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ECTS credit allocation

ECTS, the European Credit Transfer System, is a system based on allocation and transfer of academic credits developed by the European Commission to provide common procedures to guarantee the full transferability of credits for university studies abroad in order that they might count towards a final qualification in the home country. It provides a way of measuring and comparing academic merits and transferring them from one institution to another.

All study programmes at MENDEL University are measured in terms of ECTS credits. All courses have a number of credits allocated reflecting students workload that an average student will need in order to achieve expected learning outcomes.

One credit stands for 28 hours of total study time. Standard academic year is based on 60 ECTS, which is 1680 hours of student workload. Individual student can differ from this standard according to their capacities, skills, foreknowledge, and efforts.

ECTS credit allocation is based on student workload needed in order to achieve expected learning outcomes.

ECTS credit allocation procedure:

  • For allocation of ECTS credits a top-down method was chosen.
  • The overall responsibility for the design of a programme of studies and the number of credits allocated to courses lies with the responsible programme executive board.
  • A programme of study as a whole, in relation to its academic and professional profile, was taken as the starting point for allocating credits to courses.
  • Programmes of study were broken down into modules or course units, which correspond to particular learning outcomes (knowledge, skills and understanding).
  • For each programme, learning outcomes, in form of generic and subject-specific competences, specific for bachelor and master degree level, were identified by programme executive board
  • Responsibility for deciding on the teaching, learning and assessment activities for a particular amount of student time was delegated by programme executive board to the teacher.
  • Teachers are aware of the learning outcomes to be achieved and the competences to be obtained.
  • Teachers identified educational activities relevant to reach learning outcomes in terms of generic and subject-specific competences of the course unit and student work time required for each of the activities selected.
  • Students are involved into the monitoring process to determine whether the estimated student workload is realistic, although monitoring is also a responsibility of the teaching staff.
  • Any programme/course innovations as for learning outcomes or relevant activities induced both from teachers and from students (within monitoring process) must be approved by programme executive board.