Views
3 years ago

Final Report Pilot Project - Phase 1

Final Report Pilot Project - Phase 1

Final Report Pilot Project - Phase

Final ReportPilot Project - Phase1Carried out by over 100 Universities,coordinated by the University of Deusto(Spain) and the University of Groningen(The Netherlands) and supported by theEuropean CommissionSocratesEducation and Culture

  • Page 2: Tuning EducationalStructures in Eur
  • Page 5 and 6: The Tuning Project was supported by
  • Page 7 and 8: Alan Hegarty —Mathematics Area Co
  • Page 9 and 10: —Universidad de Deusto - M. José
  • Page 11 and 12: 12—Panepistimio Patron - E.G. Vit
  • Page 13 and 14: 14Structure of the Tuning Project O
  • Page 15 and 16: Physics Subject Area Group: The Aca
  • Page 18 and 19: Preliminary RemarksThis final repor
  • Page 20 and 21: IntroductionIn this publication the
  • Page 22 and 23: academic authority. The objectives
  • Page 24 and 25: Aims and Objectives: What the Tunin
  • Page 26 and 27: Line 1Generic CompetencesOne of the
  • Page 28 and 29: the learner, individually and in gr
  • Page 30 and 31: d) A consideration for highest leve
  • Page 32 and 33: Thirty generic competences were sel
  • Page 34 and 35: Line 2Subject Specific CompetencesI
  • Page 36 and 37: technical skills, writing papers of
  • Page 38 and 39: synergy groups, the plenary session
  • Page 40 and 41: differences. On the other hand, it
  • Page 42 and 43: Line 3New Perspectives on ECTSas a
  • Page 44 and 45: student. It implies that the studen
  • Page 46 and 47: addressed in a European perspective
  • Page 48 and 49: Line 4Approaches to Teaching and Le
  • Page 50: Changing teaching and learning appr
  • Page 53 and 54:

    formulate useful learning outcomes,

  • Page 56:

    PART TWOLine 1: Generic Competences

  • Page 60 and 61:

    Learning Outcomes: Competences1. In

  • Page 62 and 63:

    A change is taking place in the tea

  • Page 64 and 65:

    strategies (portfolio, tutorial wor

  • Page 66 and 67:

    the underlying diversity of qualifi

  • Page 68 and 69:

    Competences tend to convey meaning

  • Page 70 and 71:

    • Technological skills related to

  • Page 72 and 73:

    • Ability to work in an internati

  • Page 74 and 75:

    these guidelines, universities were

  • Page 76 and 77:

    considered as such, but without dis

  • Page 78 and 79:

    —Physics: 14 universities.—Educ

  • Page 80 and 81:

    of seventeen competences out of the

  • Page 82 and 83:

    If the rankings of importance items

  • Page 84 and 85:

    Table 11Combined ranking. Graduates

  • Page 86 and 87:

    A numerical variable was created fo

  • Page 88 and 89:

    Table 15Country effectsLabelimp7imp

  • Page 90 and 91:

    —The use of competences and skill

  • Page 92 and 93:

    to succeed. Six of these items coin

  • Page 94 and 95:

    BOLETÍN EDUCAWEB (2001). Formar la

  • Page 96 and 97:

    MCCLELLAND, D.C. (1973). «Testing

  • Page 98:

    Line 2Subject Specific Competences

  • Page 101 and 102:

    all Member States. However, they ma

  • Page 103 and 104:

    CycleModule First First Second Seco

  • Page 105 and 106:

    CycleModuleFirst First Second Secon

  • Page 107 and 108:

    Line 2: Subject related Competences

  • Page 109 and 110:

    Modules: Knowledge Opening (Support

  • Page 111 and 112:

    In the context of lifelong learning

  • Page 113 and 114:

    (1) The benchmarks were written for

  • Page 115 and 116:

    . Chemistry-related practical skill

  • Page 117 and 118:

    main sub-disciplines as well as for

  • Page 119 and 120:

    —Literature surveys and evaluatio

  • Page 121 and 122:

    Students who are awarded a Eurobach

  • Page 124 and 125:

    Education Sciences Subject Area Gro

  • Page 126 and 127:

    Teacher Education Policies (ENTEP)

  • Page 128 and 129:

    A number of other mechanisms for ta

  • Page 130 and 131:

    —While a number of conditions may

  • Page 132 and 133:

    —orientation on transferable skil

  • Page 134 and 135:

    curricular studies / teaching pract

  • Page 136 and 137:

    Geology Subject Area Group:General

  • Page 138 and 139:

    1.2.2. Earth Sciences as a discipli

  • Page 140 and 141:

    and biosphere, and the perturbation

  • Page 142 and 143:

    2.4. Graduate key skills2.4.1. The

  • Page 144 and 145:

    3. Learning, teaching and assessmen

  • Page 146 and 147:

    History Subject Area Group:Common R

  • Page 148 and 149:

    which can or should be made about h

  • Page 150 and 151:

    teaching/learning offer is articula

  • Page 152 and 153:

    second cycle and adjusting those of

  • Page 154 and 155:

    projects) as well as those which en

  • Page 156 and 157:

    Type of studiesHistory for first cy

  • Page 158:

    24. Awareness of methods and issues

  • Page 161 and 162:

    there are many areas in mathematics

  • Page 163 and 164:

    fundamental notions. On the other h

  • Page 165 and 166:

    graduates should normally be acquai

  • Page 167 and 168:

    3.2.3. Note also that skills and le

  • Page 170 and 171:

    Physics Subject Area GroupPART 1. T

  • Page 172 and 173:

    Table 1TUNING consultation among Ac

  • Page 174 and 175:

    Table 2Competences ordered by impor

  • Page 176 and 177:

    However, and this is meaningful, mo

  • Page 178 and 179:

    Moreover the same consultation (gra

  • Page 180 and 181:

    According to a simple approach, the

  • Page 182 and 183:

    4.00ACADEMIC PERCEPTION OF IMPORTAN

  • Page 184 and 185:

    the process itself of preparing the

  • Page 186 and 187:

    B. Definition of «Core Content»De

  • Page 188 and 189:

    2. The order in which units/activit

  • Page 190 and 191:

    (see the column CORE CONTENT CHARAC

  • Page 192 and 193:

    We adopted the choice of defining t

  • Page 194 and 195:

    As to the «BaMa» institutions, it

  • Page 196 and 197:

    807060Ba (1st cycle)Ma (2nd cycle)E

  • Page 198 and 199:

    We discuss the features of these di

  • Page 200 and 201:

    ANNEX 1 (second part)Institutions w

  • Page 202 and 203:

    elationship with the ECTS credits w

  • Page 204 and 205:

    50401st cycle2nd cycleECTS CREDITS3

  • Page 206 and 207:

    and 42 credits in the 2 nd cycle. T

  • Page 208 and 209:

    2 + 33%2 + 27%5 only15%7%3 + 15 + 2

  • Page 210:

    A final remark should be kept in mi

  • Page 214 and 215:

    Principles of a Pan-European Credit

  • Page 216 and 217:

    national, local and regional Europe

  • Page 218 and 219:

    —Credits are calculated from the

  • Page 220 and 221:

    elation to learning outcomes and te

  • Page 222 and 223:

    Educational Structures, LearningOut

  • Page 224 and 225:

    When ECTS or analogous credit syste

  • Page 226 and 227:

    are convinced that pursuing their s

  • Page 228 and 229:

    very bright students 14 . In both c

  • Page 230 and 231:

    only have more countries decided to

  • Page 232 and 233:

    what a learner is expected to know,

  • Page 234 and 235:

    must be able to execute independent

  • Page 236 and 237:

    The credits allow calculation of th

  • Page 238 and 239:

    In ECTS terms:—60 ECTS credits me

  • Page 240 and 241:

    6. Length of the academic year in E

  • Page 242 and 243:

    interrelated factors play a role. T

  • Page 244 and 245:

    student should learn. It is obvious

  • Page 246 and 247:

    The Length of Higher Education Degr

  • Page 248 and 249:

    order to ensure that these are actu

  • Page 250:

    2003 in the Survey on Master Degree

  • Page 254 and 255:

    GlossaryAssessmentThe total range o

  • Page 256 and 257:

    Credit levelAn indicator of the rel

  • Page 258 and 259:

    Group projectA piece of work given

  • Page 260 and 261:

    Second degreeSecond HIGHER EDUCATIO

  • Page 262 and 263:

    WWW GoldmineSorbonne-Bologna-Prague

  • Page 264 and 265:

    — Akkreditierungsrat (Accreditati

  • Page 266 and 267:

    — De nouvelles perspectives pour

  • Page 268:

    ANNEXBasic Documents in the Sorbonn

  • Page 272 and 273:

    Questionnaire on generic skillsQues

  • Page 274 and 275:

    Questionnaire for EmployersThis que

  • Page 276 and 277:

    Level to whichSkill/Competence Impo

  • Page 278 and 279:

    Introduction to questionnaireon the

  • Page 280 and 281:

    Specific Competences14. On the basi

  • Page 282 and 283:

    Specific Competences12. Computation

  • Page 284 and 285:

    EducationQuestionnaire for academic

  • Page 286 and 287:

    GeologyQuestionnaire for academicsS

  • Page 288 and 289:

    HistoryQuestionnaire for academicsS

  • Page 290 and 291:

    Specific Competences43. Awareness o

  • Page 292 and 293:

    Specific Competences14. Ability to

  • Page 294 and 295:

    Specific Competences47. Be able to

  • Page 296:

    Specific Competences64. Have improv

  • Page 300 and 301:

    Tuning Educational Structures in Eu

  • Page 302 and 303:

    Present/ForeseenCountry Subject Are

  • Page 304 and 305:

    Present/ForeseenCountry Subject Are

  • Page 306 and 307:

    Present/ForeseenCountry Subject Are

  • Page 308 and 309:

    Present/ForeseenCountry Subject Are

  • Page 310 and 311:

    Present/ForeseenCountry Subject Are

  • Page 312 and 313:

    Present/ForeseenCountry Subject Are

  • Page 314 and 315:

    Present/ForeseenCountry Subject Are

  • Page 316:

    University ofDeustoUniversity ofGro

Final Report Pilot Project - Phase 1 - Higher Education Policy Network
Final Report Pilot Project - Relaciones Internacionales de la ...
Final version of Tropical Legumes II Project Report for Phase 1 - icrisat
Report on the Third and Final Phase of SNO - Physics and Astronomy
REVIEW OF THE HOME HELP PILOT PROJECT Final Report By ...
Final Report of the Evaluation of the Pupil Learning Credits Pilot ...
Reference points for the Design and Delivery of ... - tuning project
Final Report on the Evaluation of the Growth Model Pilot Project (MS ...
final project report - Topten.eu
1-AAAFTS-Phase-2-Report-FINAL-10.3.2014
Pilot Project Report - PCORI
Final Report- Evaluation of Child Poverty Pilots for ... - Gov.UK
AGIS eALP General Aviation Airport Pilot Project Status Report
The Irish Sea Pilot final report - JNCC - Defra
Evaluation of the London City Strategy ESOL Pilot: final report - Gov.uk
Final project report
STUDENT WORKLOAD - tuning project
Authorised Economic Operator Pilot Project Report - Australian ...
WCU Project 64400 - Phase II Final Report - 28 July 2010 (Myers)
Phytoplankton Classification Tool (Phase 2). Final report
TUNING Guide to Formulating Degree Programme - CoRe Projects
SR 167 HOT Lanes Pilot Project Phase 1 Concept of Operations Plan
Aspect-TEACCH-pilot-final-report-web
FINAL-POLICY-REPORT-9-1-14
Statewide Ignition Interlock Pilot Project: Interim Report to
jubilee phase 1 project - AFTP