- 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 10 and 11: —Universitá degli Studi di Bolog
- Page 12 and 13: Map of the Tuning Member Institutio
- Page 14 and 15: ContentPART ONEPreliminary Remarks
- 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
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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
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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
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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
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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
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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
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Table 1TUNING consultation among Ac
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Table 2Competences ordered by impor
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However, and this is meaningful, mo
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Moreover the same consultation (gra
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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
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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
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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
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A final remark should be kept in mi
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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
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are convinced that pursuing their s
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very bright students 14 . In both c
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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
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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
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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
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— Akkreditierungsrat (Accreditati
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— De nouvelles perspectives pour
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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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