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A focus on ECTS

A focus on ECTS. The European Credit Transfer ( and accumulation) system. Story begins with Erasmus in 1987 Promoting student/teacher mobility within the EU Cooperation and recognition between HEIs (Higher Education Institutions in Europe)

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A focus on ECTS

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  1. A focus on ECTS

  2. The European Credit Transfer ( and accumulation) system • Story begins with Erasmus in 1987 • Promoting student/teacher mobility within the EU • Cooperation and recognition between HEIs (Higher Education Institutions in Europe) • The whole process was accelerated in the wake of the “Sorbonne and Bologna declarations” (1998 /1999) • And formalized by the Prague declaration May 2001

  3. THE ECTS REVOLUTION!

  4. A kick in the anthill ! Credit Objectives learning outcomes abilities competences ILOs skills Programme profile Soft/hard / transferable

  5. The Definition of ECTS credits • The whole system hinges on the complex nature of ECTS credit • They translate at the same time • The learning objectives of the programme • The amount of work produced by the students • The competences acquired by the students • The three dimensions are inter-related • and combined in the assessment regime

  6. DEFINITIONS • Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. • Defined by the academic staff • Competences represent a dynamic combination of knowledge, understanding, skills and abilities • Achieved by the student • Workload is the total amount of time which the student devotes to his studies • Time needed by the students to transform ILOs into personal competences

  7. ILOs and competences are the warp and woof of the teaching/learning process ILOS Competences Are produced by the student Describe what the students actually know, understand and perform Are initiated and comforted by ILOs Competences are measured (assessed) Competences depend on the student’s performance (relative) • Are defined by the teacher • Define what the students should know, understand, be able to perform • Contribute to build up competences • ILOs are declared • ILOs provide a standard (absolute)

  8. Technician Machine Product Specifications Reproduction Standardized output

  9. Competences Teacher Interaction Dynamic Learning process ILOs Diversified output

  10. Teachers teach… Dynamic Learning process ILOs Assessment = competences in relation to ILOs Competences

  11. A methodology: the “TUNING” approach • TUNING Educational Structures in Europe • TUNING a University driven project driven by the Universities of Groningen and Deusto • Sponsored by the EU • Goal : to contribute to the elaboration of a framework of comparable and compatible qualifications in each of the signatory countries of the Bologna process. • Source : “Tuning site” • http://www.unideusto.org/tuningeu/

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