Confidence will depend on the extent to which faculty retain the ownership of credit schemes and accept the judgment of their peers in other institutions. Empowering students may not produce acceptable actions for governments or academic institutions. Apart from the obvious problems of language competence in moving between countries there may also be cultural problems. Thus for instance in many humanities courses there is an assumption of knowledge of the underlying national culture which is needed to benefit from the courses. Credit based systems measure not only student learning but also quantify the curriculum and throw into sharp relief differences in practice between disciplines, countries and institutions.
Some difficult issues arise.
Conclusion Among the great achievements of the 20th Century must be the progress made in travel and communication. Mobility of students and mobility of learning follow these achievements hand in hand. CA and CT systems will be demanded by our clients whether those are students, academic disciplines, professions or employers. We are now in a position to analyse the early developments of ECTS and similar national experiments and voluntarily arrive at a European CA and CT system with central principles to be interpreted locally. Any academic can invent their own system, the challenge to Europe is to develop one tool which will allow us to produce a product of quality.