European Higher Education Area (EHEA)
In order for skills and knowledge acquired to be recognised and easily validated throughout Europe, the School’s academic programmes are structured in ECTS credits and competencies, which are the main pedagogic requirements of the European Higher Education Area. These are level indicators which are understood internationally and which likewise reflect a methodological change, based on students’ new active role.
The ECTS system is based on the student’s hours of work both inside and outside the classroom, and the competencies stipulate what the student should be able to do. Since they come from outside the academic world, these terms — qualifications and skills — provide a constant dialogue with the professional world and promotes international mobility, both for students who want to enjoy an off-campus experience and for those who just graduated and want to enter the European labour market.
Student activity: at the core of education
In our classrooms, the real protagonist is the student. And the aim of our lecturers is to motivate them to fully assume problem-solving capabilities. We believe that active development of students is the basic premise for a good education.
The teacher acts as tutor, advising students, providing them with experience, coaching them to find the best methods and select materials and sources of learning, detecting possible gaps in their knowledge and enhancing their individual capacities.
Our methodology is based, on the one hand, on the vocational school concept where students learn by manipulating materials. And on the other hand, it is based on the need to constantly foster reflection and discussion on what we do. For us, a school should be a place for research and exchange of knowledge and skills, a space of expression and action that encourages personal development through academic and collaborative activity. We do not wish for this knowledge and these skills to be limited to the university environment. They must be able to transform this knowledge into social development.
Subject study plan
One of ELISAVA’s best features is the high quality of the study plans for the subjects in each of the courses. A study plan is a document which defines the skills and contents of the subjects in detail, planning each of the activities (practices, exercises, materials, or resources) that the student must perform on a weekly basis. This plan should also state the submission dates of partial exercises.
The assessment mechanisms based on the skills to be acquired are specified in detail. The various lessons the students will receive are detailed, both the lectures (which will expand on and explore the subjects in depth) and the seminars (reserved for small groups in which students interact and debate on the work they must complete). Students also have individual or group tutorials to clarify any questions that may arise while doing their work.
Students’ level of acquisition of competences is continuosly assessed and supervised. As a result of the study plans, students know at all times what is expected of them, what is required and how they are progressing. The experience attained in recent years proves that this system improves students’ academic performance and progress throughout their degree course.
Our teaching plans are designed so that you will know at all times what is expected of you and how you are progressing.