Final Report Pilot Project - Phase 1

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—Universitá degli Studi di Bologna - Carla Salvaterra / GiovanniGeraci (IT)—Rijksuniversiteit Groningen - Tity de Vries (NL)—University of Bergen - Eldbjørg Haug (NO)—Universidade de Coimbra - Joaquim Ramos de Carvalho (PT)—Uppsala Universitet - John Rogers / György Nováky / ChristerÖhman (SE)—University of Swansea - Hugh Dunthorne (UK)Mathematics—University of Limerick - Alan Hegarty, Area Co-ordinator (IE)—TUG Graz University of Technology - Günter Kern (AT)—Université Libre de Bruxelles - Luc Lemaire (BE)—Technische Universität Braunschweig - Wolfgang Sander (DE)—Technical University of Denmark, Kongens Lyngby - Poul Hjorth(DK)—Universidad de Cantabria - José Manuel Bayod (ES)—Universidad Autónoma de Madrid - Adolfo Quiros (ES)—University of Helsinki - Hans-Olav Tylli / Olli Martio (FI)—Université Paris IX Dauphine - Martine Bellec (FR)—Université de Nice - Jean Philippe Labrousse/ Marc Diener (FR)—Aristotle University of Thessaloniki - Panayiotis Vassiliou (GR)—Università degli Studi di Pisa - Andrea Milani (IT)—Katholieke Universiteit Nijmegen - Frans J. Keune (NL)—Universidade de Porto - Antonio Guedes de Oliveira / RosarioPinto (PT)—Lund University - Georg Lindgren (SE)—University of Bath - Julian Padget (UK)Physics—Università di Padova - Lupo Donà dalle Rose - Physics Area Coordinator(IT)—Technische Universität Wien - Maria Ebel (AT)—Universiteit Gent - Hendrik Ferdinande - Chair EUPEN-network,TNP for Physics (BE)—Universität Hannover - Peter Sauer (DE)—Københavns Universitet - Stig Steenstrup (DK)—Universidad de Granada - Fernando Cornet (ES)—Helsingin Yliopisto - Jouni Niskanen (FI)—Université Pierre et Marie Curie, Paris VI - Jean-Claude Rivoal (FR)11
12—Panepistimio Patron - E.G. Vitoratos (GR)—Dublin City University - Eamonn Cunningham (IE)—Università degli studi di Trieste - Ennio Gozzi (IT)—Katholieke Universiteit Nijmegen - Hay Geurts (NL)—Universidade de Aveiro - Maria Celeste do Carmo (PT)—Chalmers Tekniska Högskolan, Göteborg - Göran Nyman (SE)—Imperial College of Science, Technology and Medicine - W. GarethJones (UK)
Page 1 and 2: Final ReportPilot Project - Phase1C
Page 4 and 5: Tuning EducationalStructures in Eur
Page 6 and 7: List of ParticipantsJoint General C
Page 8 and 9: —Universität Göttingen - Matthi
Page 12 and 13: Map of the Tuning Member Institutio
Page 14 and 15: ContentPART ONEPreliminary Remarks
Page 16: PART ONE
Page 19 and 20: generous financial support but also
Page 21 and 22: Transfer and Accumulation System (E
Page 23 and 24: By learning outcomes we mean the se
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusionsand Recommendati
Page 54: subject areas. Because of these rea
Page 58: LINE 1Generic Competences
Page 61 and 62:
consultations are important. It fur
Page 63 and 64:
organization of learning. Each of t
Page 65 and 66:
In fact, the relationship between r
Page 67 and 68:
5.1. The objectivesThe objectives o
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eformulation, these general skills
Page 71 and 72:
In April, 2001 a draft of the first
Page 73 and 74:
—Questionnaire for Graduates:•
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IMPORTANCEConcentration+ -Low Prior
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The aim of both questionnaires was,
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error of any estimate produced. The
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all items were again calculated usi
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GraduatesEmployersLabel Description
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ACADEMICSThe academics were asked t
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The most striking difference is tha
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skills in the definition and develo
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subject-related competences for the
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—However, in relation to the issu
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GOLDSTEIN, H. and SPIEGELHALTER, D.
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THE QUALITY ASSURANCE AGENCY FOR HI
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Business Subject Area Group:Subject
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KnowledgeAcquisitionand WideningCor
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CycleModuleFirst First Second Secon
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CycleModuleFirst First Second Secon
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Modules: Knowledge deepening (Verti
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Chemistry Subject Area Group:The Ch
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It must be made clear at the outset
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—The structural features of chemi
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probably requiring 15 credits. Thus
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large proportion of his studies on
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Attainment Level a (highest):—Kno
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the framework necessary to provide
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A second preliminary remark will re
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—teaching/learning material, and
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Against this background and followi
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Despite the many differences specif
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As regards secondary level teacher
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and/or modules that could meet the
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The only possible aim to agree on a
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2. Programmes, knowledge and skills
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investigations for civil engineerin
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—collecting, recording and analys
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4. Performance levelsIn this sectio
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eceive a History degree. (In some c
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—The group underlines particularl
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obvious that the first principle is
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or broader world history. Mapping t
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ANNEX 1Proposed Formulation in gene
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ANNEX 2List of Subject Specific Ski
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Mathematics Subject Area Group:Towa
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a) He/she will be legally recognise
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—a list of contents;—a list of
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knowledge will commonly be designed
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5. A common framework and the Bolog
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Physics Network. They relied on som
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The rating values can be ordered in
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Table 3Competences ordered by impor
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attitude is confirmed by the result
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Table 4Competences ordered by «gap
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oth physics degrees. It is a kind o
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2 puzzling aspects, related to some
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elow), the final year thesis work,
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connection, the Socrates Thematic N
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Of course the core content can be f
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Table 2Correspondence between the e
Page 193 and 194:
Some further clarifying remarks are
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The main point here is that the com
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In Fig. 3 we present the common cre
Page 199 and 200:
ANNEX 1 (first part)Institutions wi
Page 201 and 202:
ANNEX IIThe Common Core Content of
Page 203 and 204:
Table IEUPEN WG2 Questionnaire - Ma
Page 205 and 206:
A first general remark concerns the
Page 207 and 208:
involved cycle. These latter number
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enough there are no great differenc
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Line 3New Perspectives on ECTSas an
Page 215 and 216:
functions, is necessary. Together w
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—Allow transference with other no
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statements that provide a general g
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PRAGUE COMMUNIQUÉ (2001). Prague C
Page 223 and 224:
importance of a subject or the numb
Page 225 and 226:
0. IntroductionThis paper aims to o
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1.2. Relative and absolute value of
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e included in their own degree prog
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misunderstanding occurred about the
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The subject related theoretical and
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In any kind of system, modular or n
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pre-condition for such a European w
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learning time is the number of hour
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25 to 30 hours of student workload.
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from institution to institution and
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for today’s student. It implies t
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the Tuning project that if the next
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—The difference in terms of the t
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Glossary, WWW Goldmineand Appendixe
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Comprehensive examASSESSMENT of the
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THESIS. It is generally referred to
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MarkAny numerical or qualitative sc
Page 261 and 262:
WorkloadAll learning activities req
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— European Network for Quality As
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— Big Business und Big Bang. Beru
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Newsletter— Education and Culture
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Appendix IQuestionnaires used
Page 273 and 274:
6. Do you feel that the education y
Page 275 and 276:
Level to whichSkill/Competence Impo
Page 277 and 278:
Questionnaire for academicsRanking
Page 279 and 280:
BusinessQuestionnaire for academics
Page 281 and 282:
ChemistryQuestionnaire for academic
Page 283 and 284:
Specific Competences26. Study skill
Page 285 and 286:
Specific CompetencesImportance Impo
Page 287 and 288:
Specific Competences14. Receiving a
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Specific Competences34. Ability to
Page 291 and 292:
MathematicsQuestionnaire for academ
Page 293 and 294:
PhysicsQuestionnaire for academicsS
Page 295 and 296:
Specific Competences55. Be able to
Page 298:
Appendix IILength of Studies
Page 301 and 302:
Present/ForeseenCountry Subject Are
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
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Final Report Pilot Project - Phase 1

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