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ECTS CREDITS ECTS CREDITS 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0 Mathematics and Related Subjects Fig. 2 Average Core Content characterisation TUNING 2002 (Ba = 200.6 credits; Ma = 121.0 credits) Mathematics and Related Subjects BASIC PHYSICS BASIC PHYSICS Theoretical Physics BaMa Integrated Ma Theoretical Physics Ba (1st cycle) Ma (2nd cycle) SPECIALISED CORE PHYSICS ITEM DESCRIPTION SPECIALISED CORE PHYSICS Applied Physics and Related Subjects Applied Physics and Related Subjects ITEM DESCRIPTION OTHER ESSENTIAL ELEMENTS OTHER ESSENTIAL ELEMENTS Nonstandard Subjects Nonstandard Subjects Fig. 3 Common Core Content characterisation TUNING 2002 (BaMa = 291.8 credits; IntMa = 237.3 credits) Completely free choice Completely free choice 197
In Fig. 3 we present the common credit distribution for the «BaMa» institutions (Group A) and for the institutions offering a single integrated Masters level degree instead (Group B). The Figure confirms the rather close similarity of the two distributions, in very good agreement with the findings of Table 3 of the present paper. If the same two distributions, given here in terms of credits’ absolute values, are translated into credits’ percentage distributions, the variations among the items are small, except for the item «other essential elements», which is 3.6 % higher in the BaMa Institutions (its actual value is 28.7 %). The common core content (neither including «other essential elements» nor «completely free choice») is respectively 49.9 % and 50.7 % of the average total length. G. Summary and Conclusions In this paper, we present a careful discussion of the concept of core content of a degree course, providing some operational definitions. We distinguish between actual core content and other essential elements, i.e. structural elements, which act as constraints to the degree course organisation, but which may be satisfied by a variety of contents. When we refer to several institutions, in order to give a clear operational definition, the difference between the common didactic offer and the common compulsory part of the curriculum must be kept in mind. The word common here means those credits, which are allocated to a given item of a «grid» and which are common for each item to the 69 % of the sample of the consulted institutions. On the basis of the returns from the partners of the Tuning network 23 , we filled in a matrix of amounts of credits, whose columns represent the institutions and whose rows refer to distinct core contents and the other essential elements. The matrix tables can be seen in Annex I. From these data, grouping the entries in the rows according to two different schemes (EUPEN and Tuning approaches), we calculated the corresponding common credit distributions in Physics. The EUPEN approach is probably more appropriate when the characterisation of the whole didactic offer is aimed at. The Tuning approach puts the accent on the compulsory contents and aspects of the curriculum. 23 We remind here that the Tuning Physics Group/Network consisted of representatives from 14 universities in 13 countries, all of them committed not only in course-work teaching and in learning by students, but also in physics research and in research training of young scientists, as truly qualifying aspects of their own mission. 198
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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
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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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Page 155 and 156: ANNEX 1 Proposed Formulation in gen
Page 157 and 158: ANNEX 2 List of Subject Specific Sk
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Page 162 and 163: a) He/she will be legally recognise
Page 164 and 165: —a list of contents; —a list of
Page 166 and 167: knowledge will commonly be designed
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Page 171 and 172: Physics Network. They relied on som
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Page 175 and 176: Table 3 Competences ordered by impo
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Page 179 and 180: Table 4 Competences ordered by «ga
Page 181 and 182: oth physics degrees. It is a kind o
Page 183 and 184: 2 puzzling aspects, related to some
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Page 187 and 188: connection, the Socrates Thematic N
Page 189 and 190: 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
Page 195: The main point here is that the com
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
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Page 209 and 210: enough there are no great differenc
Page 212: Line 3 New Perspectives on ECTS as
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Page 217 and 218: —Allow transference with other no
Page 219 and 220: statements that provide a general g
Page 221 and 222: PRAGUE COMMUNIQUÉ (2001). Prague C
Page 223 and 224: 224 importance of a subject or the
Page 225 and 226: 0. Introduction This paper aims to
Page 227 and 228: 1.2. Relative and absolute value of
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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
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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
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Business Questionnaire for academic
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Chemistry Questionnaire for academi
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Specific Competences 26. Study skil
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Specific Competences Importance Imp
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Specific Competences 14. Receiving
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Specific Competences 34. Ability to
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Mathematics Questionnaire for acade
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Physics Questionnaire for academics
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Specific Competences 55. Be able to
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Appendix II Length of Studies
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Length in terms of Set up of progra
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