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

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Stu<strong>de</strong>nts who are awar<strong>de</strong>d a Eurobachelor <strong>de</strong>gree in Chemistry<br />

should be expected to <strong>de</strong>monstrate knowledge, abilities and skills<br />

corresponding on ba<strong>la</strong>nce to at least attainment level d.<br />

These levels have been given the letters a to d in or<strong>de</strong>r to avoid<br />

confusion with the ECTS grading system. It could be envisaged that in<br />

the course of time a convergence between these levels and ECTS<br />

grading in chemistry could take p<strong>la</strong>ce, subject to international<br />

consensus.<br />

The Diploma Supplement<br />

All chemistry Eurobachelors should be provi<strong>de</strong>d with a Diploma<br />

Supplement in English and if required in the <strong>la</strong>nguage of the <strong>de</strong>greeawarding<br />

institution.<br />

Quality Assurance<br />

The Prague agreement foresees that the European Network of<br />

Quality Associations (ENQA) will in future p<strong>la</strong>y an important role in<br />

establishing and maintaining European standards in university<br />

education. As far as the Eurobachelor in chemistry is concerned, it can<br />

also be foreseen that national chemical societies and their pan-<br />

European counterpart (the Fe<strong>de</strong>ration of European Chemical Societies)<br />

as well as wi<strong>de</strong>r European chemistry organisations such as AllChemE<br />

will become involved in quality assurance procedures. It is important to<br />

put trans-national quality assurance procedures into p<strong>la</strong>ce in or<strong>de</strong>r to<br />

achieve greater transparency.<br />

Conclusion<br />

There is obviously no reason for those countries or institutions<br />

which already offer Bologna-type first cycle <strong>de</strong>grees of a high standard<br />

to make any change to their <strong>de</strong>gree structures, since these are sure to<br />

find ready recognition in the newly-emerging «Espace Europe» in<br />

higher education. The authors, and in<strong>de</strong>ed the members of ECTN at<br />

its Plenary Meeting in Perugia in May 2002, however consi<strong>de</strong>r that<br />

the arguments set out here will stimu<strong>la</strong>te productive discussion within<br />

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