ??? Prof. Ing. Jan M Honzik, CSc.

30. Appendix 3 – Taxonomy of emotion factors of knowledge receiving • Receiving (attending) • Awareness • Willingness to receive • Controlled or selected attention • Responding • Acquiescence in responding • Willingness to respond • Satisfaction to response Prof. Ing. Jan M Honzik, CSc.

31. Valuing • Acceptance of a value • Preference for a value • Commitment (conviction) • Organization • Conceptualization of a value • Organization of a value system • Characterization by a value or value complex • Generalized set • Characterization Prof. Ing. Jan M Honzik, CSc.

32. Appendix 4 Dublin descriptorshttp://www.unibuc.ro/uploads_ro/35714/Dublin_Descriptors_2004Doctor.pdf Qualifications that signify completion of the first cycle (Bc) are awarded to students who: • have demonstrated knowledge and understanding in a field of study that builds upon and supersedes their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; . Prof. Ing. Jan M Honzik, CSc.

33. can apply their knowledge and understanding in a manner that indicates a professional1 approach to their work or vocation, and have competences2 typically demonstrated through devising and sustaining arguments and solving problems within their field of study; • have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues; • can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; • have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy Prof. Ing. Jan M Honzik, CSc.

34. Qualifications that signify completion of the second cycle (MSc) are awarded to students who: • have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; • can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; Prof. Ing. Jan M Honzik, CSc.

35. have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements; • can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; • have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Prof. Ing. Jan M Honzik, CSc.

36. Qualifications that signify completion of the third cycle (PhD) are awarded to students who: • have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; • have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; • have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; Prof. Ing. Jan M Honzik, CSc.

37. are capable of critical analysis, evaluation and synthesis of new and complex ideas; • can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; • can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society; Prof. Ing. Jan M Honzik, CSc.

38. Appendix 5 – Maps of Europe LENGTH OF THE FIRST CYCLE Planned or realised by 2010:  Ba = 180 ECTS Ba = 240 ECTS  VARIABLE  ONE TIER Prof. Ing. Jan M Honzik, CSc.

39. ECTS 2002 - 2010  ECTS   ECTS UNDER DISCUSSION  NO ECTS Prof. Ing. Jan M Honzik, CSc.

40. DIPLOMA SUPPLEMENT 2002 - 2010  DS   DS UNDER DISCUSSION Prof. Ing. Jan M Honzik, CSc.

41. Thanks for your attendance Prof. Ing. Jan M Honzik, CSc. FIT BUT v Brně honzik@fit.vutbr.cz