ECTS – European Credit Transfer and Accumulation System: history… implementation… problems ….

1. ECTS – European Credit Transfer and Accumulation System:history… implementation…problems…. Raimonda Markevičienė 21-23.03.2011

2. ECTS from birth to maturity

3. Key elements: ECTS credits (relative value); Transparent information (Information package, Learning agreement, Transcript of Records, Application form); ECTS grading scale Main principles: Study abroad is a value; Knowledge and trust in partner institutions; Voluntary basis for the introduction; Full recognition of studies abroad ECTS before Bologna process

4. Key elements: Student-centered system; 60 credits attached to the notional workload of a full-time student during 1academic year and the associated learning outcomes; Credits are allocated to qualifications , programmes and educational components; Credits are accumulated with a view to obtaining qualifications; Credits awarded in one programme may be transferred into another programme Main principles: Learner-centred system aiming to increase transparency of learning outcomes and learning process; Facilitates planning, delivery, evaluation, recognition and validation of qualifications and units of learning; Fosters mobility; Can be applied for lifelong learning activities; Preserves national educational autonomy; Applicable to all sectors of higher education ECTS in the Bologna process

5. Application of ECTS – macro level Credits from LO and student workload Credits for agreed LO Credits from LO and student workload Credits from LO only Credits from LO only

6. Implementation of ECTS – evaluation in European documents - BFUG 29Countries implemented credits system used for transfer and accumulation in all programmes Other countries introduced ECTS in separate programmes One-third of the countries linked credits with LO Note: LO, problems of workload and assessment are reported in the section “Qualitative analysis of internal QA inside HEIs” Bologna stocktaking report 2009 m. “ One of the concerns…is that HEIS may learn how to provide a technically correct formal description of LO without implementing them in practice.” LO “Outcomes” of the programmes confused

7. Implementation of ECTS – evaluation in European documents -ESU In 64% of Bologna signatory countries ECTS is in the law 26% countries use other credits systems For the 6% of the countries the situation is unclear Note: “These legal provisions are mainly either a definition of ECTS credits and/or the value for an ECTS credit in terms of workload per credit”, i.e. there is no refence to LO “Bologna with the Student Eye”: • Only 12%of countries estimate and adapt student workload; it usually depends on HEI; • Credits are allocated on the basis of importance or prestige of the course; • Contact hours are still the main method to allocate credits; • Old credits are converted into ECTS using various formulae; • Increase of student workload; • Workload per module decreases but number of assessments increase; • Rigid implementation of the system where 60 credits is seen as a limit a student might take

8. “ ... Implementation of ECTS continues in European HEIs, but not all institutions have introduces ECTS in the spirit that guided its more recent development as a system for transfer and accumulation of credits at institutional and national level.” The workload of ECTS credits is still largely related to contact hours; The workload is not consistently estimated or calculated; Credits are not linked to LO; LO are confused with results achieved by students in term of marks and grades; Recognition of credits by is still considered a problem. Implementation of ECTS – evaluation in European documents - EUA

9. Emphasis: • Attention to credit as a measure for the student workload; • Variety: absolute number of hours per year and credit VS “corridor”; • 3. Hierarchy of various legal documents: law, ministerial decrees, recommendations of rector’s conferences, etc…

10. Main approaches to ECTS implementation on national levels

11. Application of ECTS at microlevel -a study programme perspective Indication of the time students need to complete all learning activities Statements of what a learner is expected to know , understand and be able to do after the process of learning Expressed through competences

12. Student workload – tasks have to be consistent with allocated time Suggestion: studies have to be planned so that student would work about 40 hours per week and 160 hours per month, i.e. standard working week Suggestion:Students must also be provided time for their independent work and thinking process – essence of learning 1 full-time year – 60 credits 1 credit - 25-30 hours

13. Competences and Learning Outcomes confused Bachelor of History - Generic competence LO

14. Credit allocation Notes: Credit allocation that ensures quality of studies is a long process that requires student feedback, constant analysis and teachers’ team-work. There is no direct link between contact hours and credits. Number of credits do not relate to importance or prestige of the course.

15. 10 steps for designing a programme –Tuning approach Implement, monitor, improve

16. Development of the module • NOTE: • Small modules – information more specialized but less integrated • Big modules – clearer structure of the programme, better coherence in the studied subject, but more difficult to transfer to other context and compare. NOTE: Module – a course unit in a system where each course unit carries the same number of credits or a multiple thereof (ECTS)

17. Application of ECTS at microlevel -a student perspective

18. Thank you for your attention!

19. ECTS for accumulation in Lithuania before 2011 Reality: • National credit system for programmes and accreditation • ECTS used only for transfer until now • Mechanical conversion using multiplier 1,5 • Voluntary use by the institutions Problems: • In reality credit not really based on student workload • Credits not used for curriculum design • No credit thinking in the country • No rational connection to Learning outcomes

20. National project – need to respond to European developments • Project title: Development of the Concept of the European Credit Transfer and Accumulation System (ECTS) at the National Level: Harmonization of the Credit and Implementation of the Learning Outcomes Based Study Programme Design • Start: 11.09.2009.Duration 30 months. • Project status – national planning project funded by structural funds. • Project coordinator –Vilnius University , Experts fromVU, VDU, VPU, ISM, KMU, ŠU, VDA, LMTA, KTU, VGTU irand other Lithuanian HE. • Project partners - Vilnius and Utena Colleges

21. Strategic group Project experts TUNING training for the Lithuanian experts Development of strategic documents Analysis of ECTS Iimplementation in EU countries Analysis of legal acts of Lithuania in the light of ECTS implem. Competence development methodology Methodology for development of Generic competences Integration of ECTS in the internal QA system Competences /methodology for 7 subject areas Guidelines of ECTS concept at national level demo versions of 12 (4x3) ECTS based study programmes Investigation and methodology for the profession field research of 7 subject areas Information campaign: conferences, trainings, articles

22. Subject area groups • Rationale: • subject area s should cover wide range – from state regulated to arts; • Subject areas should offer studies at two cycles (Professional; Bachelor; Master)

23. Challenges for the project What about other programmes and institutions About 140 programmes are being renewed Time factor

24. Challenges for institutions