scholarly journals Building a Regional Academic Credit System in Latin America

2015 ◽  
Author(s):  
Jane Knight
Keyword(s):  
Latin America ◽  
Credit System ◽  
Academic Credit

scholarly journals Student Workload and Degree Profiles: the experience of CLAR credit in Latin America

2014 ◽  
Vol 1 (1) ◽  
pp. 165 ◽  
Author(s):  
Francisco Alarcón ◽  
Pablo Beneitone ◽  
Roberto de Armas ◽  
Sérgio Kieling Franco ◽  
Letícia Suñé ◽  
...  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Learning Outcomes ◽  
Latin American ◽  
Full Time ◽  
Credit System ◽  
Academic Credit ◽  
Student Workload ◽  
Academic Credits ◽  
Academic Year

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

scholarly journals Penerapan algoritma C5.0 pada analisis faktor-faktor pengaruh kelulusan tepat waktu mahasiswa Teknik Informatika UMM

Repositor ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 131
Author(s):  
Vinna Rahmayanti ◽  
Yufis Azhar ◽  
Andriani Eka Pramudita
Keyword(s):  
High School ◽  
Feature Selection ◽  
Grade Point Average ◽  
Engineering Students ◽  
Senior High School ◽  
Credit System ◽  
Grade Point ◽  
Academic Credit ◽  
Entry Status ◽  
School Status

AbstrakKelulusan tepat waktu mahasiswa merupakan salah satu permasalahan yang sulit untuk diatasi oleh setiap pihak perguruan tinggi, begitu pula pada jurusan Teknik Informatika Universitas Muhammadiyah Malang. Permasalahan ini harus segera diatasi mengingat kualitas mahasiswa akan mempengaruhi sebuah akreditasi perguruan tinggi maupun jurusan. Oleh karena itu, perlu dilakukan analisis faktor-faktor pengaruh kelulusan tepat waktu mahasiswa Teknik Informatika UMM. Penelitian ini menggunakan algoritma C5.0 untuk melakukan seleksi fitur penting dan analisis regresi untuk melakukan estimasi peluang kelulusan tepat waktu mahasiswa. Variabel bebas yang digunakan adalah jenis kelamin, asal daerah, status masuk, SKS semester 4, SKS semester 6, IP semester 2, IP semester 4, IP semester 6, IPK semester 2, IPK semester 4, IPK semester 6, jenis SMA, status SMA, pendidikan orang tua, dan pekerjaan orang tua. Hasil implementasi algoritma C5.0 pada penelitian ini mampu melakukan seleksi fitur dengan menghasilkan 8 dari total keseluruhan 15 fitur dengan nilai akurasi yang lebih baik dibandingkan nilai akurasi yang menggunakan keseluruhan fitur. Serta, penelitian ini mampu memberikan model regresi dengan nilai akurasi sebesar 82%.Abstract Timely graduation of college students is one of the problems that is difficult to overcome by each college, as well as in the Department of Informatics, University of Muhammadiyah Malang. This problem must be resolved immediately, considering the quality of students will affect the accreditation of university and its majors. So, it is necessary to analyze the factors that influence the timely graduation of Informatics Engineering students in UMM. This study uses the C5.0 algorithm to do feature selection and regression analysis to estimate the opportunities of timely graduation. The independent variables used are gender, regional origin, entry status, academic credit system in 4th semester, academic credit system in 6th semester, grade point of 2nd semester, grade point of 4th semester, grade point of 6th semester, grade point average of 2nd semester, grade point average of 4th semester, grade point average of 6th semester, type of senior high school, status of senior high school, parent’s education, and parent’s job. The results of the implementation of the C5.0 algorithm in this study were able to do feature selection by producing 8 out of total 15 features with better accuracy than the value of accuracy using all features. And this study is able to provide a regression model with an accuracy value of 82%.

scholarly journals High School to University in Ontario: Did an Extra Year Make a Difference?

2005 ◽  
Vol 35 (2) ◽  
pp. 99-119
Author(s):  
Patrick Brady ◽  
Philip Allingham
Keyword(s):  
Secondary School ◽  
Teacher Education Program ◽  
First Year ◽  
Post Secondary Education ◽  
Credit System ◽  
Academic Credit ◽  
Post Secondary ◽  
Significant Difference ◽  
University Level ◽  
The University

This study examined perceptions of preparedness for post-secondary education in the province of Ontario. Participants were 272 university students enrolled in the first year of a four-or five-year concurrent teacher education program and represented two distinctive groups: (a) entrants who had completed the old five-year Ontario Academic Credit system, and (b) those who were admitted to university via the new four-year program. They responded to a questionnaire which inquired into the degree to which they believed that their final year of secondary school had adequately prepared them for the transition to university level studies. Although data analysis did not reveal any significant difference between the two groups in terms of academic achievement, Grade 12s reported feeling less prepared overall for the challenges of university, especially in terms of the acquisition of specific academic skills, as well as adjustment to the university social milieu.

scholarly journals The Credit System and Harmonisation of Higher Education in Ethiopia:

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Abebaw Yirga Adamu
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Transfer System ◽  
Credit System ◽  
Public And Private ◽  
Academic Credit ◽  
Academic Policy

This article analyses the implementation of a credit system and its contributionto the harmonisation of higher education in Ethiopia. Harmonisationhas been used as a strategy to respond to the challenges of globalisationand internationalisation. A credit system is one of the tools to accomplishthis objective. Harmonised academic policy, modularised curricula, andthe introduction of the new credit system, the European Credit Accumulationand Transfer System are major initiatives that could contribute tothe harmonisation of higher education in the country. The article identifiesthe factors that hinder this effort. The lack of clear policy directives on theuse of the academic credit system negatively impacted implementation ofthe ECTS, calling for directives that clearly set out the details of a nationalacademic credit system which should apply across higher education institutions,both public and private, and programmes at all levels.

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