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

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ECTS CREDITS Percentage of occurrence 50 40 30 20 10 0 100 75 50 25 0 basic basic charact. II.1 Fig. 1 Grid for Course Activities (all 52 returns) 1 st and 2 nd cycle Average Credits’ Distribution charact. II.1 charact. II.2 charact. II.2 LAB Description of course activities LAB related IV.1 related IV.1 related IV.2 related IV.2 Spec & Voc Spec & Voc Description of activities minor or opt minor or opt 1st cycle 2nd cycle Fig. 2 Take-up Rate or Use of Different Course Units / Activities in the Physics Curriculum (1 st cycle vs 2 nd cycle) skills skills thesis (if decl.) completely free 1st cycle 2nd cycle thesis (if decl.) completely free 205
A first general remark concerns the structure of the two distributions of the credits over the typical items. While in the case of the first cycle, almost all institutions build their curricula relying on the whole set of the eleven types of teaching/learning activities, in the case of the 2 nd cycle most of the institutions use only a limited amount of them. This is clearly seen from Fig. 2, where, for each activity item and for both cycles, we report the percentage of occurrence of each grid item in the curricular offer of the institutions. In the first cycle only 2.4 items per curriculum out of 11 are not used, while in the case of the 2 nd cycle curricula the number of items per curriculum, which are «not used», raises to 6.5. In other words, the number of institutions that do not use the corresponding types of credits in their curricular offer is quite high. Indeed, if you do not consider the item «completely free choice» —a view, which may be appropriate in the 1 st cycle—, we even conclude that 1.5 items per curriculum out of 11 are not used in the 1 st cycle. Only the items «specialized & vocational» units and «minor or optional» units are used with some limitations. In the 2 nd cycle, on the contrary, at least six items are used rather randomly when building the curricula; in other words, these very items are absent in more than 50 % of the institutions of the meaningful sample. As a conclusion, the curricula of the 2 nd cycle may be formed by using (several) different combinations of «typical items». In this context, of course, the definition of the «typical items» plays a crucial role. For instance, broader definitions, which reduce their number, might favour a more homogeneous use of them across the institutions, i.e. more similar (patterns of) credit distribution. From Fig. 1 we nevertheless see that the items «characterizing 2» and «specialized & vocational» units play the most important role 6 in the distribution of the 2 nd cycle credits. Since both these very items intrinsically allow a widely differentiated offer in terms of teaching contents, it is concluded that several combinations of different course activities are possible in general, when building a second cycle curriculum, even when the number of typical items is reduced. The present remarks are important when trying to define the core contents of a scientific subject area, physics in our case. The identification of the core contents seems certainly possible in the physics 1 st cycle, but it becomes rather questionable at the 2 nd cycle level (see also below for a more precise statement). A second line of comments deals with the large range of variations in credit allocation encountered across the answering institutions. The average spread over all the items is 65 credits in the 1 st cycle 206 6 Together with «Lab activities».
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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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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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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
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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
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Page 183 and 184: 2 puzzling aspects, related to some
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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
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Page 197 and 198: In Fig. 3 we present the common cre
Page 199 and 200: FIRST CYCLE (BACHELORS) FIRST and S
Page 201 and 202: ANNEX II The Common Core Content of
Page 203: BASIC UNITS UNITS CHARACTERISING TH
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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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Page 252: 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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