Final Report Pilot Project - Phase 1

More documents

Recommendations

Info

ANNEXBasic Documents in the Sorbonne-Bologna-Prague Process— Joint declaration on harmonisation of the architecture of the European highereducation system by the four Ministers in charge for France, Germany, Italyand the United Kingdom. Paris, the Sorbonne, May 25 1998http://www.murst.it/progprop/autonomi/sorbona/sorbgb.htm— Project Report: «Trends in Learning Structures in Higher Education»http://www.rks.dk/trends1.htm— The European Higher Education Area: Joint declaration of the EuropeanMinisters of Education Convened in Bologna on the 19th of June 1999http://www.unige.ch/cre/activities/Bologna%20Forum/Bologne1999/bologna%20declaration.htm— The Magna Chartahttp://www.unige.ch/cre/activities/Magna%20Charta/magna_charta.html— Towards A Coherent European Higher Education Space: From Bologna ToPragueGuy Haug (CRE) and Christian Tauch (HRK)http://147.83.2.29/salamanca2001/documents/main_texts/BolognafollowupGH.pdf— Enlarged Follow-up group to the Bologna Process. Lisboa, June 30, 2000.Report by the Council of Europehttp://147.83.2.29/salamanca2001/documents/main_texts/CoEreport.pdf— Meeting of the Bologna Follow-up group. Minutes. Lisboa, January 31, 2000.http://147.83.2.29/salamanca2001/documents/main_texts/MinutesJan2000.pdf— Meetings of Bologna Process Follow-up group and enlarged group. LisboaJune 29 & 30, 2000. Draft minutes.http://147.83.2.29/salamanca2001/documents/main_texts/MinutesJune2000.pdfor the very useful alternative:— Compendium of Basic Documents in the Bologna Processhttp://www.bologna-berlin2003.de/pdf/compendium_of.pdfUpdated Version: 2002-11-15Tuning Members. Prepared by Hendrik Ferdinande.269
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 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
Page 69 and 70:
eformulation, these general skills
Page 71 and 72:
In April, 2001 a draft of the first
Page 73 and 74:
—Questionnaire for Graduates:•
Page 75 and 76:
IMPORTANCEConcentration+ -Low Prior
Page 77 and 78:
The aim of both questionnaires was,
Page 79 and 80:
error of any estimate produced. The
Page 81 and 82:
all items were again calculated usi
Page 83 and 84:
GraduatesEmployersLabel Description
Page 85 and 86:
ACADEMICSThe academics were asked t
Page 87 and 88:
The most striking difference is tha
Page 89 and 90:
skills in the definition and develo
Page 91 and 92:
subject-related competences for the
Page 93 and 94:
—However, in relation to the issu
Page 95 and 96:
GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98:
THE QUALITY ASSURANCE AGENCY FOR HI
Page 100 and 101:
Business Subject Area Group:Subject
Page 102 and 103:
KnowledgeAcquisitionand WideningCor
Page 104 and 105:
CycleModuleFirst First Second Secon
Page 106 and 107:
CycleModuleFirst First Second Secon
Page 108 and 109:
Modules: Knowledge deepening (Verti
Page 110 and 111:
Chemistry Subject Area Group:The Ch
Page 112 and 113:
It must be made clear at the outset
Page 114 and 115:
—The structural features of chemi
Page 116 and 117:
probably requiring 15 credits. Thus
Page 118 and 119:
large proportion of his studies on
Page 120 and 121:
Attainment Level a (highest):—Kno
Page 122:
the framework necessary to provide
Page 125 and 126:
A second preliminary remark will re
Page 127 and 128:
—teaching/learning material, and
Page 129 and 130:
Against this background and followi
Page 131 and 132:
Despite the many differences specif
Page 133 and 134:
As regards secondary level teacher
Page 135 and 136:
and/or modules that could meet the
Page 137 and 138:
The only possible aim to agree on a
Page 139 and 140:
2. Programmes, knowledge and skills
Page 141 and 142:
investigations for civil engineerin
Page 143 and 144:
—collecting, recording and analys
Page 145 and 146:
4. Performance levelsIn this sectio
Page 147 and 148:
eceive a History degree. (In some c
Page 149 and 150:
—The group underlines particularl
Page 151 and 152:
obvious that the first principle is
Page 153 and 154:
or broader world history. Mapping t
Page 155 and 156:
ANNEX 1Proposed Formulation in gene
Page 157 and 158:
ANNEX 2List of Subject Specific Ski
Page 160 and 161:
Mathematics Subject Area Group:Towa
Page 162 and 163:
a) He/she will be legally recognise
Page 164 and 165:
—a list of contents;—a list of
Page 166 and 167:
knowledge will commonly be designed
Page 168:
5. A common framework and the Bolog
Page 171 and 172:
Physics Network. They relied on som
Page 173 and 174:
The rating values can be ordered in
Page 175 and 176:
Table 3Competences ordered by impor
Page 177 and 178:
attitude is confirmed by the result
Page 179 and 180:
Table 4Competences ordered by «gap
Page 181 and 182:
oth physics degrees. It is a kind o
Page 183 and 184:
2 puzzling aspects, related to some
Page 185 and 186:
elow), the final year thesis work,
Page 187 and 188:
connection, the Socrates Thematic N
Page 189 and 190:
Of course the core content can be f
Page 191 and 192:
Table 2Correspondence between the e
Page 193 and 194:
Some further clarifying remarks are
Page 195 and 196:
The main point here is that the com
Page 197 and 198:
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
Page 209 and 210:
enough there are no great differenc
Page 212:
Line 3New Perspectives on ECTSas an
Page 215 and 216:
functions, is necessary. Together w
Page 217 and 218: —Allow transference with other no
Page 219 and 220: statements that provide a general g
Page 221 and 222: 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
Page 227 and 228: 1.2. Relative and absolute value of
Page 229 and 230: e included in their own degree prog
Page 231 and 232: misunderstanding occurred about the
Page 233 and 234: The subject related theoretical and
Page 235 and 236: In any kind of system, modular or n
Page 237 and 238: pre-condition for such a European w
Page 239 and 240: learning time is the number of hour
Page 241 and 242: 25 to 30 hours of student workload.
Page 243 and 244: from institution to institution and
Page 245 and 246: for today’s student. It implies t
Page 247 and 248: the Tuning project that if the next
Page 249 and 250: —The difference in terms of the t
Page 252: Glossary, WWW Goldmineand Appendixe
Page 255 and 256: Comprehensive examASSESSMENT of the
Page 257 and 258: THESIS. It is generally referred to
Page 259 and 260: MarkAny numerical or qualitative sc
Page 261 and 262: WorkloadAll learning activities req
Page 263 and 264: — European Network for Quality As
Page 265 and 266: — Big Business und Big Bang. Beru
Page 267: Newsletter— Education and Culture
Page 272 and 273: Questionnaire on generic skillsQues
Page 274 and 275: Questionnaire for EmployersThis que
Page 276 and 277: Level to whichSkill/Competence Impo
Page 278 and 279: Introduction to questionnaireon the
Page 280 and 281: Specific Competences14. On the basi
Page 282 and 283: Specific Competences12. Computation
Page 284 and 285: EducationQuestionnaire for academic
Page 286 and 287: GeologyQuestionnaire for academicsS
Page 288 and 289: HistoryQuestionnaire for academicsS
Page 290 and 291: Specific Competences43. Awareness o
Page 292 and 293: Specific Competences14. Ability to
Page 294 and 295: Specific Competences47. Be able to
Page 296: Specific Competences64. Have improv
Page 300 and 301: Tuning Educational Structures in Eu
Page 302 and 303: Present/ForeseenCountry Subject Are
Page 316: University ofDeustoUniversity ofGro
show all

Final Report Pilot Project - Phase 1

Create successful ePaper yourself

Delete template?

Save as template?