Final Report Pilot Project - Phase 1

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Specific Competences43. Awareness of the on-going nature ofhistorical research and debate44. Detailed knowledge of one or morespecific periods of the human pastHistory Degree Import. in Import. incourses degrees inImport. for Import. foroffered to which HistoryFirst Secondstudents of studies haveCycle Cycleother subject a relevantNone Noneof areas partWeak WeakNone NoneConsider. Consider.Weak WeakStrong StrongConsider. Consider.1 2 3 4 1 2 3 4Strong Strong1 2 3 4 1 2 3 4- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -45. Knowledge of ancient languages46. Knowledge of and ability to useinformation retrieval tools, such asbibliographical repertoires, archivalinventories, e-references47. Knowledge of and ability to use thespecific tools necessary to studydocuments of particular periods (e.g.palaeography, epigraphy)- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -48. Knowledge of didactics of history - - - - - - - - - - - - - - - - - - - - - - - -49. Knowledge of European history in acomparative perspective- - - - - - - - - - - - - - - - - - - - - - - -50. Knowledge of local history - - - - - - - - - - - - - - - - - - - - - - - -51. Knowledge of one’s own nationalhistory52. Knowledge of the general diachronicframework of the past53. Knowledge of the history of Europeanintegration- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - -54. Knowledge of world history - - - - - - - - - - - - - - - - - - - - - - - -55. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - -56. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - -57. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - -291
MathematicsQuestionnaire for academicsSpecific Competences1. Profound knowledge of «elementary» mathematics(such as may be covered in secondary education)2. Ability to construct and develop logical mathematicalarguments with clear identification of assumptionsand conclusions3. Facility with abstraction including the logicaldevelopment of formal theories and the relationshipsbetween them4. Ability to model mathematically a situation from thereal world and to transfer mathematical expertise tonon mathematical contextsImportance Importancefor First Cycle for Second CycleNone Weak None WeakConsiderable ConsiderableStrongStrong1 2 3 4 1 2 3 4- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -5. Readiness to address new problems from new areas - - - - - - - - - - - -6. Capacity for quantitative thinking - - - - - - - - - - - -7. Ability to extract qualitative information fromquantitative data8. Ability to comprehend problems and abstract theiressentials9. Ability to formulate problems mathematically and insymbolic form so as to facilitate their analysis andsolution10. Ability to design experimental and observationalstudies and analyse data resulting from them11. Ability to formulate complex problems of optimisationand decision making and to interpret thesolutions in the original contexts of the problems12. Ability to use computational tools as an aid tomathematical processes and for acquiring furtherinformation13. Knowledge of specific programming languages orsoftware- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -- - - - - - - - - - - -292
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Final ReportPilot Project - Phase1C
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Tuning EducationalStructures in Eur
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List of ParticipantsJoint General C
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—Universität Göttingen - Matthi
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—Universitá degli Studi di Bolog
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Map of the Tuning Member Institutio
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ContentPART ONEPreliminary Remarks
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PART ONE
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generous financial support but also
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Transfer and Accumulation System (E
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By learning outcomes we mean the se
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—To create European networks able
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The provision of reference points a
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transmission of knowledge. Elements
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enhancement of mobility, not only o
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of a second language, ability to co
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—show understanding and implement
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study. As part of this phase each o
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does not imply that it is not possi
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academics the opportunity to exchan
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elationship between educational str
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—ECTS as a Europe-wide accumulati
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outside the framework of a programm
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If the aims of Universities come to
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General Conclusionsand Recommendati
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subject areas. Because of these rea
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LINE 1Generic Competences
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consultations are important. It fur
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organization of learning. Each of t
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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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Page 245 and 246: for today’s student. It implies t
Page 247 and 248: the Tuning project that if the next
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Page 252: Glossary, WWW Goldmineand Appendixe
Page 255 and 256: Comprehensive examASSESSMENT of the
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Page 267 and 268: Newsletter— Education and Culture
Page 270: 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
Page 289: Specific Competences34. Ability to
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
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Final Report Pilot Project - Phase 1

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