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3 ECTS programme design

ECTS for programme design, delivery and monitoring

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, designing a programme means planning a curriculum and its components in credits, indicating learning outcomes and associated workload, learning activities and teaching methods and assessment procedures/criteria. The institutional credit framework should cater for the needs of different programmes and support inter- and multi-disciplinary approaches.

The use of ECTS in HEIs requires both an institutional credit framework based on institutional regulations and a profound understanding of the system by each member of the academic staff. Some institutions foster this understanding by regular training for staff members. Team-based decisions on programme design enhance the coherence of the programme.

ECTS Course design

Course design

Nota Bene

Credit accumulation

An independent learner may accumulate the credits required for the achievement of a qualification through a variety of learning modes. She/he may acquire the required knowledge, skills and competence in formal, non-formal and informal contexts: this can be the result of an intentional decision or the outcome of different learning activities over time. The learner may select educational components without immediate orientation towards a formal qualification. ECTS supports this process, as described in Lifelong Learning.