Final Report Pilot Project - Phase 1

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Preliminary RemarksThis final report consists of two parts. Part One gives an overviewof the results of the first phase of the project Tuning EducationalStructures in Europe (2001-2002). These outcomes are summarised insix chapters: Introduction, Aims and objectives, Generic competences,Subject-specific competences, New perspectives on ECTS as a transferand accumulation system of credits and Approaches to teaching andlearning, assessment and performance, and quality. These chapters arefollowed by a final one: General conclusions and recommendations.In Part Two of this final report more extensive information isoffered regarding the four different lines, that have been used toapproach the analysis of degree programmes. For the first two of theselines questionnaires were used to collect basic data and trigger areflection process by the academics involved in the project. For threeout of four lines extended papers have been written which are allincluded in this part of the report. On all papers agreement wasreached by the members of each of the subject area groups or, in therelevant cases, by all participants. Part Two also contains a survey of thelength of study programmes in terms of academic years / credits for allcountries and disciplines which have been represented in the project.Furthermore, a List of the most relevant documents and the Webaddresses where these can be found (so-called WWW Goldmine), aswell as a Glossary of terms, have been included.The Management Committee of the <strong>Project</strong> in general and the<strong>Project</strong> co-ordinators in particular are extremely grateful for thecommitment and efforts of all those who have participated in thishighly significant project. The European Commission, and especially theDirectorate General Culture and Education is thanked not only for its19
generous financial support but also for its advice and moral support.Gratitude is owed also to the more than 100 hundred higher educationinstitutions which have been directly involved in the project, as well asto the European University Association which has been of a greatsupport. Without the help of these institutions and bodies the projectwould never have obtained the attention and had the impact which ithas had so far.20
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 16: PART ONE
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
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5.1. The objectivesThe objectives o
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eformulation, these general skills
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In April, 2001 a draft of the first
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—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
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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
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ANNEX 1 (first part)Institutions wi
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ANNEX IIThe Common Core Content of
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Table IEUPEN WG2 Questionnaire - Ma
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A first general remark concerns the
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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
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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
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importance of a subject or the numb
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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
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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
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6. Do you feel that the education y
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Level to whichSkill/Competence Impo
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Questionnaire for academicsRanking
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BusinessQuestionnaire for academics
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ChemistryQuestionnaire for academic
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Specific Competences26. Study skill
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Specific CompetencesImportance Impo
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Specific Competences14. Receiving a
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Specific Competences34. Ability to
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MathematicsQuestionnaire for academ
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PhysicsQuestionnaire for academicsS
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Specific Competences55. Be able to
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Appendix IILength of Studies
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Present/ForeseenCountry Subject Are
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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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