Abstract
<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0in 0pt; text-align: justify; line-height: normal; mso-layout-grid-align: none;" class="MsoNormal"><span style="font-family: &quot;Arial&quot;,&quot;sans-serif&quot;;"><span style="font-size: small;">Universidad de Las Américas - UDLA, is a Chilean University with 30.000 students located on 6 campuses. One third of students are working adults. A university like UDLA requires a flexible educational model to fulfill the learning requirements of different kinds of students and of the ever-changing conditions of the labor market that its graduates face. Following the ETCS, Credit System of Universidad de las Américas (SCUDLA) is a student-centered system based on transparency of outcomes and learning processes, which facilitates the planning of teaching, the evaluation of learning, and the recognition and validation of qualifications. SCUDLA is a tool that helps to design, describe and provide programs leading to an academic degree or a professional title. SCUDLA can be applied to all kinds of programs, regardless of the status of the students and the modality of learning.</span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
Highlights
In 1988, at the celebration of the 800th anniversary of La Sorbonne University in Paris, four education ministers shared the view that the segmentation of the European higher education system was outdated and harmful
“...Adoption of a system of readable and comparable degrees. “...Adoption of a system essentially based on two main cycles, undergraduate and graduate. [...] The degree awarded after the first cycle shall be relevant to the European labor market as an appropriate level of qualification. “...Establishment of a system of credits –such as in the European Credit Transfer and Accumulation System (ECTS) - as a proper means of promoting the most widespread student mobility. “...Promotion of mobility by overcoming obstacles to the effective exercise of free movement. “...Promotion of European co-operation in quality assurance with a view of comparable criteria and methodologies. “...Promotion of the necessary European dimensions in higher education, with regards to curricular development, inter-institutional cooperation, mobility schemes and integrated programs of study, training and research.” (Bologna Declaration, 1999)
ECTS was developed at the end of the 1980s to facilitate credit transfer in the Erasmus programme and to foster student mobility
Summary
In 1988, at the celebration of the 800th anniversary of La Sorbonne University in Paris, four education ministers shared the view that the segmentation of the European higher education system was outdated and harmful. “...Promotion of the necessary European dimensions in higher education, with regards to curricular development, inter-institutional cooperation, mobility schemes and integrated programs of study, training and research.” (Bologna Declaration, 1999) The European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement are the fundamental tools introduced to strengthen the development of comparable and understandable degrees (Eurydice, 2010).
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