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What are 60 ECTS credits?
What are ECTS credits?
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What is ECTS & how does it work?
60 ECTS credits are the equivalent of a full year of study or work. In a standard academic year, these credits are usually broken down into several smaller modules. A typical 'short cycle qualification' typically includes 90-120 ECTS credits.
- ECTS Users’ Guide
ECTS credits express the volume of learn-ing based on the...
- ECTS Users’ Guide
For successfully completed studies, ECTS credits are awarded. One academic year corresponds to 60 ECTS credits that are normally equivalent to 1500–1800 hours of total workload, irrespective of standard or qualification type.
CountryCredit Points Per YearHours Per Credit PointCredit Point Name6025-30[4]ECTS credits6025ECTS (also ECTS-Punkte, ECTS credits)6025-30ECTS (also studiepunten, crédits, ECTS)6025-30кредитиMar 30, 2022 · ECTS points, or ECTS credits, indicate the required workload to complete a study programme, or a module within a study programme. ECTS points only indicate workload; they do not indicate a grade. Generally, each year of full-time study (or work, where applicable) is worth 60 ECTS credits.
- Introduction
- ECTS key features
- ECTS and the European Higher Education Area (EHEA)
- ECTS for programme design, delivery and monitoring
- 3.2 The programme profile
- 3.3 The programme learning outcomes
- 3.4 The programme structure and allocation of credits
- 3.5 Learning, teaching and assessment
- General principles for learning, teaching and assessment
- Open dialogue and participation
- Transparency and reliability
- Flexibility
- Appropriate assessment of achievements
- 3.6 Monitoring of credit allocation
- ECTS for mobility and credit recognition
- The golden rule of recognition of credit mobility within the framework of inter-institutional agreements
- 4.2.1 Before the credit mobility period
- 4.2.2 After the credit mobility period
- 4.2.3 Institutional rules and regulations
- Institutional commitment
- Selection of partner institutions
- Integration of credit mobility into programmes
- 4.3. Grade distribution
- 4.4 Grade conversion
- ECTS and lifelong learning
- 5.1 Lifelong learning – open learning opportunities
- 5.2 Recognition of prior learning and experience
- ECTS and supporting documents
- 7.1 Course Catalogue
- Recommended elements for the Course Catalogue General information:
- Resources and services:
- Information on programmes:
- Information on individual educational components:
- Recommended elements for the Learning Agreement for credit mobility for studies:
- 7.2.2 Learning Agreement for work placements
- Recommended elements for the Learning Agreement for work placements:
- 7.3 Transcript of Records
- Recommended elements for the Transcript of Records:
- 7.4 Work Placement Certificate
- Recommended elements for the Work Placement Certificate:
- Acknowledgements
- Accumulation of credits
- Allocation of credits
- Assessment methods
- Assessment criteria
- Award of credits
- Competence
- Continuing Professional Development (CPD)
- Course Catalogue
- Course unit
- Credit mobility
- Credit transfer
- Cycle (Level) Descriptors
- Degree programme
- Diploma Supplement
- European Credit Transfer and Accumulation System (ECTS)
- Educational component
- Europass Mobility
- Flexibility
- Framework for Qualifications of the European Higher Education Area (QF-EHEA)
- Free mover
- Joint programme
- Learner
- Learning Agreement
- Learning mobility
- Learning outcome
- Learning pathway
- Level descriptors
- M (MOOCs)
- Module
- Non-formal learning
- O (OER)
- Progression
- Progression rules
- Qualification
- Quality assurance
- R recognition)
- Recognition of credits
- Recognition of non-formal and informal learning
- Transcript of Records
- Work placement
- Work Placement Certificate
- Examples for programme profiles and formulations of programme learning outcomes
- Profile of the degree programme
- Key learning outcomes
- Occupational profile/s of graduates
- Learning outcomes
- Profile of the degree programme
- Key learning outcomes
- Occupational profile/s of graduates
- Learning outcomes
- Assessment methods and criteria Assessment methods
- Assessment criteria
- Specific admission requirements:
- Qualification requirements and regulations:
- Key learning outcomes:
- Occupational profiles of graduates with examples:
- Access to further studies:
- Learning outcomes:
- Profile of the degree programme:
- Key learning outcomes:
- Course description:
- Aims:
- Learning outcomes:
- Sample learning outcomes breakdown
The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher education. ECTS was instituted in 1989, within the Erasmus programme, as a way of transfer-ring credits that students earned during their...
ECTS is a learner-centred system for credit accumulation and transfer, based on the principle of transparency of the learning, teaching and assessment pro-cesses. Its objective is to facilitate the planning, delivery and evaluation of study programmes and student mobility by recognising learning achievements and qualifications and periods of learni...
In 1999 the Bologna Declaration included ECTS among the main objectives to be achieved by countries participating in the Bologna Process. Through the reforms implemented in the course of the Process, ECTS has become a key tool of the European Higher Education Area (EHEA). ECTS is adopted as the national credit sys-tem in most countries of the EHEA....
This section deals with the design of educational programmes by higher education institutions (HEIs) or by other providers. The use of ECTS credits aids programme design by providing a tool which improves transparency and helps to engender a more flexible approach to curriculum design and development. From an institutional perspective, design-ing a...
Thus, institutions, recognising that not all credits acquired in progressing towards a qualification are at the same level (learning outcomes achieved in the third year of a Bachelor degree, for example, will tend to be more complex than those achieved in the first year) – may specify intermediate credit levels with appropriate descriptors which (t...
The programme learning outcomes are based on the programme profile and describe what a student knows, understands and is able to do on completion of the programme. Formulating programme learning outcomes Considerable care needs to be taken in formulating learning outcomes. The follow-ing non-exhaustive list provides a set of guidelines which has pr...
The programme profile is broken down into educational components which may consist of single or several modules, other types of course unit, work and clinical placements, research projects, laboratory work and other relevant learning activities. They may also include social and community activities (for example, tutoring and mentoring) provided the...
Higher education institutions need to de-fine their learning and teaching objectives in relation to their study programmes and how they should be delivered and assessed.
Some general principles concerning learn-ing, teaching and assessment should be taken into account when delivering a pro-gramme of study, regardless of the mode of learning and teaching.
The student-centred approach requires an open dialogue and reflective feedback be-tween students, teachers and the relevant administrators, through which their needs and aspirations can be expressed and dis-cussed. All stakeholders should be involved in constructive discussion of programme design and delivery. Student representa-tives should partic...
The Course Catalogue should provide re-liable, up-to-date and quality assured in-formation on degree programmes, as well as on single educational components. It should provide an accurate description of the degree programme, including all details: structure, components, learning outcomes, workload, learning/teaching approaches, assessment methods, ...
A flexible programme structure is essen-tial to allow for students’ choices and meet different needs, e.g. opportunity should be given for developing personal learning pathways and optional activities should be offered. A flexible organisation of learning, teaching and assessment activities, includ-ing flexibility in the timetable and more opportun...
Credits are awarded when appropriate as-sessment shows that the defined learning outcomes have been achieved at the rele-vant level. If the student has not achieved the learning outcomes, no credits will be awarded. The number of credits award-ed to the student who demonstrates the achievement of learning outcomes is the same as the number of credi...
The programme is monitored to establish whether the credit allocation, the defined learning outcomes and the estimated workload are achievable, realistic and ade-quate. Monitoring can be managed in dif-ferent ways through questionnaires, focus groups, or interviews, or by monitoring the results achieved. Whatever method is used, feedback from stude...
This section deals with credit transfer and recognition in general, which takes place both in degree mobility and credit mobility. Successful learning mobility requires ac-ademic recognition and transfer of cred-its. Recognition of credits is the process through which an institution certifies that learning outcomes achieved and assessed in another ...
All credits gained during the period of study abroad or during the virtual mo-bility – as agreed in the Learning Agreement and confirmed by the Transcript of Records – should be transferred without delay and counted towards the stu-dent’s degree without any additional work by or assessment of the student.
In order to facilitate the organisation of credit mobility and its recognition, the three parties involved – the student, the sending institution and the receiving insti-tution or organisation/enterprise – should agree on the programme abroad. They should formalise this in a Learning Agree-ment, to be signed by the three parties before the start of...
The receiving institution provides the send-ing institution and the student with a Tran-script of Records within a reasonably short period of time (stipulated between the two institutions) after proclamation of the stu-dent’s results at the receiving institution. Upon successful completion of the set of educational components included in the Learni...
Experience has shown that the following good practice facilitates the management of credit mobility and recognition.
Specific institutional rules should be devel-oped to deal with the recognition of other learning experiences, to allow for credit accumulation and transfer through various types of mobility (including for ‘free mov-ers’), work experience, virtual learning, pri-or and informal learning. The institution should clearly define re-sponsibilities for imp...
It is suggested to make exchange agree-ments with institutions: that offer transparent descriptions of their programmes, including learning outcomes, credits, learning and teaching approaches and assessment methods; whose learning, teaching and assessment procedures can be accepted by the sending institution without requiring the student to take an...
Structuring credit mobility in the curricula facilitates recognition. Institutions can: identify the semester or year when period of study abroad would best fit into the programme (mobility window); schedule in that semester/year the educational components with learning outcomes that can be easily achieved abroad (e.g. international or comparative ...
Due to different cultural and academic traditions, European educational systems have developed not only different nation-al grading scales but also different ways of using them within the same country, in dif-ferent subject areas or institutions. While it is essential to acknowledge these differ-ences, it is also important to make them transparent ...
When institutions decide to transfer their mobile students’ grades, the academic re-sponsible for credit transfer should com-pare the grade distribution table from his/ her reference group with the one devel-oped by the other institution for the par-allel reference group. The position of each grade within the two tables can be com-pared and, on the...
This section deals with the role of ECTS in facilitating lifelong learning, open learning opportunities and the recognition of prior learning and experience.
The higher education learning landscape is changing with the rapid development of more diversified and flexible learning op-portunities – including blended learning, new forms of open online learning, Mas-sive Open Online Courses (MOOCs), Open Educational Resources (OER), work-based learning, self-directed learning, individual learning pathways, co...
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
Learning outcomes breakdown for the second cycle degree programme (Advanced Master) Marketing Analysis
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Jul 11, 2024 · What are 60 ECTS credits? The way an ECTS credit is awarded is in stages. One academic year is the equivalent of 60 ECTS credits. You can use an ECTS credit calculator and see how many credits you have, but it’s easy to work out that one year of academic study is the equivalent of 60 credits. How many ECTS Credits in a Masters Degree?
- 01277725724
Sep 17, 2024 · Every ECTS credit point represents the amount of workload you accomplished in that period of time. Some examples of ECTS credits assigned per degree type are: 1 full year of academic studies: 60 ECTS credits. 3-year Bachelor’s programme: 180 ECTS credits. 4-year Bachelor's programme: 240 ECTS credits.
Amount of credit you should study. a full-time workload at Bristol for a year equals 120 Bristol credits. a full-time workload at Bristol for a semester equals 60 Bristol credits. you should only do less than this if you have written permission from your home university to take a reduced workload.
