Final Report Pilot Project - Phase 1

Line 2Subject Specific CompetencesIn addition to the generic competences —many of which hopefullyare developed in all study programmes— each learning programmewill certainly seek to foster more specific subject competences (skillsand knowledge). The subject related skills are the relevant methodsand techniques pertaining to the various discipline areas, e.g. analysisof ancient scripts, chemical analyses, sampling techniques and so forth,according to the subject area.One of the objectives of Tuning has been to develop levelqualifications for the first and second cycle. In the Tuning frameworkthese qualifications are called learning outcomes. As already statedbefore, learning outcomes can be defined as statements of what alearner is expected to know, understand and/or be able to demonstrateafter completion of a learning programme. A distinction has to bemade between shared descriptors for higher education qualifications ingeneral and subject-specific qualifications.It seems reasonable that the more «general» learning outcomesshould be pursued in the first cycle. However, these «general» learningoutcomes are to a certain extent subject dependent. Having said this,Tuning suggests that, in general, at completion of the first cycle, thestudent should be able to:—show familiarity with the foundation and history of his/her major(discipline);—communicate obtained basic knowledge in a coherent way;—place new information and interpretation in its context;—show understanding of the overall structure of the discipline andthe connection between its sub disciplines;35