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We discuss the features of these distributions, on the basis of the different organisation of studies, which occur in the partner institutions. The most important conclusions are: 1) In a BaMa organisation of studies, the concept of core content has a really fruitful meaning only in the first cycle. In this cycle, according to the estimates, the common core content may vary from ~70 % (EUPEN scheme, didactic offer oriented) to 57 % of the credits’ total (Tuning scheme, oriented on the compulsory contents). 2) When comparing both cycles together of the BaMa organisation with the single cycle of the Integrated Masters level organisation, we find that the corresponding credit distributions are quite similar. The common core content (neither including «other essential elements» nor «completely free choice») is respectively 49.9 % and 50.7 %, in terms of credit percentage over the total. As it is to be expected, the common core content, if quantified with respect to the total length, decreases when going from the first cycle to either the sum of the two cycles or to the integrated cycle. In this context, see also the numbers in Table 3, where average figures are reported. Moreover a decrease in the common core content occurs when going from the EUPEN to the Tuning approach. This latter decrease reflects the fact that that the common core content may quite differ from the minimal core content (by about 15 % in our estimate for the first cycle). Indeed, the Tuning consultation —focusing the attention on all the compulsory «essential elements», among which the core content is one— definitely hides a part of what is common in the didactic offer, as already pointed out in Sections B and E above. Physics Subject Area Group: Lupo Donà dalle Rose, Maria Ebel, Hendrik Ferdinande, Peter Sauer, Stig Steenstrup, Fernando Cornet, Jouni Niskanen, Jean-Claude Rivoal, E.G. Vitoratos, Eamonn Cunningham, Ennio Gozzi, Hay Geurts, Maria Celeste do Carmo, Göran Nyman and W. Gareth Jones Prepared by Lupo Donà dalle Rose. Annexes Annex I —First part: institutions with a two cycle organisation of studies (bachelors and masters, BaMa). —Second part: institutions with an integrated master level degree course. Annex II. The Common Core Content in the EUPEN 2001 Consultation (a new analysis, with reference to the line 2 of Tuning). 199
FIRST CYCLE (BACHELORS) FIRST and SECON CYCLE (BaMa) CORE CONTENT CHARACTERISATION Kobenhavn Trieste Dublin City Kobenhavn Granada Nijmegen Trieste Dublin City Patras Granada Nijmegen Paris VI Patras Paris VI (**) (*) University (**) (**) (exptl) (theor) Un. (***) (Physics) Basic mathematics 30 22,5 25 32 10 36 30 22,5 25 32 36 Mathematical methods for Physics 33 15 7,5 8 10 33 15 7,5 8 10 Computing 10 6 12,5 4 15 10 10 12 12,5 12 10 Numerical analysis 6 2 6 6 7 Introduction to physics 12 10 17 12 17 Classical physics (incl. demonstrations) 15 42 33 53,5 38 25 19 15 42 33 53,5 38 19 Quantum physics (incl. demonstrations) 10,5 19,5 7,5 14 10 10,5 19,5 7,5 14 Laboratory 0 24 24 26 22 25 24 0 24 30 26 22 24 Analytical mechanics 3 6 6 3 16 Classical electromagnetism, relativity, etc. 15 3 3,5 17 15 7,5 3 3,5 6 27 Quantum mechanics/theory 15 14 15 7,5 5 6 24 Statistical physics 5 6 7 5 7 5 7,5 6 7 17 Modern physics (atomic, nuclear and 10 11 3,5 12 37,5 22 10 15 26 33,5 34 22 subnuclear, solid state, antrophysics) Comprehensive Physics Applied physics Chemiatry 17 6 6 17 6 6 Electronics&related 3 5 17,5 6 12 3 15 6 Choice(s) from list(s) 50 37,5 6 3,5 16 45 56 80 87 33 38,5 40 96 Physics project(s) Advanced lab 5 20 Final year project 10 6 25 65 60 46 30 Seminar Other (technical drawing, autom control) Vocational 12 5 12 5 Skills 3 10 3 5 10 3 10 11 Placement 15 Completely free choice 20 15 22 13,5 12 40 30 28 13,5 18 Total length (in credits) 180 180 189 195 180 240 240 300 300 315 315 300 0 360 Kobenhavn Granada Nijmegen Paris VI Trieste Dublin CU Patras Kobenhavn Granada Nijmegen Paris VI Trieste Dublin CU Patras ANNEX 1 (first part) Institutions with a two cycle organisation of studies (Bachelors and Masters, BaMa) 200 (*) Vocational credits are offered as a «choice from lists». (**) The 2nd cycle in Dublin is under development. (***) In addition to the lab units, some laboratory teaching is integrated in the other units.
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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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4. Performance levels In this secti
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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 175 and 176: Table 3 Competences ordered by impo
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Page 189 and 190: Of course the core content can be f
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Page 193 and 194: Some further clarifying remarks are
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Page 201 and 202: ANNEX II The Common Core Content of
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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 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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