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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,

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    PART TWOLine 1: Generic Competences

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    Learning Outcomes: Competences1. In

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    A change is taking place in the tea

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    strategies (portfolio, tutorial wor

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    the underlying diversity of qualifi

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    Competences tend to convey meaning

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    • Technological skills related to

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    • Ability to work in an internati

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    these guidelines, universities were

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    considered as such, but without dis

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    —Physics: 14 universities.—Educ

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    of seventeen competences out of the

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    If the rankings of importance items

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    Table 11Combined ranking. Graduates

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    A numerical variable was created fo

  • Page 88 and 89:

    Table 15Country effectsLabelimp7imp

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    —The use of competences and skill

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    to succeed. Six of these items coin

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    BOLETÍN EDUCAWEB (2001). Formar la

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    MCCLELLAND, D.C. (1973). «Testing

  • Page 98:

    Line 2Subject Specific Competences

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    all Member States. However, they ma

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    CycleModule First First Second Seco

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    CycleModuleFirst First Second Secon

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    Line 2: Subject related Competences

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    Modules: Knowledge Opening (Support

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    In the context of lifelong learning

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    (1) The benchmarks were written for

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    . Chemistry-related practical skill

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    main sub-disciplines as well as for

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    —Literature surveys and evaluatio

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    Students who are awarded a Eurobach

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    Education Sciences Subject Area Gro

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    Teacher Education Policies (ENTEP)

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    A number of other mechanisms for ta

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    —While a number of conditions may

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    —orientation on transferable skil

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    curricular studies / teaching pract

  • Page 136 and 137:

    Geology Subject Area Group:General

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    1.2.2. Earth Sciences as a discipli

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    and biosphere, and the perturbation

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    2.4. Graduate key skills2.4.1. The

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    3. Learning, teaching and assessmen

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    History Subject Area Group:Common R

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    which can or should be made about h

  • Page 150 and 151:

    teaching/learning offer is articula

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    second cycle and adjusting those of

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    projects) as well as those which en

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    Type of studiesHistory for first cy

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    24. Awareness of methods and issues

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    there are many areas in mathematics

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    fundamental notions. On the other h

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    graduates should normally be acquai

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    3.2.3. Note also that skills and le

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    Physics Subject Area GroupPART 1. T

  • Page 172 and 173:

    Table 1TUNING consultation among Ac

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    Table 2Competences ordered by impor

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    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

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    4.00ACADEMIC PERCEPTION OF IMPORTAN

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    the process itself of preparing the

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    B. Definition of «Core Content»De

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    2. The order in which units/activit

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    (see the column CORE CONTENT CHARAC

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    We adopted the choice of defining t

  • Page 194 and 195:

    As to the «BaMa» institutions, it

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

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    We discuss the features of these di

  • Page 200 and 201:

    ANNEX 1 (second part)Institutions w

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    elationship with the ECTS credits w

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    50401st cycle2nd cycleECTS CREDITS3

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    and 42 credits in the 2 nd cycle. T

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    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

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    national, local and regional Europe

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    —Credits are calculated from the

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    elation to learning outcomes and te

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    Educational Structures, LearningOut

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    When ECTS or analogous credit syste

  • Page 226 and 227:

    are convinced that pursuing their s

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    very bright students 14 . In both c

  • Page 230 and 231:

    only have more countries decided to

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    what a learner is expected to know,

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    must be able to execute independent

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    The credits allow calculation of th

  • Page 238 and 239:

    In ECTS terms:—60 ECTS credits me

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    6. Length of the academic year in E

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    interrelated factors play a role. T

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    student should learn. It is obvious

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    The Length of Higher Education Degr

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    order to ensure that these are actu

  • Page 250:

    2003 in the Survey on Master Degree

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    GlossaryAssessmentThe total range o

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    Credit levelAn indicator of the rel

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    Group projectA piece of work given

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    Second degreeSecond HIGHER EDUCATIO

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    WWW GoldmineSorbonne-Bologna-Prague

  • Page 264 and 265:

    — Akkreditierungsrat (Accreditati

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    — De nouvelles perspectives pour

  • Page 268:

    ANNEXBasic Documents in the Sorbonn

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    Questionnaire on generic skillsQues

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    Questionnaire for EmployersThis que

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    Level to whichSkill/Competence Impo

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    Introduction to questionnaireon the

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    Specific Competences14. On the basi

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    Specific Competences12. Computation

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    EducationQuestionnaire for academic

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    GeologyQuestionnaire for academicsS

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    HistoryQuestionnaire for academicsS

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    Specific Competences43. Awareness o

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    Specific Competences14. Ability to

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    Specific Competences47. Be able to

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    Specific Competences64. Have improv

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    Tuning Educational Structures in Eu

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    Present/ForeseenCountry Subject Are

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    University ofDeustoUniversity ofGro

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