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

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Preliminary Remarks This final report consists of two parts. Part One gives an overview of the results of the first phase of the project Tuning Educational Structures in Europe (2001-2002). These outcomes are summarised in six chapters: Introduction, Aims and objectives, Generic competences, Subject-specific competences, New perspectives on ECTS as a transfer and accumulation system of credits and Approaches to teaching and learning, assessment and performance, and quality. These chapters are followed by a final one: General conclusions and recommendations. In Part Two of this final report more extensive information is offered regarding the four different lines, that have been used to approach the analysis of degree programmes. For the first two of these lines questionnaires were used to collect basic data and trigger a reflection process by the academics involved in the project. For three out of four lines extended papers have been written which are all included in this part of the report. On all papers agreement was reached by the members of each of the subject area groups or, in the relevant cases, by all participants. Part Two also contains a survey of the length of study programmes in terms of academic years / credits for all countries and disciplines which have been represented in the project. Furthermore, a List of the most relevant documents and the Web addresses where these can be found (so-called WWW Goldmine), as well as a Glossary of terms, have been included. The Management Committee of the Project in general and the Project co-ordinators in particular are extremely grateful for the commitment and efforts of all those who have participated in this highly significant project. The European Commission, and especially the Directorate General Culture and Education is thanked not only for its 19
generous financial support but also for its advice and moral support. Gratitude is owed also to the more than 100 hundred higher education institutions which have been directly involved in the project, as well as to the European University Association which has been of a great support. Without the help of these institutions and bodies the project would never have obtained the attention and had the impact which it has had so far. 20
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 10 and 11: —Universitá degli Studi di Bolog
Page 12 and 13: Map of the Tuning Member Institutio
Page 14 and 15: Content PART ONE Preliminary Remark
Page 16: PART ONE
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
Page 63 and 64: organization of learning. Each of t
Page 65 and 66: In fact, the relationship between r
Page 67 and 68:
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 +
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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
Page 83 and 84:
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
Page 95 and 96:
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
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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
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—The structural features of chemi
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probably requiring 15 credits. Thus
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large proportion of his studies on
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Attainment Level a (highest): —Kn
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the framework necessary to provide
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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
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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
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192 Table 2 Correspondence between
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Some further clarifying remarks are
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The main point here is that the com
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In Fig. 3 we present the common cre
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FIRST CYCLE (BACHELORS) FIRST and S
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ANNEX II The Common Core Content of
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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
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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
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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
Page 233 and 234:
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
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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
Page 289 and 290:
Specific Competences 34. Ability to
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Mathematics Questionnaire for acade
Page 293 and 294:
Physics Questionnaire for academics
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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:
Page 315 and 316:
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