C urriculum learning objectives and role of ECTS

1. Curriculumlearning objectivesand role of ECTS Adam Pawełczyk Wrocław University of Technology WUT TEMPUS 7-10/07/2007 Tuzla Bosnia & Herzegowina

2. Definition of curriculum objectives Specific, measurablestatements of outcomes to be achieved by students as a group in the university system

3. Curriculum objective increasing employability

4. What is meant by employability? -an individual’s capability and confidence to enter and manage a career path which fulfils both their potential and their aspirations, whilst enabling them to contribute fully and effectively to the economy and society -the capability to gain initial employment, maintain employment and obtain new employment if required. In simple terms, is about being capable of getting and keeping fulfilling work -the combination of factors and processes which enable people to progress towards or get into employment, to stay in employment and to move on in the workplace For the individual, employability depends on the knowledge, skills and attitudes he/she possesses, the way of using those assets and present them to employers

5. What are curriculum features? • should be based on estimated students workload • should ensure complexity of options for further study or employment • should ensure the students have responsibility for their learning process • should prepare them for lifelong learning • give them choices, including extra-science disciplines • soft skills should be embeded in the curriculum • embeding all aspects of the Bologna Process • should be flexible enough to allow students exchange • transparent to avoid mobility obstructions • embed skills in the curriculum, with an emphasis on sharing examples of good practice across Europe

6. Need of tuning Pernament process of tuning the curricula • The main problem is not because of lack of sufficient quality in higher education, but rather a communication gap between the universities and their environment • Attention should be placed on the importance of meeting the needs of the students and labour market by revision of the curriculum, by systematic assessment of needs, identification of gaps in learning and teaching • quality of the curricula can be confirmed by internal assurance systems and by external evaluation and accreditation

7. Please determine a level of your satisfactionpoints: no -1; rather not – 2; rather yes – 3; yes - 4

8. Crdit system systematic way of describing an educational programme by attaching credits to its components • Lectures • Seminars • Labs • Workshops • Projects • Work placement • Self study • Conferences

9. Crdit system • It may be based on different parameters, such as student workload, learning outcomes, contact hours • ECTS is a student-centred system based on student workload required to achieve the curriculum objectives • Objectives should be specified in terms of learning outcomes and competences to be acquired

10. Crdit system Student workload includes: • time spent in attending lectures, seminars, etc. • preparation for, and taking of examinations, etc. • independent study

11. Crdit system moves from teacher-centred (based on contact hours) to student-oriented approach (based on student workload) based on the convention that 60 credits are awarded to students for successful completion of a full-time workload during one academic year. One credit is awarded for 25 to 30 working hours

12. Why to introduce ECTS? • makes study programmes more understandable • makes European HE systems easier to compare • makes academic recognition easier • facilitates students’ mobility, enriches the academic curriculum and knowledge of other cultures • makes European higher education more attractive for students from other continents • plays an important role within the European Higher Education Area being promoted within the EU

13. Credits can only be obtained • after completion of the work required and • after successful assessment of the learning outcomes

14. ECTS Grading • Not meant to replace national systems of grading • Based on the rank of a student in the assessment being carried out, comparing the relative performance of the student to the remaining students. • This system makes interpretation of the grades awarded simpler and easier to be understood by other institutions

15. Grading Scheme Distributes students obtaining pass grades into groups with the best 10% being awarded a grade A, the next 25% a grade B, the following 30% a grade C, the next 25% a grade D and the final 10% a grade E Two different failing grades: FX to indicate that some more work is required before the credits can beawarded F to indicate that considerable further work is required

16. Not solved ECTS questions Recognition processes The link between credits and learning outcomes is not clear both for the staff and for the students. Allocation of credits and their link to workload and learning outcomes in many cases have to be ‘fine tuned’ after implementation. Sometimes it takes a few years. Course catalogues have to be regularly updated, translated, etc. The ECTS grading scale is still not widely used and the grades are not transferred, … only the credits

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