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 yearsPhysics University:Present: 4 240 2 cycles I:3No change foreseen II:1HögskolanPresent: 04:05 270 undivided 4.5Business No change foreseen 4-5 270 (180 + 90) 2 cycles I:3 or 4(England, Wales, II: full yearNorthern Ireland)Education no avaliableGeology No change foreseen 4-5 270 (180 + 90) 2 cycles I:3 or 4II: full yearUNITED KINGDOM SWEDENHistory Present: 4-4.5 270 (180 + 90) 2 cycles I:3 (BA)II: 1-1.5 (MA)Foreseen: 4-4.5 270 (180 + 90) 2 cycles I:3 (BA)II: full year (MA)Mathematics No change foreseen 4-4.5 270 (180 + 90) 2 cycles I:3 (BA)II: full year (Mmath)(ScotlandUniv. ofStrathclyde)Chemistry Present: 5 300 undivided (but exit routes 5provide after 3 and 4years. 4 years gives entryto doctorate).Foreseen: 5 300 undivided (but exit routes 5provided after 3 or4 years. The 4 yeardegree will becomemore general in natureand lose professionalrecognition.315
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 yearsPhysics Present: 4 240 undivided (Msci) 4 or:(or: 180 + 60) or 2 cycles (BSc + MSc) I:3II:1Foreseen: 4 240 undivided 4 or:(or: 180 + 60) or 2 cycles I:3II:1UNITED KINGDOMRemarks• «Length in terms of academic years» refers to the total number of years requiered to complete a second cycle degree (this includes the number of academic years of the first cycledegree).• Not all representatives have completed and returned the questionnaire. In that case the remark «no available» is made in the table.»• The information provided by the table is based on the situations at the Tuning member institutions. The data do not always represent the situation for a particular discipline nationwide,since there can be variations between institutions as well as between disciplines in a particular country.• In some cases the number of years required to attain the second cycle degree is follow by a different number in between brackets. This number indicates the years that (some) otherinstitution(s) in the same discipline and country than the Tuning member institution, require a complete the second cycle degree.• A «full year» Master programme in Ireland and the UK equals 90 ECTS credits.• The data of the members of the Synergy group Chemistry have been included in the table to have as complete/broad a view per country as possible.Conclusions• From the tables it can be leraned that the picture of the existing situation is clear, but that with regard to the future of the length of academic studies much is still open in variouscountries/at various institutions. Whether this is really the case or whether it is due to insufficient information available to the TUNING members, is not clear.• According to the information provided, some disciplines in some countries seem not to follow the guidelines of the Bologna Declaration and the Prague Communiqué in planning a fisrtcycle of 2 years. The Bologna Agreement states that the minimum length of the first cycle should be three years. In the Prague Communiqué it is said that the length of a first cycledegree should be• In nearly all countries and for nearly all disciplines a total number of academic years for students to reach a Masters degree is planned to be 270 to 300 ECTS credits (first + second cycle).• In nearly all countries a two-cycle system is already in existence or will be implemented soon.316
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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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THESIS. It is generally referred to
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MarkAny numerical or qualitative sc
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WorkloadAll learning activities req
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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