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

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the framework necessary to provide for young Europeans tertiary educational structures which have a genuine European rather than as heretofore a purely national background. Chemistry Subject Area Group: Anthony Smith, Bernard Leyh, Terry Mitchell, Raffaella Pagani, Kristiina Wähälä, Jean-Pierre Gorrichon, Evangelia Varella, Brian Jennings, Paolo Todesco, Gino Paolucci, Ad Oskam, George W. Francis, Armando J.D. Silvestre, Bengt Jergil and Richard J. Whewell. Prepared by Terry Mitchell and Richard Whewell. 123
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Final Report Pilot Project - Phase
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Tuning Educational Structures in Eu
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List of Participants Joint General
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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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Content PART ONE Preliminary Remark
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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 Conclusions and Recommendat
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subject areas. Because of these rea
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LINE 1 Generic 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 objectives The objectives
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eformulation, these general skills
Page 71 and 72: 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 +
Page 77 and 78: The aim of both questionnaires was,
Page 79 and 80: error of any estimate produced. The
Page 81 and 82: all items were again calculated usi
Page 83 and 84: Graduates Employers Label Descripti
Page 85 and 86: ACADEMICS The academics were asked
Page 87 and 88: The most striking difference is tha
Page 89 and 90: skills in the definition and develo
Page 91 and 92: 92 subject-related competences for
Page 93 and 94: —However, in relation to the issu
Page 95 and 96: GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98: THE QUALITY ASSURANCE AGENCY FOR HI
Page 100 and 101: Business Subject Area Group: Subjec
Page 102 and 103: Knowledge Acquisition and Widening
Page 104 and 105: Module Cycle First First Second Sec
Page 106 and 107: Module Cycle First First Second Sec
Page 108 and 109: Examples Modules: Knowledge deepeni
Page 110 and 111: Chemistry Subject Area Group: The C
Page 112 and 113: 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
Page 124 and 125: Education Sciences Subject Area Gro
Page 126 and 127: Teacher Education Policies (ENTEP)
Page 128 and 129: A number of other mechanisms for ta
Page 130 and 131: —While a number of conditions may
Page 132 and 133: —orientation on transferable skil
Page 134 and 135: curricular studies / teaching pract
Page 136 and 137: Geology Subject Area Group: General
Page 138 and 139: 1.2.2. Earth Sciences as a discipli
Page 140 and 141: and biosphere, and the perturbation
Page 142 and 143: 2.4. Graduate key skills 2.4.1. The
Page 144 and 145: 3. Learning, teaching and assessmen
Page 146 and 147: History Subject Area Group: Common
Page 148 and 149: which can or should be made about h
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Page 152 and 153: second cycle and adjusting those of
Page 154 and 155: projects) as well as those which en
Page 156 and 157: Description of achievement Type of
Page 158: 24. Awareness of methods and issues
Page 161 and 162: there are many areas in mathematics
Page 163 and 164: fundamental notions. On the other h
Page 165 and 166: graduates should normally be acquai
Page 167 and 168: 3.2.3. Note also that skills and le
Page 170 and 171: Physics Subject Area Group PART 1.
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Table 1 TUNING consultation among A
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Table 2 Competences ordered by impo
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However, and this is meaningful, mo
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Moreover the same consultation (gra
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According to a simple approach, the
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average importance for 2nd cycle 4.
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the process itself of preparing the
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B. Definition of «Core Content» D
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2. The order in which units/activit
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(see the column CORE CONTENT CHARAC
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We adopted the choice of defining t
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As to the «BaMa» institutions, it
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ECTS CREDITS ECTS CREDITS 80 70 60
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We discuss the features of these di
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Göteborg Chalmers University Helsi
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elationship with the ECTS credits w
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ECTS CREDITS Percentage of occurren
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and 42 credits in the 2 nd cycle. T
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7% 3 + 1 46% 3 + 2 2 + 3 3% 2 + 2 7
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A final remark should be kept in mi
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Principles of a Pan-European Credit
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national, local and regional Europe
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—Credits are calculated from the
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elation to learning outcomes and te
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Educational Structures, Learning Ou
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When ECTS or analogous credit syste
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are convinced that pursuing their s
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very bright students 14 . In both c
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only have more countries decided to
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what a learner is expected to know,
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must be able to execute independent
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The credits allow calculation of th
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In ECTS terms: —60 ECTS credits m
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6. Length of the academic year in E
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interrelated factors play a role. T
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student should learn. It is obvious
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The Length of Higher Education Degr
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order to ensure that these are actu
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2003 in the Survey on Master Degree
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Glossary Assessment The total range
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Credit level An indicator of the re
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Group project A piece of work given
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Second degree Second HIGHER EDUCATI
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WWW Goldmine Sorbonne-Bologna-Pragu
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— Akkreditierungsrat (Accreditati
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— De nouvelles perspectives pour
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ANNEX Basic Documents in the Sorbon
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Questionnaire on generic skills Que
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Questionnaire for Employers This qu
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Level to which Skill/Competence Imp
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Introduction to questionnaire on th
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Specific Competences 14. On the bas
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Specific Competences 12. Computatio
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Education Questionnaire for academi
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Geology Questionnaire for academics
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History Questionnaire for academics
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Specific Competences 43. Awareness
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Specific Competences 14. Ability to
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Specific Competences 47. Be able to
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Specific Competences 64. Have impro
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Tuning Educational Structures in Eu
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Length in terms of Set up of progra
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University of Deusto • • •
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