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198
European journal of vocational training
No 42/43 – 2007/3 2008/1
lated - it will be possible to devise an integrated system of credit points within
the foreseeable future, because otherwise two credit systems would coexist
within a single qualifications framework.
Over and above such technical questions concerning the composition and
allocation of credits, questions need to be asked about the role of credit points.
ECTS is not as coherent in its application as it is on paper. So far there is no
empirical basis for the award of credit points. We shall now present a few incongruities
in order to illustrate the difficulties:
for example, some German universities still use weekly hours per semester
rather than student workload as a basis for calculating credits; weighting
is still applied in certain cases. Other universities conduct extra intermediate
and final tests in addition to academic examinations (DAAD,
2004). They award more credit points for labour-intensive courses than
for courses merely requiring attendance. Matters become problematical
when no common yardstick exists even within one institute or discipline
(Rehburg, 2005);
ECTS is an intricate system with credit points but also necessitates considerable
administrative effort, red tape and an increased tutor workload;
this impinges on the quality of teaching and, for students, means fewer
choices and less autonomy during their studies;
credit points provide no guarantee that credits obtained abroad will be fully
recognised. There is no automatic administrative procedure for students
to follow; examinations are held in individual cases (Rehburg, 2005);
difficulties persist over the recognition of credits (for about 50 % of mobile
students) and the dual testing of learning outcomes (in the form of credits
and of the customary examination procedures). There is incorrect use
of ECTS: ‘misunderstanding of student workload and diverse concepts of
“modules”’ (Purser, Crosier, 2007b).
Experience and difficulties with ECTS must be taken into account when
applying ECVET, above all in terms of awarding and calculating credit points.
Moreover, it is doubtful whether the ECTS system as it stands is transferable
to VET and lifelong learning. The approach based on workload and learning
outcomes has its justifications, but the compatibility of both parts of the
system must be ensured: a credit certifies nothing other than the fulfilment
of a requirement, which is only meaningful in connection with both the level
of the anticipated learning outcomes (in relation to qualifications frameworks
or systems) and the period of time within which these learning outcomes
are expected (credit points). This would argue in favour of ECVET and ECTS