Final Report Pilot Project - Relaciones Internacionales de la ...

student. It implies that the student will look for study programmes
that fit best to his or her abilities.
—Recognition of degrees between countries will not be stimulated
when the differences in length prove to be unbridgeable or
incomparable in practice. It is therefore strongly recommended
that the length of the first cycle has a student workload of 180
to 240 ECTS-credits and the second cycle a student workload of
90 to 120 (independent of the length of the first cycle) 3 .
—With respect to the topic of learning outcomes and competences
the following conclusions have been drawn:
—Competitiveness requires the definition of learning outcomes /
competences to be transparent and requires a credit system
which allows comparison. In this respect the ECTS methodology
and tools (learning agreement, transcript of records and —in
future— level and course descriptors), relevant for both mobile
and non-mobile students, are of crucial importance.
—Credits as such are not a sufficient indication of learning achievements.
The only reliable way to compare pieces of learning and
study programmes offered by (higher) education institutions is to
look at learning outcomes / competences.
—The definition of learning outcomes / competences is a
responsibility of the teaching staff. Only specialists of the same
field will be able to formulate useful learning outcomes,
although it is useful to consult other stakeholders in society.
—On the basis of defined learning outcomes / competences credits
are an important tool for designing curricula.
—Different pathways can lead to comparable learning outcomes.
Therefore, the existing diversity in Europe can be fully maintained.
—Credit accumulation and transfer is facilitated by clearly defined
learning outcomes.
—The mentioned strategic papers come to the conclusion that
there is an obvious need for one European credit accumulation
and transfer system, with clear rules:
—One European higher education area requires that Europe agrees
on one credit system that should be used for both transfer and
accumulation purposes. ECTS is such a system.
—ECTS should be developed into an over-arching pan-European
credit accumulation and transfer system.
3 The arguments for these recommendations can be found in a separate paper
included in part two of this publication.
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