ECTS Users’ Guide 2013 - Draft Version November 2013

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 ECTS Users’ Guide 2013 - Draft Version November 2013

ECTS USERS’ GUIDE 2013

Draft Version

Brussels, November 2013

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 ECTS Users’ Guide 2013 - Draft Version November 2013

Contents

Introduction
Section 1 ECTS and the European Higher Education Area (EHEA)

Section 2 ECTS Key Features

21 Definitions
Credits, Learning Outcomes, Workload

22 Use of ECTS credits

Allocating, Awarding, Accumulation, Transfer

Section 3 Implementation of ECTS

31 ECTS Programme design, delivery and monitoring

311 Programme design

Referencing and Consulting, Profiling, Defining Learning Outcomes (LO) for
programmes, Structuring and allocation of credits, Defining Learning
Outcomes for course units,

312 Programme delivery – Teaching, Learning and Assessing (TLA)

Transparency and reliability, Consistency / Accountability, Openness and
Flexibility, Effectiveness, Assessment of achievements

313 Programme monitoring

Characteristics, Institutional regulations

Section 4 ECTS Mobility and Recognition

41 The framework of recognition

42 Managing Mobility and Recognition

421 Agreed mobility

422 Institutional rules and regulations

Selection of partner institutions, Integration of mobility into programmes,
Allocation of academic responsibilities, Interaction with single outgoing
students

423 Grade distribution table

Section 5 ECTS and Life-long Learning

Formal, non-formal and informal learning

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Section 6 ECTS and Quality Assurance

Section 7 ECTS Key documents

61 Course catalogue

62 Learning Agreement

63 Transcript of Records

Appendices

Glossary
Recommended reading list
…..

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Introduction
This ECTS Users’ Guide provides guidelines for implementation of the European Credit Transfer and
Accumulation System (ECTS) - a tool that helps design, describe, and deliver programmes and award
higher education qualifications. It also presents the ECTS key documents.
The 2013 Users’ Guide elaborates on the previous version of 2009. It has been updated in order to
take account of recent developments in the Bologna Process, such as the establishment of the
European Higher Education Area, the consolidation in practice of the student-centred approach and
lifelong learning, the increasing use of learning, and the development of new modes of teaching and
learning.
This version of the Guide includes a specific focus on programme design, taking stock of the experi-
ences of higher education institutions in using Bologna tools. It looks forward to a more widespread op-
erational use of ECTS principles in academic practice and beyond.
The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes programmes
and qualifications more transparent and facilitates the recognition of qualifications. ECTS can be ap-
plied to all types of programmes, whatever their mode of delivery (classroom-based, work-based), the
learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal).
In the first section of the Guide, ECTS is placed in the context of the European Higher Education Area,
created through the Bologna Process. This section also refers to the role of ECTS in the Framework for
Qualifications of the European Higher Education Area and the European Qualifications Framework.
The second section contains the ECTS key features. These constitute a concise overview of ECTS
and its main functions, on which there is a broad consensus.
Section 3 provides a detailed explanation of how ECTS is used to design, deliver, assess and monitor
study programmes and their components. Recognition and Mobility are outlined in Section 4. Section 5
then links ECTS to lifelong-learning. Section 6 links ECTS with Quality Assurance. The User's Guide
concludes with the ECTS Key documents presented in Section 7.
The Guide has been written with the help of Bologna experts, advice from stakeholders’ associations,
and submitted for consultation to stakeholders’ associations, Member States’ experts and the Bologna
Follow-up Group. The European Commission has coordinated the drafting and consultation process
and is responsible for the final wording of the Guide.
The Guide is offered to assist learners, academic and administrative staff in higher education institu-
tions as well as other interested parties. It has been developed by stakeholders to help the academic
community and other stakeholders in higher education to move in the direction of the changes advoc-
ated by the Bologna Process. It builds on the body of work that has been done in recent years both
within the Bologna Process and in individual countries. The Guide could not have been written without
this solid foundation.

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1 ECTS and the European Higher Education Area (EHEA)

The European Credit Transfer and Accumulation System was first instituted in 1989, as a tool for the
transfer of students’ achievements in Erasmus student mobility. In the following years, it became a
valuable tool not only for transferring credits, based on workload and learning outcomes, but also for
accumulating them in institutions’ study programmes. In 1999 the Bologna Process included adoption
of ECTS among the main objectives to be achieved by all participating countries. Through the reforms
implemented in the course of the Process, ECTS has now become a reality in the European Higher
Education Area (EHEA).
Within the EHEA, ECTS has a key role in stimulating change and modernisation in the educational
process because its implementation facilitates and encourages the paradigm shift from a teacher-
centred to a student-centred approach, which is generally recognized as being the underlying principle
of the EHEA.
Student-Centred Learning (SCL) refers to an on-going process of qualitative transformation in the
learner and in the learning environment, aimed at enhancing and empowering the learner's autonomy
and critical ability.
The SCL concept can be summarised into the following elements:
 Reliance on active rather than passive learning;
 An emphasis on deep learning and understanding;
 Increased responsibility and accountability on the part of the student;
 An increased sense of autonomy in the learner;
 A reflexive approach to the teaching and learning process on the part of both the teacher and
the learner.

By using learning outcomes and an estimation of the learner's workload in curriculum design and
delivery, ECTS helps to place the learner at the centre of the educational process. By allocating credits
to educational components, it facilitates the creation of flexible learning pathways. Moreover, ECTS, in
conjunction with outcome-based qualifications frameworks:
 helps institutions shift the emphasis in programme design and delivery from traditional
teacher-centred approaches to approaches that take learner's needs and expectations into
account and regard learners as partners in programme design and delivery; .
 establishes a closer link between educational programmes and societal requirements through
the use of learning outcomes, enhancing interaction with the stakeholders;
 encourages wider access to and participation in lifelong learning, by making programmes
more flexible and facilitating the recognition of prior achievements;
 facilitates mobility within a given institution or country, from institution to institution, from
country to country, and between different educational sectors and contexts of learning (i.e.
formal, non-formal and informal learning).
Moreover, ECTS helps institutions implement the objective of quality assurance: in some EHEA
countries, its use is a requirement for accreditation of higher education programmes or qualifications.
ECTS is adopted as the national credit system in most countries of the EHEA. In other continents, it is
increasingly used by institutions or interacts successfully with local credit systems based on
comparable criteria, thus playing a role in the growing global dimension of education.
This ECTS User's Guide will help the implementation of student-centred learning, with a focus on
student involvement in educational processes, thus enhancing the quality of teaching and learning.

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2 ECTS key features

21 Definitions
ECTS is a learner-centred system for credit accumulation and transfer based on the transparency of
learning outcomes and learning processes. Its objective is to improve the quality of studies by
facilitating planning, delivery and evaluation of teaching and learning as well as recognition of
qualifications and units of learning from different contexts. ECTS is widely used in higher education
and is also applied to lifelong learning activities.
ECTS credits are based on the workload necessary for the student to achieve the defined learning
outcomes. Achievement of learning outcomes has to be proven through assessment procedures based
on clear and agreed criteria. They are expressed in whole numbers
Learning outcomes describe what a learner is expected to know, understand and be able to do after
successful completion of a process of learning. They relate to level descriptors in national and
European qualifications frameworks. Achievement of learning outcomes has to be proven through
assessment procedures based on clear and agreed criteria.
Workload is an estimation of the time students typically need to complete all learning activities (such
as lectures, seminars, projects, practical work, individual study, examinations) required to achieve the
defined learning outcomes. The full-time workload of an academic year and the associated learning
outcomes correspond to 60 credits. This is often formalised by national legal provisions. In most cases,
student workload ranges from 1,500 to 1,800 hours for an academic year, whereby one credit
corresponds to 25 to 30 hours of work.

22 Use of ECTS credits

Allocation of credits is the process of assigning a number of credits to qualifications, study
programmes or single educational components. Credits are allocated to entire qualifications or study
programmes according to national requirements in line with national and/or European qualifications
frameworks. They are allocated to educational components, such as course units, dissertation work
and work placements, on the basis of 60 credits per academic year, according to the workload required
to achieve the defined learning outcomes for each component.
Awarding of credits is the act of formally granting learners the number of credits that are assigned to
the qualification and/or its components. Credits are awarded to individual students after completion of
the learning activities required by the study programme and the achievement of the defined learning
outcomes, as proven by appropriate assessment. If students have achieved learning outcomes in other
learning contexts or timeframes (formal, non-formal or informal), credits may be awarded through
assessment and recognition of these learning outcomes.
Accumulation of credits is the process of collecting credits awarded for achieving the learning
outcomes of educational components or other learning activities. Credits may be accumulated by an
individual student with a view to:
- obtaining qualifications, as required by the degree-awarding institution
- documenting personal achievements for lifelong purposes
Transfer of credits is the process of having the credits awarded in one formal context recognised in
another formal context for the purpose of obtaining a qualification. Credits awarded to a student in one
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programme may be transferred by an institution to be accumulated in another programme, offered by

the same or another institution. This transfer can only take place if the degree-awarding institution
recognises the learning outcomes and associated credits. Credit transfer is the key to successful
student mobility. Agreements among institutions, departments, and programmes facilitate automatic
recognition and transfer of credits.
The use of ECTS credits is facilitated by the ECTS key documents (Course Catalogue, Learning
Agreement and Transcript of Records). ECTS also contributes to transparency in other documents like
the Diploma Supplement.

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3 ECTS Implementation in Higher Education Institutions

31 Credits in Programme design, delivery and monitoring

311 Programme design

Designing a programme means planning its curriculum and its components, with credits, learning
outcomes, learning activities, teaching/learning strategies and assessment procedures/criteria. The
following inter-related steps have been identified as helpful in performing this task.

Step 1: Situating the programme in the context

Before designing a programme, its level and contents, reference is made to national legislation, as well as
to qualifications frameworks (national, sectorial, institutional) in line with the European Qualifications Frameworks.
In addition, institutional and departmental mission statements, professional specifications (regulations,
requirements), and research studies should be considered, and stakeholders should be involved, in order to
ascertain the need for the programme and enhance its relevance.
On this basis, a profile for a study programme can be defined.

Be aware
There are two European Qualifications Frameworks, the Framework for Qualifications of the European
Higher Education Area (QF-EHEA) and the European Qualifications Framework for Lifelong Learning
(EQF-LLL). Both frameworks use learning outcomes to describe progression of learning.
In the QF-EHEA, three cycles are identified and described by learning outcomes at different levels.
The QF-EHEA uses the so called Dublin Descriptors, which describe each of the cycles in terms of:
knowledge and understanding, applying knowledge and understanding, making judgement,
communication skills, and learning to learn. The first and second cycles are also characterised by credit
ranges:
 First cycle qualifications typically include 180-240 ECTS credits.

 Second cycle qualifications typically include 90-120 ECTS credits, with a

minimum of 60 ECTS credits at the level of the 2nd cycle.
Short cycle qualifications (EQF-LLL level 5) include 120 ECTS credits.

In some countries, long integrated professional programmes (300-360 credits) leading to second cycle
qualifications also exist.

The EQF-LLL describes a progression of learning by making reference to knowledge, skills and
competences and without indicating any credit ranges. It is based on eight levels from pre-school to third
cycle.
The two frameworks are compatible as far as Higher Education is concerned: EQF-LLL levels 6, 7 and
8 correspond to QF-EHEA levels 1,2 and 3.

Step 2: Defining a degree profile

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A degree profile should present the distinctive features of a specific study programme. Besides indicating
the subject area(s) and the level of the programme, it should describe the main focus, the key learning
outcomes expected on completion, the learning environment and the main teaching/learning and
assessment activities, as well as possible employment opportunities. An effective degree profile will inform
stakeholders (including the learner) what competences will be developed during the educational process.
Profiles should be formulated with care and in line with the mission statement of the organizing department.
They should be included in the programme descriptions to be published in the Course catalogue.
It is useful to define the profile in consultation with relevant stakeholders (experts in the field, social
partners, labour market and student representatives).

Be aware

In Europe the terms “learning outcomes” and “competences” are used with different shades
of meaning and in somewhat different frames of reference. For the purpose of this Guide, “a
learning outcome is a statement of what competences a student is expected to possess as a
result of the learning process”1. The achievement of learning outcomes is verified using
appropriate assessment methods and criteria.
The widespread use of learning outcomes and competences is part of the shift in paradigm that places the
learner at the centre of the higher education experience. This shift is one of the foundations of the
European Higher Education Area and of ECTS.
Step 3 Defining programme learning outcomes
Programme learning outcomes are verifiable statements of the principal competences that learners will
possess after obtaining the qualification in question. The achievement of programme learning outcomes
should be verifiable either through assessment in the various educational components of the programme
and/or some form of final assessment (e.g. dissertation).
The description of learning outcomes is generally characterised by the use of active verbs to express what
the student knows or is able to do when finishing the programme. This makes learning outcomes more real
in terms of what the student has actually achieved at the end of the programme. The number of learning
outcomes for a programme depends on its scope and complexity. Learning outcomes are an essential
component of the programme descriptions to be included in the Course Catalogue.
Step 4 Structuring the programme and allocating credits
First, the constituent parts of the programme should be identified, then the defined learning outcomes
and related credits should be defined for all educational components.
The constituent parts are educational components of various types, including course units, placements,
research projects, laboratory work and other relevant activities. They may also include social and
community activities (for example tutoring and mentoring conducted by students) provided they fit into
the aims of the programme, develop relevant learning outcomes and carry credits. It is recommended
to make the course structure flexible enough to allow for student choice, incorporating access
possibility to the new modes of teaching and learning (which also have to follow the ECTS principles
listed below in this chapter).
Be aware
In order to facilitate student mobility abroad, it can be useful to foresee mobility periods or ‘slots’ in
the structure of the curricula when designing them. Therefore, it is advised to:
 identify the semester or year when a period of study and/or placement abroad would best
fit into the programme (mobility window)

1
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 identify within the partner institutions, departments or curricula where similar,

complementary or other useful and coherent learning outcomes could be achieved
 since mobility can also be virtual, predefine the educational components that are
suitable for virtual mobility.

After the constituent parts of the programme have been identified, the overall structure should be
outlined and credits allocated to each component on the basis of 60 credits per year, 30 credits per
semester and 20 credits per trimester. It is the responsibility of programme designers to guarantee
coherence of the programme structure through collegial decisions.
At this stage, a choice should be made between a modularized and a non-modularized approach. A
modularised structure means standardising the size of educational components around a basic credit
value (e.g. 5) and its multiples (e.g. 5, 10, 15), thus predefining the number of credits that can be
allocated per component. In this case, the educational components are often called ‘modules’. Within
this predefined structure, the teaching staff jointly allocate credits to single components according to
agreed priorities. This top-down approach allows for better collegial planning of the programme and for
more flexible, multidisciplinary and interdisciplinary pathways between programmes within the same
institution. This is why it is often recommended by programme designers.
In a non-modularized structure, the number of credits to be allocated to components is not pre-
determined but is based on the workload required to achieve the learning outcomes defined by single
teachers for each component. This bottom-up approach allows for more flexibility for the single
teachers in defining the learning outcomes and related learning activities. A strong coordination by
programme designers is needed in this case, to ensure collegial decisions and guarantee full
coherence of the programme.
It is also recommended that the components should not be too small, to avoid fragmentation of the
programme, or too large, to facilitate interdisciplinary studies and student mobility. It is also
recommended not to use decimals of credits.
Progression rules, in line with the institutional ones, should be indicated in order to enable learners to
progress within the programme and obtain the intended qualification. These stipulate what credits for
what learning outcomes, at what level, can be accumulated and how.
Both a course structure diagram with credits and progression rules should be included in the Course
Catalogue.

Step 5 Defining learning outcomes for educational components

Whatever structure is chosen, the defined learning outcomes should be defined for each of the
individual educational components included in the programme. The learning outcomes have to be
achievable within the specified workload, which includes not only contact hours but also the time the
student spends in individual or group work to complete all the required learning activities, and the time
needed for revision, reflection and assessment. The number of learning outcomes per component
largely depends on its scope and complexity, but the time available for the component should also be
taken into consideration.
It is essential that the learning outcomes for a single component be consistent with the learning
outcomes of the entire programme and actively contribute to achieving them. They have to be clearly
written to be well understood by students and academic staff. As for the description of programme
learning outcomes, it is generally suggested that learning outcomes for educational components are
expressed by using active verbs, because such verbs emphasize what the students should know and
be able to do after completion of the educational component. Moreover, they should be neither too
detailed nor too broad. It is essential that they are easily assessable and always accompanied by

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appropriate assessment procedures and criteria. Full consistency is required between learning
outcomes, assessment procedures and related teaching/learning activities, as these three elements
are closely interconnected. All of them should be included in the descriptions of educational
components to be included in the Course Catalogue.

Be aware
If work placements are part of a programme, the number of credits, learning outcomes and assessment
criteria should be defined for them as for any other component of the programme.
Also in the case of placement experiences undertaken during a formal learning process but not required
by the programme, it is advisable to define the learning outcomes and the workload in a Training
Agreement. The learning outcomes achieved through non-compulsory work-placements should be
documented, for example, in the student’s Transcript of Records (see the key documents in section 6),
the Diploma supplement or Europass Mobility document.

312 Programme delivery: Teaching, Learning and Assessing (TLA)

The student-centred approach described in section 1 on “ECTS and the EHEA” is stimulating teachers to
reconsider traditional teacher-centred approaches to programme delivery and to rethink well established
teaching/learning/assessment methods. Discussing pedagogical developments based on the learner-
centred approach does not fall into the scope of this Guide. However, some general principles concerning
teaching, learning and assessment are worth mentioning, which should be taken into account when
delivering a programme of study, regardless of the mode of teaching and learning.

Transparency and Reliability

Reliable information on study programmes which are based on the student-centred approach is provided in
the ECTS Course Catalogue. Through this document, the prospective student has access to accurate
information about the study programme of choice, including all the details (structure, components, learning
outcomes, workload). Information on approaches to teaching/learning and assessment procedures is also
provided in the Course Catalogue. In order for the information on the programme to be reliable, the
institution must be reasonably sure that the learner can actually achieve the learning outcomes with the
workload stipulated according to the internal progression rules.
Through the Course Catalogue, the institution commits itself to provide competent staff, an adequate
teaching and learning environment and organizational facilities, such as rooms, library, and information
technology. On the basis of this commitment, the student too can be expected to make the necessary effort
to complete the programme according to schedule.

Consistency / Accountability
The academic staff responsible for delivering the programme and its components should ensure
consistency among the learning outcomes stated in the programme, the learning and teaching activities
implemented and the assessment procedures adopted.
In order for the institution to be fully accountable, the quality and consistency of programme design and
delivery must be evaluated by internal and external quality assurance procedures (See section 6 on
Quality). It is good practice to publish the outcomes of internal and external evaluations. However, turning
evaluation results into actual changes and quality enhancement of programme design and delivery is not
always an easy process, unless some follow-up monitoring is provided. An ongoing dialogue among

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students, academic staff and responsible administrators will contribute to the consistent implementation of
the programme.

Open dialogue / Participation

Student-centred learning requires an open dialogue and reflexive feedback between teachers and learners
to find out about their needs and aspirations. Moreover, a constructive discussion of programme design
and delivery should take place in the meetings of the committees where all stakeholders are represented.
The student representatives should participate in such meetings with equal status and full voting powers.

Flexibility
A flexible organisation of teaching and learning activities is essential to accommodate different learning
styles and paces. This implies more opportunities for independent learning, widens the choices of teaching
and learning materials and activities, and facilitates inclusion.

Effectiveness
Teaching and learning activities serve the purpose of the programme and are effective when the students
enrolled demonstrate their achievement of the learning outcomes through various forms of assessment,
accumulate the respective credits and obtain the qualification linked to them on time. High failure and drop-
out rates, as well as longer completion times, may indicate less effective teaching and learning. The degree
of effectiveness will be evaluated by internal and external quality assurance procedures (see Section 6 on
Quality)

Assessment of achievements
When designing the programme, statements of learning outcomes for programme components should
always be accompanied by descriptions of clear and appropriate assessment methods/criteria for the
awarding of credits, which make it possible to ascertain whether the learner has acquired the defined
learning outcomes at the defined level.
When appropriate, assessment shows that the defined learning outcomes have been achieved and credits
can be awarded. The number of credits awarded to the learner is the same as the number of credits
allocated to the component. It is never adjusted according to the quality of the learner's performance, which
is expressed by the national or institutional grading system.
313 Programme monitoring
The programme is monitored during its delivery to establish whether the estimated workload is realistic and
adequate to the achievement of the defined learning outcomes. Monitoring can be managed in different
ways through questionnaires, focus groups or interviews. Whatever method is used, student and staff
feedback should constitute an essential element for checking and revising credit allocation. Data on
completion times and the assessment results of programmes and their components could also be used.
It is important to inform students and staff about the purpose of the monitoring exercise and how it will be
carried out, ensuring accurate answers and a high response rate. If the information gathered reveals a
discrepancy between the workload foreseen and the time actually taken by the majority of students to
achieve the defined learning outcomes, a revision of the workload, learning outcomes or teaching and
learning activities and methods becomes necessary. This revision should be done as soon as possible
without creating problems to the current students.
The use of credits based on student workload and learning outcomes requires an institutional framework as
well as a profound understanding of the system by each member of the academic staff: there exists no
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unique formula to calculate student workload that should be applied to all study fields and all study pro-
grammes. Likewise, the learning outcomes of the programme components should be coherent among
themselves as well as with those at the study programme level. Hence, institutional regulations should
foster common understanding of and cater for the needs of different study programmes taking into account
many challenging issues, such as the profile of the programme, the resources available, the level of stu-
dents and others.

Within the institutional culture the right balance should be found between an agreed institutional credit
framework and flexibility. What is needed is a common understanding of the system and how it should be
used.

Doctoral programmes

In some countries, ECTS is also used in the third cycle. ECTS credits are either allocated to the whole pro-
gramme (e.g. 180 or 240 ECTS), or to some/all educational components (e.g. taught courses, laboratory
work, dissertation, etc.). In both cases, they should follow the same guidelines as for first and second cycle
programmes (i.e description of learning outcomes both for programme and single educational components,
estimation of workload, description of assessment procedures for the awarding of credits). The related in-
formation should be included in the Course catalogue.

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4 ECTS in Recognition and Mobility

41 The framework of recognition

Successful credit transfer requires academic recognition of credits. Recognition of credits is the process
through which an institution certifies that certain learning outcomes achieved and assessed in another
institution satisfy certain requirements of one of the programmes they offer. Given the diversity of
programmes and higher education institutions, it is unlikely that the credits and learning outcomes of a
single educational component in two different programmes will be identical. Therefore, a flexible approach
to recognition of credits obtained in another context is recommended. ‘Fair recognition’ rather than perfect
equivalence is to be sought. Such ‘fair recognition’ should be based on the learning outcomes – i.e. what a
person knows and is able to do – and not on the formal procedures that have led to the completion of a
qualification or its component. The recognition process should be transparent.

Be aware of rules and regulations for recognition

The Lisbon Recognition Convention, adopted in 1997 and ratified by the countries of the European
Region (as defined by UNESCO and the Council of Europe), provides a legal framework for all types of
recognition of qualifications and their components.
The Convention stipulates that recognition of foreign qualifications/study periods abroad should be
granted unless a substantial difference can be demonstrated between the qualification/study period of
which recognition is requested.
Several charters such as the Erasmus Charter for Higher Education (Institutional Commitment), the
European Quality Charter for Mobility, the ERASMUS Student Charter (European Code of Good
Practice) provide a framework for arranging mobility and recognition.
Moreover, a directive on the Recognition of Professional Qualifications has been recently published by
the European Commission.

Recognition means that the number of credits gained for suitable learning outcomes achieved, at the
appropriate level, in another context will replace the number of credits that are allocated for comparable
learning outcomes at the awarding institution.
Decisions on credit recognition and transfer are taken by the qualification-awarding institution on the basis
of reliable information on the learning outcomes achieved. Institutions should make their recognition
policies known and easily accessible.
In ECTS, credit recognition for the purpose of accumulation and transfer is facilitated by ECTS key
documents like the Course Catalogue, the Learning Agreement and the Transcript of Records (see section
7).

42 Managing Mobility and Recognition

421 Agreed Mobility

In the case of agreed student mobility, the three parties involved – the home institution, the host institution
and the student – should sign a Learning Agreement prior to the mobility period. In such cases, recognition
of the credits by the home institution is automatic if the conditions stipulated in the Learning Agreement
have been fulfilled.

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All learning components to be followed abroad should be listed in the Learning Agreement. The guiding
principle in drawing the Learning agreement is not to look for equivalency of the educational components,
but for fitness and complementarily of the learning outcomes to be achieved abroad to the course of study
which the learner has undertaken. In case of changes to the programme of study agreed with the learner,
the Learning Agreement may be amended, but the amended version must be signed again by the same
three parties concerned within a given period of time (usually 30 days from the beginning of the teaching
activities). If a student is awarded credits for learning components other than those specified in the
Learning Agreement, the home institution might decide not to count them towards the final degree. It
should nevertheless recognise and record these credits in the student's transcript and the Diploma
Supplement for lifelong learning purposes.
New modes of ICE-enables learning allow students to access and follow courses outside their own
institution (“virtual mobility”). In this case, too, a student should be offered clear academic guidance with
the support of a Learning Agreement signed by the home institution and the student himself.
The recognition of credits in the framework of joint programmes is stipulated in the regulations of the
programme, which has to be coherent and quality assured according to the pre-agreed scheme adopted by
the partners. There should be no need for Learning Agreements for mobility in the case of joint
programmes as the credits achieved in the partner institution are automatically recognised if the rules of
the joint programme are followed and the conditions are satisfied.
There are numerous practices of recognising and recording study periods abroad around Europe. The
guiding principles of recognition are flexibility and fairness. The study period abroad should be clearly
identified in the student graduation documents (e.g. Diploma Supplement).

The Golden Rule of recognition

All credits gained during the period of study abroad or during the agreed virtual mobility - as
documented in the Learning Agreement and confirmed by the Transcript of Records - should be fully
recognised and counted towards the student’s degree without any additional work by or assessment of
the student.

422 Institutional rules and regulations

Experience has shown that the following recommendations facilitate the management of mobility and
recognition.
First of all, clear statements on principles of recognition of other learning experiences have to be available
at the institutional level. Institutional rules should deal with different aspects of credit accumulation and
transfer through various types of mobility, work experience, virtual learning, prior and informal learning.
As for periods of mobility abroad, the institution should ensure that student application procedures and
selection criteria are transparent and fair, and that an appeal mechanism is in place.
Selection of partner institutions
It is suggested to make exchange agreements with institutions:
 that offer adequate descriptions of their programmes, including credits, learning outcomes,
teaching/learning approaches and assessment methods
 whose standards are considered adequate, so that their teaching and assessment procedures can
be accepted without requiring any further work or assessment.

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Agreements should not only be made with institutions offering similar programmes, but also with those
providing programmes that are complementary to the ones of the institution, thus making further
opportunities available to the students.
Integration of mobility into programmes
In order to structure mobility into curricula it is recommended to:
 identify the semester or year when a period of study abroad would best fit into the programme
(mobility window)
 schedule in that semester/year the educational components the learning outcomes of which can
be more easily achieved abroad (e.g. language courses, international or comparative courses,
supplementary/elective courses, preparation of dissertation, work placements, etc.)
 identify, within the partner institutions, departments or curricula where similar, complementary, and
coherent learning outcomes could be achieved.
Allocation of academic responsibilities
It is recommended to appoint an academic in each department or subject area who has the authority to:
 approve students’ programmes of study abroad and amend them as needed (sign the Learning
Agreement)
 guarantee full recognition of such programmes on behalf of the responsible academic body (sign
the Recognition sheet). Students should not be asked to negotiate academic recognition with
individual staff members or with a committee.
Interaction with single outgoing students
Before the departure of the student, the responsible staff member should:
 discuss with the student, and finally approve, a Learning Agreement containing a programme of
study abroad with a proportionate number of credits. This programme will have similar,
complementary or coherent learning outcomes in relation to the programme in the home
institution, but it will not necessarily have the same content. The number of credits to be gained at
the host institution should be proportional to the time of study abroad.
 guarantee in advance that all credits gained abroad in the approved programme of study will be
fully recognised, transferred into the home programme and used to satisfy the qualification
requirements.
After the return of the student, the responsible person should:
 transfer all credits gained abroad for activities included in the approved programme of study
(Transcript of Records) into the student’s official records at home, indicating the learning activities
they refer to, with their original titles; the credits, and related activities, will subsequently be
included in the Diploma Supplement, with a note specifying the institution where they have been
gained
 it is also possible to recognize the mobility period abroad as a whole, with the total number of
credits. In these cases, it is essential that the transcript of records of the host institution be included
in the Diploma Supplement, specifying the learning outcomes achieved abroad.

423 Grade Distribution Table

The ECTS Grading Table was introduced in the ECTS users’ guide in 2009 as a replacement for the
previous ECTS grading scales. It allows universities to ensure fair transfer and recognition of grades of
mobile students.

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European educational systems have developed different approaches to grading, rooted in their
pedagogical and cultural traditions. While it is essential to acknowledge these differences, it is also
important to make them transparent within the European Higher Education Area, so that grades attributed
in all countries, institutions or subject areas can be properly understood and, when necessary, compared.
Mobile students have a right to a fair treatment of their grades when credits are transferred from one
institution/country to another, as grants or other benefits may depend on their level of performance.
Transparency of performance levels is equally important for graduates applying for a job in their own or in
another country.
In addition to the description of their national/institutional grading scale each institution should provide a
To tackle this problem, the ECTS guidelines now suggest that, in addition to using the grades of their na-
tional/institutional grading scales, each European institution should provide a statistical distribution table of
passing grades in a standardised format (Grade Distribution Table) as a translation device into other grad-
ing systems, in order to ensure transparent and coherent information on institutional grading traditions and
student performance. A Grade Distribution Table is completed for a given reference group of reliable size
(number of students, number of years awarded, etc.). Based on the homogeneous reference group identi-
fied, the total numbers and the percentages (including cumulative percentages) of the passing 'local'
grades awarded to these students, over a given period of time, are calculated.
Such grading tables are based on the statistical distribution of positive grades (pass and above) in each
programme. They show how the national scale is actually being used in that context and allow for
comparison with the statistical distribution of grades in a parallel reference group of another institution.

For example:
National/institutional Number of passing Percentage of each Cumulative percentage of
grades (from highest to grades awarded to grade with respect to passing grades awarded
lowest passing grade) the reference group the total passing
grades awarded

10 50 5% 5%
9 100 10% 15%
8 350 35% 50%
7 300 30% 80%

6 200 20% 100%

Total: 1,000 100%

This Grade Distribution Table can be produced for national/institutional grading scales of any size from
data for a given reference group which are easily available in institutional records. When included in
the Transcripts of Records and Diploma Supplements of the students from the degree programmes
included in the reference group, the table will facilitate the interpretation of each grade awarded to
them and will allow for the conversion of grades from one system or context to another. Therefore, it
does justice to the level of academic performance of all learners. Used correctly, it bridges different
grading systems as well as different cultures in the European Higher Education Area and beyond.
The following steps should be taken to produce the Grade Distribution Table:
1. Identify the reference group for which the grade distribution will be calculated.
2. Calculate the number of passing grades awarded to the reference group identified.
Fail grades/marks are therefore not included.

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3. Calculate the grade distribution in terms of percentages and cumulative percent-

ages for the reference group. Develop a table with both percentages for each
group.
4. Include the Grade Distribution Table for the reference group in every Transcript of
Records/Diploma Supplement of students/graduates from such group.
5. Compare your own Grade Distribution Table with the one developed by another in-
stitution for a parallel reference group in the same cycle. The position of each
mark/grade within the two tables can be compared and, on the basis of this com-
parison, individual grades are converted.
The first four steps in the procedure concern all programmes and are purely administrative tasks. The
academic responsible for credit transfer may get involved in step 5 when general guidelines for the
conversion of grades are being established.
Example based on two Grade Distribution Tables in two institutions using different grading systems:

Institution country X (National system with passing grades between 18 and 30 cum laude)

National/institutional Percentage of each Cumulative percentage of

grade (from highest to grade with respect to the passing grades awarded
lowest passing grade) total passing grades
awarded
30 cum laude 5.7% 5,7

30 15.7% 21,4
29 0.5% 21,9
28 12.3% 34,2

27 11.8% 46
26 9.0% 55

25 8.2% 63,2

24 11.3% 74,5
23 2.7% 77,2
22 6.0% 83,2
21 2.3% 85,5

20 5.7% 91,2
19 1.9% 93,1

18 6.9% 100

Total: 100%

Institution country Y (National system with passing grades between 10 and 20)

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National/institutional Percentage of each Cumulative percentage of

grade (from highest to grade with respect to the passing grades awarded
lowest passing grade) total passing grades
awarded

20 0% 0

19 0.06% 0,06
18 0.22% 0.28
17 0.43% 0,71

16 2.30% 3,01

15 3.65% 6,66

14 9.46% 16,12

13 12.05% 28,17

12 18.45% 46,62

11 18.59% 65,21

10 34.79% 100

Total: 100%

In this example, 27 in the institution X is easily converted into 12 in the institution Y.

5 ECTS and Lifelong Learning

Not all learners are full-time students enrolled in regular learning programmes. A growing number of
adult learners follow ‘stand-alone’ educational units, without necessarily pursuing a specific
qualification. Higher education institutions face increasing demands to satisfy the needs of adult
learners and to provide individual learning pathways. Consequently, a large number of them are
diversifying their offer, providing these educational units with innovative modes of teaching and
learning for all, through new technologies and open educational resources.
The use of ECTS for lifelong learning enhances the transparency of learning programmes provided
that learning outcomes are recognised by higher education institutions. The fact that all learning
achievements are documented and awarded a corresponding number of ECTS credits makes it
possible for learners to have this learning recognised with a view of achieving a qualification, when the
learning outcomes satisfy its requirements2. Validation and recognition instruments used in formal
education must adapt to the emergence of a much more diversified educational offer, including new
forms of learning made possible by technology (blended learning, on-line learning, MOOCS).

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When using ECTS for lifelong learning, the same principles for credit allocation, award, accumulation
and transfer apply. Like for credits allocated to components which are part of programmes, credits
allocated to continuing education are based on the workload typically needed to achieve the defined
learning outcomes.
Credits awarded for continuing education may be recognised and accumulated towards a qualification
or not, depending on the desire of the learner and/or the requirements for the award of the
qualification. Some learners may only be interested in following a particular educational component
without wishing to obtain the qualification.
In terms of recognition of prior learning, higher education institutions should have the competence to
award credits also for learning outcomes acquired outside the formal learning context through work
experience, hobbies or independent study, provided that these learning outcomes satisfy the
requirements of their qualifications or components. The recognition of non-formal and informal learning
should be automatically followed by the award of the same number of ECTS credits attached to the
corresponding part of the formal programme.
As with formal education, the award of credit is preceded by an assessment to verify the achievement
of learning outcomes. The assessment methods and criteria should be constructed so as to measure
the achievement of the required learning outcomes at the appropriate level, without reference to
specific learning activities. For example, classroom discussion of the subject matter would no longer be
considered in assessment, whereas the corresponding learning outcome of constructing arguments
while interacting with a group would become relevant.
Institutions are encouraged to publish their recognition policy and practices for non-formal or informal
learning prominently on their website.
These policies should include elements such as feedback to learners on the results of the assessment
or the possibility for learners to appeal. Institutions are also encouraged to create facilities for advice,
counselling and recognition of non-formal and informal learning. These may take different forms
depending on national and institutional practices (e.g. they may exist within single higher education
institutions or as joint centres for several institutions).
By implementing procedures for the recognition of non-formal and informal learning, the social
dimension of higher education institutions is strengthened. Institutions fulfil the objective of facilitating
access to learners from professional life and a range of non-traditional learning environments, and thus
contribute to making lifelong learning a reality.

Be aware
The process of awarding credit to non-formal or informal learning has four main stages:
1. Initial advice and guidance (what does the process involve for the learner, what credit limits
there are for non-formal/informal learning, what are the costs, roles and responsibilities of
learner and tutor/advisor; and different learning pathways to a qualification)
2. Support (reflective process; understanding learning outcomes; identifying own learning
outcomes; evidence gathering and selection)
3. Recognition/assessment (assessment of evidence of achievement of learning outcomes and
assessment criteria)
4. Award of credit (credit awarded through this process is of same value as credit gained through

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formal learning)

6 ECTS and Quality Assurance

The primary responsibility for quality assurance lies with each institution. 3 Internal quality assurance
involves all procedures undertaken by higher education institutions to ensure that the quality of their
programmes and qualifications meets their own specifications and those of other bodies legitimately
empowered to make specifications. External quality reviews undertaken by quality assurance agencies
provide feedback to institutions and information to stakeholders. Quality assurance principles and
processes are the same for all modes of teaching and learning (formal, non-formal, informal, new
modes of teaching, learning and assessment). Taken together, internal quality assurance and external
quality review aim to implement the Standards and Guidelines for Quality Assurance in the European
Higher Education Area.4
Student representatives should be actively involved in all quality assurance processes.

Be aware
[The text concerning the use of ECTS is in line with the Standards and Guidelines for Quality Assurance
will be updated at a later stage]

In line with the ESG, the use of ECTS and its instruments enhances the quality of programmes and
mobility in an institution. The implementation and use of ECTS by higher education institutions should
also be quality assured through appropriate processes (e.g. monitoring internal and external quality
reviews and students’ feedback).
. The quality of ECTS implementation can be highlighted through the following aspects:
 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 gained
 students are provided with detailed information and advice so that they can follow progression
rules, exploit options for flexible pathways and select educational components at an
appropriate level for their qualification.
 Information on the results gained is sent promptly to the student.

With regard to mobile students and recognition this means that:

 credit transfer processes are included in the normal monitoring, review and validation
procedures

3
Realising the European Higher Education Area. Communiqué of the Conference of Ministers responsible for Higher Education
in Berlin on 19 September 2003.
4
European Association for Quality Assurance in Higher Education (2005) Standards and Guidelines for Quality Assurance in
the European Higher Education Area:
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Standards-and-Guidelines-for-QA.pdf
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 appropriate staff are designated as responsible for credit transfer and recognition matters
 Learning Agreements are completed in all cases; their development, and any subsequent
changes to them, should be subject to sensitive yet robust approval processes5
 Incoming mobile students undertake normal educational components from the existing Course
Catalogue; they are assessed and graded like home students
 detailed transcripts are provided recording the credits and grades awarded
 recognition is given to all credits associated with successfully completed educational
components undertaken as part of any approved learning agreement; results should be issued
and transmitted promptly
 objective procedures exist for interpreting the grades awarded, so that also grades – and not
just credits – are properly reflected in any final qualifications gained.

7 ECTS and Key Documents

The ECTS key documents described in this section constitute a widely used and accepted way of
communicating those elements of information which are useful for all learners (including mobile and
non-mobile students), academic and administrative staff, employers and other stakeholders. Using
ECTS key documents correctly enhances recognition of study periods of the mobile students. It also
ensures transparency of quality in higher education in general and of mobility in particular.
Increasingly, institutions keep track of learners’ achievements in a systematic way within a
computerised student records system which allows generating data for the ECTS key documents and
other documents such as the Diploma Supplement 6. To serve the needs of the mobile students,
institutions should be able to make their achievements transparent and easily understood. Therefore,
ECTS indicates the information items that should be included in the main ECTS documents in order to
foster better understanding between different institutions and countries.

71 Course Catalogue

The first key document is the Course Catalogue. It includes the information on the institution’s learning
environment that should be available to students before registering and in the course of their studies,
to enable them to make the right choices and use their time most efficiently.
A checklist of the recommended contents of the Course Catalogue is given below. The checklist
indicates the full range of information which should be provided. It is essential that information about
the qualifications offered, the teaching, learning and assessment procedures, the level of programmes,
the single educational components and the learning resources available to students be well
documented and easily understood. In the case of joint programmes, some additional elements should
be added (see checklist).
The exact format of the Catalogue, as well as the exact sequencing of the information, is to be decided
by the institution. It may be considered more appropriate to separate the general information for
students from the academic information. In any case, all information should be detailed, user-friendly
and up-to-date. The Catalogue should be published on the institution’s website so that all interested

5
The notion of sensitive ‘fair recognition’ and not strict equivalence should be used in developing learning agreements, as
associated with the 1997 Convention on the Recognition of Qualifications concerning Higher Education in the European Region,
Explanatory Report: http://conventions.coe.int/Treaty/en/Treaties/Html/165.htm
6
The Diploma Supplement is also part of the package of Europass transparency
tools.http://europass.cedefop.europa.eu/europass/home/hornav/Introduction/navigate.action
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parties can easily access it. It should be published sufficiently in advance for students to make their
choices.
All learners should be able to identify an individual who will be able to give them relevant advice, at
either institutional or departmental/subject level. It is therefore important that the Catalogue should
include the names of people to contact, with information about how, when and where to contact them.
Transparency and accessibility apply equally to language. The publication should be available on the
website, not only in the local language, but preferably also in another widely-used language in order to
enhance transparency at international level.

Checklist for the Course Catalogue

Part 1 – Information on the institution:

 name and address
 academic calendar
 academic authorities
 general description of the institution (including type and status)
 list of programmes offered
 general admission requirements
 general arrangements for the recognition of prior learning (formal, informal and non-formal)
 general registration procedures
 ECTS credit allocation based on the student workload needed in order to achieve defined
learning outcomes
 Arrangements for academic guidance.

Part 2 – Information on programmes

General description:
 qualification awarded (in case of joint programme, please specify)
 level of qualification (QF-EHEA and EQF-LLL)
 specific admission requirements
 specific arrangements for recognition of prior learning (formal, non-formal and informal)
 qualification requirements and regulations
 profile of the programme
 key learning outcomes
 occupational profiles of graduates
 access to further studies
 programme structure diagram with credits (60 per full-time academic year)
 work placement(s), if any
 examination regulations, assessment and grading
 graduation requirements
 mode of study (full-time, part-time, e-learning,…),
 programme director or equivalent

For joint programmes, also add:

 members of consortium and their role
 mobility structure of the programme

Description of individual educational components:

 title
 code
 type (compulsory, optional)
 level (e.g. first, second or third cycle; sub-level if applicable)
 year of study (if applicable)
 semester/trimester when the component is delivered

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 number of ECTS credits allocated

 name of lecturer(s)
 learning outcomes
 mode of delivery (face-to-face, distance learning)
 prerequisites and co-requisites, if any
 course contents
 recommended or required reading and other learning resources/tools
 planned learning activities and teaching methods
 assessment methods and criteria
 language of instruction

Part 3 – General information for students:

 cost of living
 accommodation
 meals
 medical facilities
 facilities for special needs students
 insurance
 financial support for students
 student affairs office
 learning facilities
 international programmes
 practical information for mobile students
 language courses
 internships
 sports and leisure facilities
 student associations

72 Learning Agreement
The ECTS Learning Agreement provides a binding agreement before mobility takes place. Learning
Agreements contain the list of the educational components the student is planning to take at the other
institution, together with the code numbers and the ECTS credits allocated to them.
An ECTS Learning Agreement should be drawn for all types of mobility, be it traditional mobility under
the exchange programme, short-term mobility, e.g. intensive programme, or virtual mobility. It must be
signed by the home institution, the host institution and the student. Those signing on behalf of the two
institutions must be in a formal position of authority which allows them to commit the institutions. For
the host institution, the commitment is to register the incoming student in the planned educational
components and to provide the required learning activities; for the home institution, it is to grant
recognition of the credits gained at the other institution. The Learning Agreement, together with the
Transcript of Records, is designed to guarantee full recognition of the credits gained in the host
institution.
A programme of study may need to be modified after the arrival of the mobile student. In such cases,
the Learning Agreement should be amended as soon as possible (within 30 days from the beginning of
teaching activities) and endorsed by the three parties: the home institution, the host institution and the
student. Only in this way the full recognition of the period of study continues to be guaranteed.
Scanned copies of signatures or digital signatures are also accepted.
The Learning Agreement must contain all the basic elements of the checklist below:
1. Name and contact of the student
2. Names and contacts of sending and receiving institutions
3. Field of study at home institution
4. Period of study (from/to)
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5. List of educational components to be taken at host institution (with codes and ECTS
credits),
6. Signatures of the three parties (sending and receiving institutions, and student)
7. Provisions for changes in the Learning Agreement

Learning Agreement for work placements - Training Agreement

The Learning Agreements for training, commonly called Training Agreement, are also essential for
work placements. They should contain the same basic elements as the standard Learning Agreement,
although obviously there are differences.
The Training Agreement should indicate clearly the location of the work placement, the period of the
placement, the work (activities) to be undertaken (job description), the learner’s rights and duties, and
the defined learning outcomes. It will also need to indicate what assessment and assessment criteria
will be used in relation to the defined learning outcomes and who will be responsible for this, i.e. the
role of the work placement provider (employer) and, whenever applicable, the host institution.
The Training Agreement should be signed by the three parties – the learner, the home educational
institution and the work placement provider (employer). Where a host institution is involved, for
example in monitoring, it is also expected to sign the agreement. The primary responsibility lies with
the qualification awarding institution. The Training Agreement should indicate the number of ECTS
credits which will be awarded on achievement of the defined learning outcomes.
The Training Agreement (see EUROPASS-Mobility Pass) must contain all the basic elements of the
checklist below:
1. Name and contact of the student
2. Names and contacts of sending and receiving institutions
3. Field of study at home institution
4. Period of training (from/to) and ECTS credits
5. List of activities to be carried out during the placement
6. List of competences to be developed in case of placement mobility
7. Monitoring arrangements and methods of assessment
8. Signatures of the three parties (sending institution, placement provider and a
student)
9. Provisions for the changes for the training agreement

73 Transcript of Records
The ECTS Transcript of Records provides in an agreed format an up-to-date record of the students'
progress: the educational components they have taken, the number of ECTS credits they have
achieved and the grades they have been awarded.
For mobile students, the home institution firstly issues the Transcript of Records and sends it to the
host institution for each outgoing student before departure, to provide information about the
educational components already completed, their level and the results obtained. Subsequently, the
host institution issues another Transcript of Records for each incoming student and sends it to the
home institution at the end of their period of study, in order to formally certify the work completed, the
credits awarded, and the local grades received during the mobility period. Transcripts of Records
should be sent within a reasonable period of time, in order to avoid delays in the recognition
procedures at the home institution.

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Since the Transcript is a vital document for recording the progress of all students and for recognising
learning achievements, it is crucial to determine who is responsible for producing it, how it is issued
and how it is delivered. Most institutions produce the transcript of records from the institutional data
bases that do not always respect the fact that the Transcript will be used in another institutional or
educational milieu. This may result in the information being incomplete or unclear for other institutions,
thus creating difficulties for recognising study periods abroad.
The checklist of compulsory elements for the Transcript of Records:
1. Name and contact of the student
2. Names and contacts of sending and receiving institutions
3. Field of study at home institution
4. Year of study for outgoing student and period of study for incoming student)
5. Educational components taken at the institution (with codes, credits and local grades)
6. Description of the institutional grading system
7. Grade Distribution Table for the reference group identified
8. Date, stamp and signature of the responsible person

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Acknowledgements
This Guide has largely drawn on the enormous amount of work that has been done in recent years
within the Bologna Process and in individual countries. It would be impossible to give credit to all the
organizations and individuals who have done this work. The gratitude of ECTS Users should go to
those who have contributed to the construction of European Higher Education Area by refining its
principles and facilitating their implementation. This Guide has only tried to turn their accomplishments
into practical advice for Higher Education Institutions.

Annexes:
Glossary
Recommended reading list (to be updated)
Other appendices to be decided

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