1. Carolyn Bew Anne Boddington University of Brighton
ECTS and Recognition
Carolyn Bew
Anne Boddington
University of Brighton

2. Boundaries and tools - overlap and domain confusions
International qualification meta-frameworks +associated credit meta tools
National qualification and/or credit frameworks
Regional credit frameworks and descriptors
HEI institutional credit systems
INTERNATIONAL
FRAMEWORKS OF FRAMEWORKS
(general + broad – for framework creators)
DIFFERENT
PURPOSES
LOCAL
(Complex and detailed specific regulations - for institutional staff)

3. The Bologna Process- the basic principles
The main objective is to structure higher education along three cycles (Bachelor-Master-PhD), pulling together the formerly very diverse higher education structures in Europe.
To achieve this aim, the Framework for Qualifications in the European Higher Education Area (FQ-EHEA) was developed, comprising three cycles.
National qualifications frameworks describe the qualifications of an education system in individual countries.
It is expected that national qualifications frameworks would be developed so as to be compatible with the overarching FQ-EHEA framework.

4. adopt the generic Dublin descriptors
Overarching Framework for Qualifications of the European Higher Education Area (FQ-EHEA)
Sets the parameters within which the countries of the EHEA will develop their national qualifications frameworks
Describes the ‘outer limits’ within which national frameworks should be situated
Allows for diversity within those limits
Ensures compatibility between national frameworks
Presents a common face for higher education in Europe, which is important in a global context
Facilitates movement between systems
Is the face of ‘Bologna qualifications’ to the rest of the world
Provides the broad structure within which new style national qualifications frameworks will be developed
FQ-EHEA adopted by Bergen Communiqué new deadline for new style NQF - all to be implemented and prepared for self-certification by 2012
Three cycles with attached ECTS credit ranges for first and second cycles (Typically , )
NB: Many countries are finding the creation of NQF very difficult (cosmetic changes) + just
adopt the generic Dublin descriptors
Purposes:

5. European Higher Education Area (EHEA)
a 1st cycle degree = 180 ECTS credits (nominally three academic years)
a 2nd cycle degree = ECTS credits (nominally one to two academic years)
a 3rd cycle degree is not yet defined in terms of credit

6. Europe - EQF
European Qualifications Framework for Lifelong Learning (EQF)
Meta- framework with eight levels and full level descriptors
Referencing of national schemes against EQF is under way across Europe
Linked to ECVET, a credit system with credit points that reflect the weighting of qualifications; there are no levels in ECVET

7. European Credit Transfer and Accumulation System (ECTS) 1
ECTS makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies
The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees
It aids curriculum design and quality assurance
ECTS is a tool that helps to design, describe, and deliver programmes and award higher education qualifications
In riginated mainly as a mobility ‘credit transfer’ tool to aid the recognition of periods of study undertaken at a foreign host institution in the home institution. Since the inception of the Bologna Process it has slowly developed and is now experiencing its final and most difficult transitional phase with its gradual metamorphosis into a student-centred credit accumulation system, based on learning outcomes.
NB. The ECTS transition to using learning outcomes is difficult + progress slow + appears
to have wide applications

8. European Credit Transfer and Accumulation System (ECTS) 2
The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes programmes and qualifications more transparent and facilitates the recognition of qualifications
ECTS can be applied to all types of programmes, whatever their mode of delivery (school-based, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal)
It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobility
ECTS is widely used in formal higher education and can be applied to other lifelong learning activities

9. ECTS, Workload, and Learning Outcomes
ECTS credits are awarded on the basis of workload
Workload indicates the time students typically need to complete all the learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes
60 ECTS credits are attached to the workload of a full-time year of formal learning (academic year) and the associated learning outcomes
In most cases, student workload ranges from 1,500 to 1,800 hours for an academic year, so that one credit corresponds to 25 to 30 hours of work

10. In Practice (estimation):
ECTS
Weeks
Workload per week (hours)
Total Workload (hours)
1 ECTS 1
15 – 20
1.3 – 1.5
20 – 30
Typical 5 ECTS Degree Module/Subject 5
6.5 – 7.5
100 – 150
Fulltime 1 Semester 30 40
600 – 800
1 Fulltime Academic Year 60
1,200 – 1,600
3 year Bachelors degree
180
3,600 – 4,800
4 year Bachelors degree
240
4,800 – 6,400

11. Comparative Grading Table
Country A Grading Scale
Grading %
Country B Grading Scale
30 lode
5.6 1 20 30
15.7 2 35 29
0.5 3 25 28
12.3 4 27
11.8 26
9.0
8.2 24
11.3 23
2.7 22
6.0 21
2.3
5.7 19
1.9 18
6.9
Total
100

12. Mobility, ECTS and Recognition
If a student decides to take part of their 1st,2nd, or 3rd cycle degree at another Institution then:
A collaborative agreement forms the basis of the agreement
A bilateral agreement must exist between the two Institutions
A learning contract must be signed by both Institutions and the student prior to arrival at the Host Institution
A transcript of the credits and grades must be provided by the Host Institution
The credits and grades must be recognised by the Home Institution

13. UK - FHEQ
FHEQ is a national qualification framework, levels 1–8; levels 4-8 correspond to the FQ-EHEA
Each level is illustrated by a qualification descriptor
The FHEQ descriptors are linked to other parts of the academic infrastructure in a number of ways:
Qualification descriptors
Generic statements of the intended outcomes of study
Subject benchmark statements
Detailed statements on the expected outcomes on particular subjects
Programme specifications
Detailed statements about the intended outcomes of an individual programme
Qualification descriptors are generic statements of the intended outcomes of study. Many academic progs aim to develop general and specific skills. These are not explicitly addressed in the qualification descriptors , as many skills and the extent to which they are developed are discipline specific.
So the are addressed in subject benchmark statements and individual programme specifications.

14. Learning Outcomes
Statement of what a learner is expected to know, understand and be able to do by the end of a period of leaning.
They translate the aims of the programme of study into a set of competences – knowledge, understanding, skills and attributes – which the leaner is expected to have acquired and be able to demonstrate at the end of the period of learning.
They are written from the learner’s perspective and should be appropriate to the level of the award for which the learner is studying.
Subject-specific competences
- associated with the particular subject being studied
Generic competences
- express what the learner might be expected to acquire in the course of degree level study whatever their subject.

15. Task! Working in groups of three or four:
Fill in the programme specification using the template provided, with details from the academic programme you have brought with you
Pay close attention to the guidance questions - they are there to nudge you!

16. Useful Links The Scottish Credit and Qualifications Framework
The Scottish Credit and Qualifications Framework  
National Qualifications Authority of Ireland –National Framework of Qualifications
The ECTS user quide