Creating a New Historical Perspective: EU and the Wider World ...

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6. The Validation Report using the 47 7. Using the Dublin Descriptors and the EQF for Lifelong Learning 53 8. History Degree Programme Profiles: Examples 57 9. Tuning in Other Countries 71 10. Useful links, CLIOHWORLD publications, Contacts 76 VI
The History Subject Area Group: Member institutions and their representatives Austria Belgium Siegfried BEER Universität Graz Siegfried.Beer@uni-graz.at Denmark Jorgen VOGELIUS Roskilde University Vogelius@ruc.dk Finland Taina SYRJÄMAA University of Turku taisyr@utu.fi Germany Michael WALA Universität Bochum Michael.Wala@rub.de Ireland Hiram MORGAN University College Cork - National University of Ireland h.morgan@ucc.ie Italy Carla SALVATERRA Università degli Studi di Bologna carla.salvaterra@unibo.it The Netherlands Tity DE VRIES University of Groningen t.de.vries@rug.nl Luc FRANÇOIS Universiteit Gent luc.francois@augent.be Estonia Eero MEDIJAINEN University of Tartu eero.medijainen@ut.ee France Jean-Luc LAMBOLEY (Subject Area Coordinator) Université Grenoble II (Sciences Sociales) Jean-Luc.Lamboley@upmf-grenoble.fr Iceland Már JÓNSSON University of Iceland marj@hi.is Italy Carlo FUMIAN Università degli Studi di Padova ‘il Bo’ carlo.fumian@unipd.it Italy Ann Katherine ISAACS (Higher Education Expert; co-chair) Università di Pisa isaacs@stm.unipi.it Norway Geir Atle ERSLAND University of Bergen geir.ersland@hi.uib.no VII
Page 1 and 2: Creating a New Historical Perspecti
Page 3 and 4: Guidelines and Reference Points for
Page 5: Contents Preface Ann Katherine Isaa
Page 9 and 10: Preface This is a special edition o
Page 11 and 12: A final section lists useful links
Page 13 and 14: Introduction to the 2007 edition Tu
Page 15: lin descriptors”. From the beginn
Page 18 and 19: pan-European setting - can give rea
Page 20 and 21: Learning, Teaching and Research Amo
Page 22 and 23: health or even in expansion. In the
Page 24 and 25: 3. Learning outcomes & competences
Page 26 and 27: states and candidate countries were
Page 28 and 29: Awareness of the necessity of analy
Page 30 and 31: on competences and learning outcome
Page 32 and 33: 22. Knowledge of world history 23.
Page 34 and 35: e required or wish to take a small
Page 36 and 37: and methodologies, and those which
Page 38 and 39: order to have a basis for understan
Page 40 and 41: diversity of European traditions an
Page 42 and 43: moments. For example, competence 29
Page 44 and 45: number of students (but with variat
Page 46 and 47: Although the learner is to be place
Page 48 and 49: often used in history studies excep
Page 50 and 51: of their perceived relevance (using
Page 52 and 53: Way of Assessment Correction of tex
Page 54 and 55: Competence 15 Teaching Method Learn
Page 56 and 57:
marised in the ‘overarching’ co
Page 59 and 60:
6. The Validation Report After the
Page 61 and 62:
7. Another level of recommendation
Page 63:
The members of the Group judged tha
Page 66 and 67:
- are able to write and speak accor
Page 68 and 69:
7 (Second C y c l e H i g h e r Edu
Page 70 and 71:
B 1 Disciplines(s) / Subject area(s
Page 72 and 73:
F 1 Programme learning outcomes The
Page 74 and 75:
B 1 Disciplines(s) / Subject area(s
Page 76 and 77:
2 Subject specific — World histor
Page 78 and 79:
Level QF for EHEA: 3rd cycle; EQF l
Page 80 and 81:
1 2 — Communication: ability to w
Page 83:
9. Tuning in other Countries The Hi
Page 86 and 87:
professional skills of reading hist
Page 88 and 89:
10. Useful Links http://tuning.unid
Page 90:
Publications of the CLIOHWORLD Eras
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