Final Report Pilot Project - Relaciones Internacionales de la ...

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—Universitá degli Studi di Bologna - Carla Salvaterra / Giovanni Geraci (IT) —Rijksuniversiteit Groningen - Tity de Vries (NL) —University of Bergen - Eldbjørg Haug (NO) —Universidade de Coimbra - Joaquim Ramos de Carvalho (PT) —Uppsala Universitet - John Rogers / György Nováky / Christer Öhman (SE) —University of Swansea - Hugh Dunthorne (UK) Mathematics —University of Limerick - Alan Hegarty, Area Co-ordinator (IE) —TUG Graz University of Technology - Günter Kern (AT) —Université Libre de Bruxelles - Luc Lemaire (BE) —Technische Universität Braunschweig - Wolfgang Sander (DE) —Technical University of Denmark, Kongens Lyngby - Poul Hjorth (DK) —Universidad de Cantabria - José Manuel Bayod (ES) —Universidad Autónoma de Madrid - Adolfo Quiros (ES) —University of Helsinki - Hans-Olav Tylli / Olli Martio (FI) —Université Paris IX Dauphine - Martine Bellec (FR) —Université de Nice - Jean Philippe Labrousse/ Marc Diener (FR) —Aristotle University of Thessaloniki - Panayiotis Vassiliou (GR) —Università degli Studi di Pisa - Andrea Milani (IT) —Katholieke Universiteit Nijmegen - Frans J. Keune (NL) —Universidade de Porto - Antonio Guedes de Oliveira / Rosario Pinto (PT) —Lund University - Georg Lindgren (SE) —University of Bath - Julian Padget (UK) Physics —Università di Padova - Lupo Donà dalle Rose - Physics Area Coordinator (IT) —Technische Universität Wien - Maria Ebel (AT) —Universiteit Gent - Hendrik Ferdinande - Chair EUPEN-network, TNP for Physics (BE) —Universität Hannover - Peter Sauer (DE) —Københavns Universitet - Stig Steenstrup (DK) —Universidad de Granada - Fernando Cornet (ES) —Helsingin Yliopisto - Jouni Niskanen (FI) —Université Pierre et Marie Curie, Paris VI - Jean-Claude Rivoal (FR) 11
12 —Panepistimio Patron - E.G. Vitoratos (GR) —Dublin City University - Eamonn Cunningham (IE) —Università degli studi di Trieste - Ennio Gozzi (IT) —Katholieke Universiteit Nijmegen - Hay Geurts (NL) —Universidade de Aveiro - Maria Celeste do Carmo (PT) —Chalmers Tekniska Högskolan, Göteborg - Göran Nyman (SE) —Imperial College of Science, Technology and Medicine - W. Gareth Jones (UK)
Page 1 and 2: Final Report Pilot Project - Phase
Page 4 and 5: Tuning Educational Structures in Eu
Page 6 and 7: List of Participants Joint General
Page 8 and 9: —Universität Göttingen - Matthi
Page 12 and 13: Map of the Tuning Member Institutio
Page 14 and 15: Content PART ONE Preliminary Remark
Page 16: PART ONE
Page 19 and 20: generous financial support but also
Page 21 and 22: Transfer and Accumulation System (E
Page 23 and 24: By learning outcomes we mean the se
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusions and Recommendat
Page 54: subject areas. Because of these rea
Page 58: LINE 1 Generic Competences
Page 61 and 62:
consultations are important. It fur
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organization of learning. Each of t
Page 65 and 66:
In fact, the relationship between r
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5.1. The objectives The objectives
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eformulation, these general skills
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In April, 2001 a draft of the first
Page 73 and 74:
74 —Questionnaire for Graduates:
Page 75 and 76:
I M P O R T A N C E Concentration +
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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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Graduates Employers Label Descripti
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ACADEMICS The academics were asked
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The most striking difference is tha
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skills in the definition and develo
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92 subject-related competences for
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—However, in relation to the issu
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GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98:
THE QUALITY ASSURANCE AGENCY FOR HI
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Business Subject Area Group: Subjec
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Knowledge Acquisition and Widening
Page 104 and 105:
Module Cycle First First Second Sec
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Module Cycle First First Second Sec
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Examples Modules: Knowledge deepeni
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Chemistry Subject Area Group: The C
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It must be made clear at the outset
Page 114 and 115:
—The structural features of chemi
Page 116 and 117:
probably requiring 15 credits. Thus
Page 118 and 119:
large proportion of his studies on
Page 120 and 121:
Attainment Level a (highest): —Kn
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the framework necessary to provide
Page 125 and 126:
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 levels In this secti
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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 1 Proposed Formulation in gen
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ANNEX 2 List of Subject Specific Sk
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Mathematics Subject Area Group: Tow
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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
Page 173 and 174:
The rating values can be ordered in
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Table 3 Competences ordered by impo
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attitude is confirmed by the result
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Table 4 Competences ordered by «ga
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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
Page 191 and 192:
192 Table 2 Correspondence between
Page 193 and 194:
Some further clarifying remarks are
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The main point here is that the com
Page 197 and 198:
In Fig. 3 we present the common cre
Page 199 and 200:
FIRST CYCLE (BACHELORS) FIRST and S
Page 201 and 202:
ANNEX II The Common Core Content of
Page 203 and 204:
BASIC UNITS UNITS CHARACTERISING TH
Page 205 and 206:
A first general remark concerns the
Page 207 and 208:
involved cycle. These latter number
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enough there are no great differenc
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Line 3 New Perspectives on ECTS as
Page 215 and 216:
functions, is necessary. Together w
Page 217 and 218:
—Allow transference with other no
Page 219 and 220:
statements that provide a general g
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PRAGUE COMMUNIQUÉ (2001). Prague C
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224 importance of a subject or the
Page 225 and 226:
0. Introduction This paper aims to
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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
Page 247 and 248:
the Tuning project that if the next
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—The difference in terms of the t
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Glossary, WWW Goldmine and Appendix
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Comprehensive exam ASSESSMENT of th
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THESIS. It is generally referred to
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Mark Any numerical or qualitative s
Page 261 and 262:
Workload All learning activities re
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— European Network for Quality As
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— Big Business und Big Bang. Beru
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Newsletter — Education and Cultur
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Appendix I Questionnaires used
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6. Do you feel that the education y
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Level to which Skill/Competence Imp
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Questionnaire for academics Ranking
Page 279 and 280:
Business Questionnaire for academic
Page 281 and 282:
Chemistry Questionnaire for academi
Page 283 and 284:
Specific Competences 26. Study skil
Page 285 and 286:
Specific Competences Importance Imp
Page 287 and 288:
Specific Competences 14. Receiving
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Specific Competences 34. Ability to
Page 291 and 292:
Mathematics Questionnaire for acade
Page 293 and 294:
Physics Questionnaire for academics
Page 295 and 296:
Specific Competences 55. Be able to
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Appendix II Length of Studies
Page 301 and 302:
Length in terms of Set up of progra
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
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