1. Ad-hoc Working Group on the Revision of the ECTS Users' Guide Draft ECTS Guide Klara Engels-Perenyi, European Commission 7 th Meeting of the Structural Reforms Working Group Rome, 16 September 2014

2. Content Revision process and new elements What has changed since last SRWG? Next steps

3. Revision process and new elements

4. Mandate Bucharest Communiqué 2012 "We call on institutions to further link study credits with both learning outcomes and student workload, and to include the attainment of learning outcomes in assessment procedures. We will work to ensure that the ECTS Users' Guide fully reflects the state of on- going work on learning outcomes and recognition of prior learning."

5. Working Group Experts nominated by countries or organisations AM, BE-nl, DE, FR, HU, IT, LT, MD, NL, NO, SE, UA and UK; ENQA, ESU, EUA and EURASHE First meeting February 2013; 3 further meetings in 2013 (April, May, October) First draft by "drafting team", September 2013, Brussels Stakeholders' consultation January 2014 2 meetings in 2014 (February, April) Further consultation during summer

6. Why revision? The current Guide was written in 2008 and published in 2009 Developments in Higher Education and the shift to a learning outcomes-based approach provide a challenge for HEIs There is a need for an up to date guide to help HEIs to develop learning outcomes and credits as the building blocks underpinning a learner-centred approach

7. Setting the scene Purpose: to provide coherent explanation and support consistent and correct implementation of ECTS as an instrument for good practice Scope: all higher education programmes and all kinds of learning contexts Stakeholders: students and other learners, HE staff, employers, education providers, others

8. Benefits of ECTS Ensures transparency (programmes-workload) and protects students from overloaded programs; Enables students to move freely for study and work Builds trust and cooperation between HE systems Emphasises learning outcomes and related assessment Facilitates flexible learning pathways, lifelong learning and the use of new methods of learning and teaching Underpins shift to programmes developing skills and competences relevant to the needs of society.

9. New elements Revised structure and key definitions without changing the associated rules Guidance provided on using credits for programme design; on formulating learning outcomes; on monitoring credit allocation Integral relationship of learning outcomes, the associated workload and assessment is explained There is a clear reference to qualifications frameworks Principles of learning, teaching, assessment formulated Link ECTS and doctoral education is touched upon

10. New elements Flexibility incorporated to accommodate all types of learning and mobility Importance of embedding mobility from the outset highlighted A method of transparent grade transfer proposed Relevance of credits for lifelong learning emphasised Showing how credits can apply to informal and non- formal learning and call for an open and flexible approach to recognise credits obtained in another context The importance of VET recognised and reference to ECVET included

11. Changes after comments received from SRWG

12. ECTS credits Express the volume of learning based on the defined learning outcomes and their associated workload. 60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent, which normally comprises a number of educational components to which credits (on the basis of the learning outcomes and workload) are allocated. Generally expressed in whole numbers.

13. Learning Outcomes Statements of what a learner knows, understands and is able to do on completion of a learning process. The achievement of learning outcomes has to be assessed through procedures based on clear and transparent criteria. Attributed to individual educational components and to programmes as a whole. Also used in European and national QFs to describe the level of the individual qualification.

14. Student-Centred Learning Description of short cycle within QF-EHEA Competence: definition from EQF recommendation Guidance on formulating learning outcomes expanded Reference to LRC and explanation of substantial difference refined Section on Grade distribution revised to show that the production of distribution tables should not cause undue difficulties in institutions Further changes

15. Lifelong Learning and Open Learning Providers of all ‘formally’ quality assured Higher Education such as Open Learning are encouraged to use ECTS with the same transparent mechanisms as described in this Guide. Documenting all learning achievements and awarding an appropriate number of ECTS credits at the level of the learning makes it possible for this learning to be recognised in a transparent, authenticated way so that the credits may contribute to a future qualification. Validation and recognition instruments in formal education should adapt to the developing of more diversified, flexible education environment, acknowledging new forms of open learning made possible by technology. The correct use of ECTS will greatly improve and facilitate this process.

16. CPD Increasing importance in regulated professions. Perceived as a form of lifelong learning. Specificity: some elements can be converted into second cycle, but strong professional character. Its attainment must be measurable, verifiable and certificated. Both ECVET and ECTS are perceived to be relevant. Many open questions and on-going discussion. At EQF levels 5-8: providers encouraged to consider ECTS for purposes of transparency, recognition, accumulation and transfer.

17. Next steps

18. WG proposes: the Guide become an official document of EHEA and be adopted by Ministers at the Ministerial meeting be reviewed on a regular basis

19. Ivan Babyn (Ukraine) Tim Birtwistle (United Kingdom) Regine Bolter (Austria) Howard Davies (EUA) Béatrice Delpouve (France) Roza Dumbraveanu (Moldova) Luc François (Belgium) Volker Gehmlich (Germany) Nerses Gevorgyan (Armenia) Judit Hidasi (Hungary) Maria Kelo (ENQA) Eliane Kotler (France) Sandra Kraze (EURASHE) Janerik Lundquist (Sweden) Raimonda Markeviciene (Lithuania) Lene Oftedal (Norway) John Reilly (United Kingdom) Maria Sticchi Damiani (Italy) Anthony Vickers (United Kingdom) Nevena Vuksanovic (ESU) Robert Wagenaar (The Netherlands) Thank you