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and 42 credits in the 2 nd cycle. The range of variation for all items is presented in Fig. 3. By a quick comparison with Fig. 1, we see that the actual variation is much larger than the average value of credits allocated to each item. This is a relevant fact by itself, even though a couple of exceedingly high variation can be explained in terms of «extreme» credit allocations by the institutions 7 . ECTS credits 140 120 100 80 60 40 20 0 basic charact. II.1 charact. II.2 Description of activities Fig. 3 The Variation of Credits over Activities (52 returns) 3. The «core credit distribution» for Physics LAB related IV.1 related IV.2 In the above general context, we can easily find the common core contents (see above) for each cycle, We assume that it is represented by that very credit distribution, which is common to 69 % of the sample institutions («core credit distribution» for short). Such distributions (1 st and 2 nd cycle) are shown in Fig. 4. The total number of «core credits» is 125 credits in the first cycle and 51 credits in the second cycle, i.e. respectively 65 % and 35 % of the total average length in credits of the 7 See ref. [1]. Spec & Voc minor or opt skills 1st cycle 2nd cycle thesis (if decl.) completely free 207
involved cycle. These latter numbers and the data of Fig. 4 quite confirm the general conclusion —already sketched above in §2— about the impossibility of identifying a core content in the 2 nd cycle. CREDITS 35 30 25 20 15 10 5 0 basic charact. II.1 charact. II.2 LAB Course activities Fig. 4 Core Credit Distribution i.e. Sahred by 69% of the sample (1st cycle = 124.7 credits; 2nd cycle = 51 credits) Three items only are common in this case, all of them being characterised by a wide choice of options. On the contrary, the common aspects in the 1 st cycle are clearly identified and relevant with respect to the total 8 . A number of interesting comparisons can be made at this stage. For the sake of clarity, it must be reminded here that the institutions answering the EUPEN consultation can be classified according to the adopted two-tier pattern (in the wording of the Bologna Declaration 9 ). We found the distribution given in Fig 5. related IV.1 related IV.2 Spec & Voc 1st cycle 2nd cycle minor or opt 8 Some of the relevant totals are shown in Table II below. 9 About the Bologna Process see —for instance— the very complete ESIB (European Student Information Board) web site http://www.esib.org/prague/ 208 skills
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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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or broader world history. Mapping t
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 179 and 180: Table 4 Competences ordered by «ga
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Page 191 and 192: 192 Table 2 Correspondence between
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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
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Page 225 and 226: 0. Introduction This paper aims to
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Page 252: Glossary, WWW Goldmine and Appendix
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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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