Final Report Pilot Project - Phase 1

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Present/ForeseenCountry Subject AreasituationLength in terms of academicyear (to complete2nd cycle level)Length in terms of Set up of programme Length of cyclesECTS Credits unidivided or 2 cycles in academic yearsUniv:3 (after Bac) 2 cycles5 (after Bac)* I: bac + 3 (Licence=* Bac is the exam of sec. Bachelor)ed. II: Bac + 5: MastaireDEA: Master RechercheDESS. Mast. Prof.Education Sciences No change foreseen (Bac +) 4 (120+) 120/180 2 (3) cycles (I: (Bac + 2 = DEUG))(Education Sciences (Education Sciences II: (Bac + 4= Licence andstarts at second cycle starts at second cycle) Maitrise)III: (Bac + 5 = DEA/DESS)IUFM (Teacher No change foreseen 2 (after Licence) undivided 2Education)Geology Present: 2 120 3 cycles I: Bac + 2 (DEUG)3/4 180/240 II: Bac+3/45 300 2 cycles (Licence/Maitrise)III: Bac + 5 (DEA/DESS)I: bac + 3 (Licence=Foreseen 3 (after Bac) 2 cycles Bachelor)5 (after Bac)* II: Bac + 5 (DEA/DESS=* Bac is the exam of sec. Msc)ed.)FRANCEHistory Present: 4 240 (120+120) 2 cycles I:2II:2Foreseen: 4 or 5 240 or 300 2 cycles I: 3(180 + 60 or-120) II: 1 or 2Mathematics Present: 5 (for most students, but 300 (240) 2/3 I:2after 4 years Maitrise) II:23 (after Bac) III: 1 (DESS/DEA)Foreseen: 5 (after Bac)* 300 (180 + 120) 2 cycles I:3II:2305
Present/ForeseenCountry Subject AreasituationLength in terms of academicyear (to complete2nd cycle level)Length in terms of Set up of programme Length of cyclesECTS Credits unidivided or 2 cycles in academic yearsChemistry UnivPresent: 5 3 cycles I:2II:2III:1Foreseen 5 I:3II:2Ecole Superieure Lyon:No change foreseen 5Ecole Superieure Toulouse 300 undivided 5No change foreseen 5 300 (120 + 180) 2 cycles I:2II:3Physics Present: 5 300 expected 2 cycles I: 3 or 4II: 2 or 1Foreseen: 5 300 (180 + 120) 2 cycles I:3II:2Business Present: 4 (5 for some areas) 240 (300) undivided (2 cycles) 4 (some areas 4+1)Foreseen: 5 300 2 cycles I: 3 or 4II: 2 or 1Education PresentTeacher training primary 3.5 + 2 years 210 undivided 3.5education «Referendariat» outsidePresent: universityTeacher training Grammar 4.5 + 2 years 270 undivided 4.5school «Referendariat» outsidePresent: universityTeacher training for 4.5 + 2 years 270 undivided 4.5special education «Referendariat» outsidePresent: universityTeacher training 4 + 2 years 240 undivided 4secondary education «Referendariat» outsidePresent: universityEducation Studies 4.5 270 undivided 4.5Magister degreeGERMANYFRANCENote: There is a discussion in the field of Education and in particular in Teacher training to replace the traditional Magister system by a BA/MA system. Some universities alreadyrun BA/MA programmes in Teacher training as a test.306
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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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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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Page 263 and 264: — European Network for Quality As
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Page 267 and 268: Newsletter— Education and Culture
Page 270: Appendix IQuestionnaires used
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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 and 290: Specific Competences34. Ability to
Page 291 and 292: MathematicsQuestionnaire for academ
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
Page 303: Present/ForeseenCountry Subject Are
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Final Report Pilot Project - Phase 1

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