Final Report Pilot Project - Phase 1

We discuss the features of these distributions, on the basis of thedifferent organisation of studies, which occur in the partner institutions.The most important conclusions are:1) In a BaMa organisation of studies, the concept of core content hasa really fruitful meaning only in the first cycle. In this cycle, accordingto the estimates, the common core content may vary from ~70 %(EUPEN scheme, didactic offer oriented) to 57 % of the credits’total (Tuning scheme, oriented on the compulsory contents).2) When comparing both cycles together of the BaMa organisationwith the single cycle of the Integrated Masters level organisation,we find that the corresponding credit distributions are quitesimilar. The common core content (neither including «otheressential elements» nor «completely free choice») is respectively49.9 % and 50.7 %, in terms of credit percentage over the total.As it is to be expected, the common core content, if quantified withrespect to the total length, decreases when going from the first cycle toeither the sum of the two cycles or to the integrated cycle. In this context,see also the numbers in Table 3, where average figures are reported.Moreover a decrease in the common core content occurs whengoing from the EUPEN to the Tuning approach. This latter decreasereflects the fact that that the common core content may quite differfrom the minimal core content (by about 15 % in our estimate for thefirst cycle). Indeed, the Tuning consultation —focusing the attention onall the compulsory «essential elements», among which the corecontent is one— definitely hides a part of what is common in thedidactic offer, as already pointed out in Sections B and E above.Physics Subject Area Group: Lupo Donà dalle Rose, Maria Ebel, HendrikFerdinande, Peter Sauer, Stig Steenstrup, Fernando Cornet,Jouni Niskanen, Jean-Claude Rivoal, E.G. Vitoratos, Eamonn Cunningham,Ennio Gozzi, Hay Geurts, Maria Celeste do Carmo, Göran Nyman andW. Gareth JonesPrepared by Lupo Donà dalle Rose.AnnexesAnnex I—First part: institutions with a two cycle organisation of studies(bachelors and masters, BaMa).—Second part: institutions with an integrated master level degree course.Annex II. The Common Core Content in the EUPEN 2001 Consultation(a new analysis, with reference to the line 2 of Tuning).199