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 yearsBusiness Present: 4 240 + thesis undividedForeseen: 5 300 (180 + 120) 2 cycles I:3II:2Education Present 5 300 2 cycles I:3II:2Teacher Education (Infant Present: 4 240 undivided 4and primary)Foreseen 5 300 2 cycles I:3II:2Teacher Education Present: 6 undefined + 120 2 cycles I:4(secondary) II:2Foreseen: 5 300 2 cycles I:3I:2Geology No change foreseen 5 300 (180 + 120) 2 cycles I:3II:2ITALYHistory Present: 5 300 (180 + 120) 2 cycles I:3Foreseen: changes have II:2recently been mad. Nofurther changes foreseenMathematics (Present, i.e. As of 2001- 5 300 (180 + 120) 2 cycles I:32002) II:2Chemistry Present: 3 180 undivided 3 (Laurea degree)Foreseen: 5 300 (180 + 120) 2 cycles I:3 (Laurea degree)II:2 (Laurea SpecialisticadegreePhysics Present, i.e. As of 2001- 3-5 180-300 2 cycles I:32002) II:2309
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 yearsBusiness Present: 4 240 undividedForeseen: 4 (5) 240 (300) (180 + 60-120) 2 cycles I:3II:1 (2: research Masters)EducationPrimary education Present: 4 240 undivided 4Foreseen: 4 240 (180 + 60) 2 cycles I:3II:1Secondary education Present: 4 or 5 (for pre-university 240 or 300 unidivided or 2 cycles 4 or I:4sec. Ed.) II:1Foreseen: 240 or 300 2 cycles I:3 or 44 or 5 (for pre-university II: 1 or 2sec. Ed.)Geology Present: 5 300 (180 + 120) transitional I:3II:2Foreseen: 5 300 (180 + 120) 2 cycles I:3II:2NETHERLANDSHistory Present: 4 240 undivided 4Foreseen: 4 or 5 240 or 300 2 I:3(180 + 60 -120) II: 1 or 2Mathematics Present: 5 300 (60 + 240) 2 cycles I:1II:4Foreseen: 5 300 (180 + 120) 2 cycles I:3II:2Chemistry Present: 5 300 undivided 5Foreseen: 5 300 (180 + 120) 2 cycles I:3II:2Physics Present: 5 300 undivided 5Foreseen: 5 300 (180 + 120) 2 cycles I:3II:2310
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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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Comprehensive examASSESSMENT of the
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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
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Final Report Pilot Project - Phase 1

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