From Pre Bologna To Bologna Era

3rd Training Week
Sulimani 13-16 June 2022
www.appraisproject.eu
Focus on workload, academic calendar, ECTS,
recognitions of credits and all the questions
related to the passage from pre-Bologna to
Bologna era
Dra. Mª Jesús Periago Castón
Full Professor of Food Science and Nutrition
Coordinator of Excellence Campus Mare Nostrum
University of Murcia
ECTS AND STUDENT WORKLOAD
EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS)

Is a learner-centred system for credit accumulation and transfer, based on the
principle of transparency of learning, teaching and assessment processes.
AIMS:
❖ Facilitate planning, delivery and evaluation of study program
❖ Facilitate student mobility by recognising learning achievements, qualifications and
periods of learning.
ECTS credits express the volume of learning according to learning outcomes and their associated
workload.
Learning Associated
workload
outcomes
ECTS
DESIGNING A STUDY PROGRAM
Teaching
ECTS
Catalogue
Assessment Learning
procedures/criteria outcomes
Teaching Workload
methods
Learning Student
Professor
activities Autonomous work
Teaching
activity
ECTS
Using learning outcomes Makes it easier to
and workload in curriculum create and flexible
design, places the student document based on
at the centre of the the learning pathways
educational process
Allow student greater

autonomy and responsibility
Teacher-Centred Learning to a Student-Centred

Learning
STUDENT-CENTRED LEARNING (SCL)
AIM: enhancing the student autonomy and critical ability through an

outcome-based approach.
ELEMENTS:
❖ Reliance on active rather than passive learning
❖ Emphasis on critical and analytical learning and understanding
❖ Increased responsibility and accountability on the part of the student
❖ Increased autonomy of the student
❖ A reflective approach to the learning and teaching process on the part
of both, the student and the teacher
1. 60 ECTS are allocated to the learning outcomes per full-time academic year (38-40 weeks):
⮚ 3 year BSc 180 ECTS, 4 year BSc 240 ECTS
⮚ 1 year MSc 60 ECTS, 2 year MSc 90-120 ECTS
2. 60 ECTS should be allocated in the different teaching modules and educational components
according to the learning outcomes and student workload
3. ECTS credits are generally expressed in whole numbers (5, 10, 15…….) (3, 6, 9, 12…) to facilitate
the allocation of the ECTS to the different teaching modules (decimals should be avoid)
4. ECTS: 25 or 30 hours (according to the academic calendar).
5. Presential and autonomous workload:

Presential WL: Time that the students are face-to-face with the professors: 30-40% of the hours of
ECTS in the general courses
Autonomous WL: 60-70% time that the student work alone
BACHELOR DEGREE PROGRAM
Basic Course
40% presential hours of ECTS
Biology (6 ECTS)
ECTS 25 h ECTS 30 h
ECTS 25 h ECTS 30 h
(150 h) (180)
10 h 12 h 60 h 72 h
face-to-face face-to-face face-to-face Face-to-face
15 h 18 h 90 h 108 h
autonomous autonomous autonomous autonomous
workload workload workload workload
MASTER DEGREE PROGRAM
30 % presential hours of ECTS
3 ECTS 6 ECTS
ECTS 25 h (75 h) (150 h)
22,5 h 45 h
7,5 h
face-to-face Face-to-face
face-to-face
52,5 h 105 h
17,5 h autonomous autonomous
autonomous workload workload
workload
HOW WE CAN DETERMINE THE STUDENT WORKLOAD?

❖ The total learning workload of the student should be 40-45 hours/week
❖ The calendar of the academic year: 38 – 40 weeks

- Teaching period = 15-16 weeks/semester, 30-32 weeks/year
- Exams period = 4 weeks/semester, 8 weeks/year
❖ Average student in Europe need to complete the work of academic year

= 1600 ± 200 h
- Academic year (38 weeks x 40-45 h/week) = 1520 -1710 h
- Academic year (40 weeks x 40-45 h/week) = 1600 – 1800 h
1 ECTS = 25 – 30 h (Tunning, 2002)


- The workload should be considered for the “average student”
- Equilibrium for the autonomous work: Teacher/Student
METHODS TO ASSIGN THE AUTONOMOUS STUDENT WORKLOAD:
❖ Top-down method: the workload is assigned for the different learning

activities according to a previous notion
❖ Botton-Up method: the workload is measured through the surveys
feedback of the students. (Only for courses that exist).
❖ According to the learning outcomes
❖ Pre-professional practices or work placement (max. 12,5% of total

ECTS of the program)
❖ 12 ECTS (300 hours), with a presential work of 90%

270 in the work place and 30 h autonomous work
❖ BSc and MSc Thesis 6 – 12 ECTS (150 – 300 hours) 98% of student
autonomous workload, the presential teaching activity of the
professors is underestimated ( 3 - 6 hours).

Top-down 1 h theoretical lessons: 1-2 h
method 1 h practical work: 0.5-1 h
1 h seminar: 1-1.5 hh
Learning Important to stablish the equivalence

outcomes with other programmes in order to
facilitate the mobility
Surveys to students to assess the real

Botton-Up workload in the different teaching-
method learning activities
Retrospective survey with a daily and
weekly register
EVALUATION THE IMPLEMENTATION OF
ECTS
ECTS should be quality assured through appropriate evaluation processes
(monitoring, internal and external quality reviews and students’ feedback) and
continuous quality enhancement.
The time actually taken

by the majority of
Workload
foreseen DISCREPANC students to achieve the
defined learning
Y outcomes
It will be necessary to revise the workload, credits, learning

outcomes or teaching-learning activities.
This could also involve redesigning the study programme
and its educational components
ECTS
Positive discrepancy: Students need more hours of autonomous work
than foreseen workload
❖ Difficulty of the course
❖ Activities overload
❖ Many learning outcomes
Negative discrepancy: Students need less hours of autonomous work

than foreseen workload
❖ Professor should redesign the courses
❖ Reduce the initial assigned ECTS
RISK: Motivation of the students with the courses
ECTS
The following indicators can be used for evaluating the quality of ECTS
implementation:
❖ Educational components are expressed in terms of appropriate learning outcomes,
and clear information is available concerning their level, credits, delivery and
assessment
❖ Studies can be completed in the time officially allocated to them (i.e. the workload
associated with an academic year, a semester, trimester or a single course component
is realistic)
❖ Annual monitoring examines any variations in patterns of achievement and results

and follows up with appropriate revision
❖ Students are provided with detailed information and advice so that they can follow
progression rules, they have options for flexible pathways and select educational
components at an appropriate level for their qualification
RECOMENDATION
❖ Define the same hoursSfor the ECTS in all the universities
❖ Organize the curricula in modules with a similar distribution of credits
per modules
5 ECTS/module, 6 modules/semester and 12 modules/academic
year
6 ECTS/module, 5 modules/semester and 10 modules/academic
year
❖ Organize the basic courses in modules with the same ECTS to facilitate
the mobility between BSc Degree Program of the same speciality
(Health, Sciences, Social Sciences, Humanities and Engineering)
❖ Pilot projects supported by the Ministry: Prepare a White Book for each
Bachelor Degree with the participation of academic, students and
stakeholder to design the main modules that should be include in the
curriculum of the study program
❖ Pilot projects in the universities to training the professors and students
in the ECTSwww.appraisproject.eu
system.
https://aulavirtual.um.es/umugdocente-tool/htmlprint/guia/RtIyCXJkV56rFjt2vUpYFDKdtSykXaUxCivstMpXdnjL6v1Vh6N
PRACTICAL ACTIVITIES
TRANSFORMATION OF ACTUAL CREDITS IN ECTS
In groups of two universities
1. DETERMINE THE WORKLOAD WITH THE PROFESSORS IN THE DIFERENT COURSES OF A

BACHELOR OF MASTER DEGREE PROGRAM
2. ESTIMATION OF WORKLOAD ACCORDING TO GLOBAL ACTIVITIES OF THE ACTUAL COURSES
3. ESTIMATION BY CONTENTS OF THE COURSE
THANK YOU FOR YOUR ATTENTION

From Pre Bologna To Bologna Era

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3rd Training Week

Sulimani 13-16 June 2022

EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS)

Allow student greater

Teacher-Centred Learning to a Student-Centred

STUDENT-CENTRED LEARNING (SCL)

AIM: enhancing the student autonomy and critical ability through an

4. ECTS: 25 or 30 hours (according to the academic calendar).

5. Presential and autonomous workload:

30 % presential hours of ECTS

HOW WE CAN DETERMINE THE STUDENT WORKLOAD?

❖ The calendar of the academic year: 38 – 40 weeks

❖ Average student in Europe need to complete the work of academic year

1 ECTS = 25 – 30 h (Tunning, 2002)

HOW WE CAN DETERMINE THE STUDENT WORKLOAD?

METHODS TO ASSIGN THE AUTONOMOUS STUDENT WORKLOAD:

❖ Top-down method: the workload is assigned for the different learning

HOW WE CAN DETERMINE THE STUDENT WORKLOAD?

❖ Pre-professional practices or work placement (max. 12,5% of total

❖ 12 ECTS (300 hours), with a presential work of 90%

HOW WE CAN DETERMINE THE STUDENT WORKLOAD?

Learning Important to stablish the equivalence

Surveys to students to assess the real

The time actually taken

It will be necessary to revise the workload, credits, learning

Negative discrepancy: Students need less hours of autonomous work

RISK: Motivation of the students with the courses

❖ Annual monitoring examines any variations in patterns of achievement and results

TRANSFORMATION OF ACTUAL CREDITS IN ECTS

In groups of two universities

1. DETERMINE THE WORKLOAD WITH THE PROFESSORS IN THE DIFERENT COURSES OF A

2. ESTIMATION OF WORKLOAD ACCORDING TO GLOBAL ACTIVITIES OF THE ACTUAL COURSES

3. ESTIMATION BY CONTENTS OF THE COURSE

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