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

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elation to learning outcomes and teaching/learning methods is essential for any credit system. The examination of the relationship and articulation between these elements is highly significant for the maintenance of quality. —The explanation of credits (in terms of curricular context: levels, learning outcomes, notional time and assessment regime) aids the precise explanation and vindication of standards. Without such definitions and links credits remain simply crude statements about the volume of learning. —International confidence in the quality of credits can only improve when national quality assurance mechanisms are rigorous, open, transparent and effective. Conclusion An effective pan-European credit accumulation and transfer system requires some common principles and approaches to credits. The more information and details that are given about the nature, context, level and application of credits, the more useful they become as a common currency for educational recognition. Tuning Management Committee. Prepared by Stephen Adam. Reference Documents ADAM, S. & GEHMLICH, V. (2000). ECTS Extension Feasibility Project. Available on the European Commission web site: http://europa.eu.int/comm/education/ socrates/ectsext.html BOLOGNA DECLARATION (1999). Bologna Declaration. This can be found at the SIB web site: www.esib.org DALICHOW, F. (1997). A Comparison of Credit Systems in an International Context. Published by the German Federal Ministry of Education, Science, Research and Technology, Bonn. EUROPEAN COMMISSION (1998). European Credit Transfer System ECTS Users’ Guide. Published by the European Commission (DG Education and Culture) and available at their web site: http://europa.eu.int/comm/education/socrates/ ects.html EUROPEAN COMMISSION (2001). ECTS Extension «Questions and Answers». These are available at the European Commission web site: http://europa.eu.int/comm/ education/socrates/ectsfea.html HAUG, G. & TAUCH, C. (2001). Trends in Learning Structures in Higher Education II. 221
PRAGUE COMMUNIQUÉ (2001). Prague Communiqué - Towards the European Higher Education Area. This can be found at the ESIB web site: www.esib.org SEEC CREDIT GUIDELINES (2001) Credits and Qualifications - Credit Guidelines for Higher Education Qualifications in England, Wales and Northern Ireland. Jointly prepared by the following credit consortia: CQFW, NICATS, NUCCAT, SEEC. SCQF (2001). An Introduction to the Scottish Credit and Qualifications Framework. Publication code: AE1243. TUNING PROJECT (2002). Tuning web site: www.let.rug.nl/TuningProject or www.relint.deusto.ers/TuningProject/ ITALIAN CREDIT GUIDELINES (2001). Ministerial Decree no 509, 3 rd November 1999, Norms Concerning the Curricular Autonomy of Universities. WAGENAAR, R. (2001). Educational Structures, Learning Outcomes, Workload and the Calculation of Credits (Tuning Paper). 222
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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
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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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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 187 and 188: connection, the Socrates Thematic N
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Page 191 and 192: 192 Table 2 Correspondence between
Page 193 and 194: Some further clarifying remarks are
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Page 199 and 200: FIRST CYCLE (BACHELORS) FIRST and S
Page 201 and 202: ANNEX II The Common Core Content of
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Page 205 and 206: A first general remark concerns the
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Page 212: Line 3 New Perspectives on ECTS as
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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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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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