1. European Credit Transfer and Accumulation System Diploma Supplement Tuning Heikki Pekkarinen, ECTS/DS Coordinator 27.08.2004

2. Introduction ECTS: European Credit Transfer System 1989 as a pilot scheme, over 30 countries, more than 1000 higher education institutions Bologna Process 40 Signatory States; ECTS as one of the cornerstones European Qualifications Framework ECTS has fundamental place in design ECTS now: European Credit Transfer and Accumulation System Diploma Supplement closely linked to ECTS

3. ECTS Key Features ECTS Credits 60 credits for one academic year, 1500-1800 hours, 25 to 30 hours for one credit Student Workload –Tuning (Tuning Educational Structures in Europe) approach Learning Outcomes and Competences Learning outcomes: set of competences, expressing what the student will know, understand or be able to do after completion of a process of learning Competences: generic, subject specific ECTS Grading Scale not designed to repalce national systems, but to enhance the understanding of them in other countries Five subgroups: A 10%, B 25 %, C 30%, D %25 %, E 10 % where a valid ranking cannot be obtained from the from the primary assessment data, only an ECTS pass or fail should be recorded ECTS for Lifelong Learning (formal, nonformal, informal)

4. ECTS Key Documents Information Package/Course Catalogue most important ECTS document used by all students in the local language and in English on the Web and/or in hard copy in one or more booklets checklist:...objectives of the course, preferably expressed in terms of learning outcomes and competences Student Application Form standard ECTS application form is recommended Learning Agreement also a Recognition Sheet is recommended Transcript of Records by home institution: for all outgoing students by host institution: for all incoming students

5. Erasmus Student Charter The Erasmus Student Charter is a one-page document designed by ECTS/DS Counsellors to explain clearly the rights and duties of the Erasmus student. The Charter makes reference to two of the main ECTS tools, the Learning Agreement and the Transcript of Records. The proper use of ECTS tools guarantees that the mobile student will gain full academic recognition. It is recommended to give a copy of the Charter to all mobile students, incoming and outgoing, so that each is fully informed about what he/she can expect as an Erasmus students and also about his/her responsibilities in order to be sure of obtaining full recognition for the study period abroad.

6. ECTS Key Persons ECTS Institutional Coordinator ensures the commitment of the institiiton to and the implementation of ECTS principles and mechanisms within the context of the transfer and accumulation of credits supervises the mechanisms for the corrects use of ECTS tools ensures the coordination, preparation, production and dissemination of the Information Package/Course Catalogue ECTS Departmental Coordinator contact person for students and academic staff ECTS/DS Counsellors site visits, peer-to-peer advice National Bologna Promoters teams established in each country provide advice on the implementation of the various aspects of the Bolognas process, such as quality assurance, curriculum reform, and recognition of degrees and periods of study

7. ECTS Label First round label holders (10): Technische Universitaet Graz, AT, Faculté Universitaire des Sciences Agronomiques de Gembloux, BE, University of Antwerp, BE, Universiteit Gent, BE, Universidad de Deusto, ES, Arcada –Nylands Svenska Yrkeshogskola, FI, Lappeenranta University of Technology FI, Hogskolen i Agder, NO, Agricultural University of Wroclaw, PL, University of Aveiro PT Valid for 3 years, label holders eligible to participate in the new pilot programme on ECTS for Lifelong learning The requirements for the label: the institution must make accessible, through its website an Information Package/Course Catalogue in the local language of instruction and in English (or only in English for programmes taught in English); If certain information is not on the web it may be submitted in hard copy. it must use ECTS credits correctly and must demonstrate that it has allocated them according to student workload measured in time; it has to use the other obligatory ECTS tools (Learning Agreements, Transcripts of Records) properly as well.

8. Diploma Supplement Label The Diploma Supplement is an annex, an explanatory note attached to a diploma A Diploma Supplement Label will be awarded to institutions issuing the Diploma Supplement correctly to every student, upon graduation, together with the diploma, free of charge and in a widely spoken European language. First round label holders (28): PÄDAGOGISCHE AKADEMIE DES BUNDES IN NÖ, AT, FACHHOCHSCHULE STRALSUND, DE, HANDELSHOCHSCHULE LEIPZIG GMBH, DE, SYDDANSK UNIVERSITET, DK, DANMARKS PÆDAGOGISKE UNIVERSITET, DK, ESTONIAN BUSINESS SCHOOL, EE, OULUN SEUDUN AMMATTIKORKEAKOULU, FI, TAMPEREEN YLIOPISTO, FI, LAUREA-AMMATTIKORKEAKOULU, FI, HØGSKOLEN I BODØ, NO, HØGSKOLEN I LILLEHAMMER, NO, HØGSKOLEN I NARVIK, NO, UNIVERSITETET I BERGEN, NO, HØGSKOLEN I AGDER, NO, NORGES VETERINÆRHØGSKOLE, NO, HØGSKOLEN I NORD-TRØNDELAG, NO, HØGSKOLEN I TROMSØ, NO, HØGSKOLEN I SØR-TRØNDELAG, NO, UNIVERSITETET I OSLO, NO, UNIVERSITETET I TROMSØ, NO, HØGSKOLEN I MOLDE, NO, HØGSKOLEN I GJØVIK, NO, HØGSKOLEN I ÅLESUND, NO, WYZSZA SZKOLA HUMANISTYCZNO- EKONOMICZNA W LODZI, PL, UNIVERSIDADE DO MINHO, PT, UPPSALA UNIVERSITET, SE, MÄLARDALENS HÖGSKOLA, SE, VÄXJÖ UNIVERSITET, SE

9. ECTS Users Guide EUROPA website –http://europa.eu.int/comm/education/programmes/socrates/usersg_en.htmlhttp://europa.eu.int/comm/education/programmes/socrates/usersg_en.html EUA website Socrates TAO website

10. TUNING The TUNING project is a project by and for universities. It is the Universities response to the challenge of the Bologna Declaration TUNING MOTTO Tuning of educational structures and programmes on the basis of diversity and autonomy

11. TUNING Methodology Line 1: Generic competences Consultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them. Line 2: Subject specific competences (knowledge, understanding and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Line 3: ECTS as a European credit accumulation system: new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time. Line 4: Mapping of approaches to teaching / learning and assessment in different countries Line 5: Quality enhancement

12. TUNING APPROACH: learning outcomes and competences Steps in designing degrees: 1. Identification of social needs 2. Definition of academic and professional profiles: translation into learning outcomes and generic and subject specific competences 3. Translation into curricula 4. Translation into modules and approaches towards teaching, learning and assessment 5. Programme quality assurance: built in monitoring, evaluation and updating procedures

13. TUNING Websites http://europa.eu.int/comm/education/socrates/ TuningProject http://www.relint.deusto.es/TuningProject/index.htm http://www.let.rug.nl/TuningProject/index.htm