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

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24. Awareness of methods and issues of different branches of historical research (economic, social, political, gender related, etc.) 25. Ability to define research topics suitable to contribute to historiographical knowledge and debate 26. Ability to identify and utilise appropriately sources of information (bibliography, documents, oral testimony etc.) for research project 27. Ability to organise complex historical information in coherent form 28. Ability to give narrative form to research results according to the canons of the discipline 29. Ability to comment, annotate or edit texts and documents correctly according to the critical canons of the discipline 30. Knowledge of didactics of history 31. Other (specify) 32. 33. 159
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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
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In April, 2001 a draft of the first
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74 —Questionnaire for Graduates:
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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.
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THE QUALITY ASSURANCE AGENCY FOR HI
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Business Subject Area Group: Subjec
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Knowledge Acquisition and Widening
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Module Cycle First First Second Sec
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Module Cycle First First Second Sec
Page 108 and 109: Examples Modules: Knowledge deepeni
Page 110 and 111: Chemistry Subject Area Group: The C
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Page 120 and 121: Attainment Level a (highest): —Kn
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Page 125 and 126: A second preliminary remark will re
Page 127 and 128: —teaching/learning material, and
Page 129 and 130: Against this background and followi
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Page 133 and 134: As regards secondary level teacher
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Page 139 and 140: 2. Programmes, knowledge and skills
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Page 143 and 144: —collecting, recording and analys
Page 145 and 146: 4. Performance levels In this secti
Page 147 and 148: eceive a History degree. (In some c
Page 149 and 150: —The group underlines particularl
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Page 153 and 154: or broader world history. Mapping t
Page 155 and 156: ANNEX 1 Proposed Formulation in gen
Page 157: ANNEX 2 List of Subject Specific Sk
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Page 167 and 168: 3.2.3. Note also that skills and le
Page 170 and 171: Physics Subject Area Group PART 1.
Page 172 and 173: Table 1 TUNING consultation among A
Page 174 and 175: Table 2 Competences ordered by impo
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Page 178 and 179: Moreover the same consultation (gra
Page 180 and 181: According to a simple approach, the
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Page 186 and 187: B. Definition of «Core Content» D
Page 188 and 189: 2. The order in which units/activit
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Page 192 and 193: We adopted the choice of defining t
Page 194 and 195: As to the «BaMa» institutions, it
Page 196 and 197: ECTS CREDITS ECTS CREDITS 80 70 60
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Page 200 and 201: Göteborg Chalmers University Helsi
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Page 204 and 205: ECTS CREDITS Percentage of occurren
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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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