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

September 2007 Nathalie Depoorter

Quality Assurance and ECTS

Tempus project, Mostar, September 2007


Table of Content

ECTS : the history Quality Assurance and ECTS

Tuning Educational Structures in Europe Study workload ECTS users’ guide ECTS label/ Diploma Supplement label

ECTS: the future


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, …



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



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


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”


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


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/

http://www.tuning.unideusto.org/tuningeu/


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


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


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.


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.


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



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





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


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


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)


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



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



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)



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


Prospective method: disadvantages

Complex procedure Too much information and data A lot of procedures to evaluate it High development costs (labour-intensive)




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



Retrospective method: advantages

Easy procedure Little information and data Fast analysis is possible Low cost



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, …


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)


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


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


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


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


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


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


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


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

Documents

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