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

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student should learn. It is obvious that credit accumulation and transfer is facilitated by clear learning outcomes. These will make it possible to indicate with precision the achievements for which credits are and have been awarded. The definition of learning outcomes / competences is a responsibility of the teaching staff. Only specialists of the same field will be able to formulate useful learning outcomes, although, it is useful to consult other stakeholders in society. The fact that the higher education sector has been internationalised and that institutions and disciplines compete on a global level nowadays, makes it necessary that the more general learning outcomes for each discipline or field are designed on a supranational level. By defining learning outcomes in this way universal standards are developed, which should be the bases for internal, national and international quality assurance and assessment. One of the major tasks of the project Tuning Educational Structures in Europe is the development of the required methodology for defining learning outcomes / competences. This methodology should offer the mechanism to cope with recent developments like the internationalisation of labour and education, the interruption of academic studies as an effect of the introduction of a two-cycle system and lifelong learning. In this paper we have tried to clarify the definition of credits to use these effectively in planning courses designed to achieve the agreed learning outcomes / competences. The objective of the paper has been to show the relationship between educational structures, learning outcomes, workload and the calculation of credits in particular within the context of the Bologna Process. This relationship is very relevant in the world of today where traditional teaching is partly replaced by new types of teaching and learning and where traditional higher education institutions experience more and more competition with comparable institutions and with non-traditional institutions which offer novel, attractive opportunities for learners. It is in the interest of society as a whole that learners find their way in a global educational market-place. Transparency is not only the keyword for that market-place but also for degree programmes. Quality assurance and accreditation is an integrate part of this picture. Competitiveness requires the definition of learning outcomes / competences to be transparent and requires a credit system which allows comparison. In this respect the ECTS methodology and tools (learning agreement, transcript of records and —in future— level and course descriptors), relevant for both mobile and non-mobile students, are of crucial importance. The same is true for the Diploma Supplement. Employability in both a national and an international setting is critical 245
for today’s student. It implies that the student will shop for study programmes that fit best to his or her abilities. Comparison requires not only comparable systems of higher education on a European level but also comparable structures and content of studies. The definition of learning outcomes / competences and the use of ECTS as a transfer and an accumulation system can accommodate these objectives. Tuning Management Committee. Prepared by Robert Wagenaar. 246
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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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Physics Network. They relied on som
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The rating values can be ordered in
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Table 3 Competences ordered by impo
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attitude is confirmed by the result
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Table 4 Competences ordered by «ga
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oth physics degrees. It is a kind o
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2 puzzling aspects, related to some
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elow), the final year thesis work,
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connection, the Socrates Thematic N
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Of course the core content can be f
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192 Table 2 Correspondence between
Page 193 and 194: Some further clarifying remarks are
Page 195 and 196: The main point here is that the com
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 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
Page 215 and 216: functions, is necessary. Together w
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
Page 229 and 230: e included in their own degree prog
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Page 233 and 234: The subject related theoretical and
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Page 237 and 238: pre-condition for such a European w
Page 239 and 240: learning time is the number of hour
Page 241 and 242: 25 to 30 hours of student workload.
Page 243: from institution to institution and
Page 247 and 248: the Tuning project that if the next
Page 249 and 250: —The difference in terms of the t
Page 252: Glossary, WWW Goldmine and Appendix
Page 255 and 256: Comprehensive exam ASSESSMENT of th
Page 257 and 258: THESIS. It is generally referred to
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Page 261 and 262: Workload All learning activities re
Page 263 and 264: — European Network for Quality As
Page 265 and 266: — Big Business und Big Bang. Beru
Page 267 and 268: Newsletter — Education and Cultur
Page 270: Appendix I Questionnaires used
Page 273 and 274: 6. Do you feel that the education y
Page 275 and 276: Level to which Skill/Competence Imp
Page 277 and 278: Questionnaire for academics Ranking
Page 279 and 280: Business Questionnaire for academic
Page 281 and 282: Chemistry Questionnaire for academi
Page 283 and 284: Specific Competences 26. Study skil
Page 285 and 286: Specific Competences Importance Imp
Page 287 and 288: Specific Competences 14. Receiving
Page 289 and 290: Specific Competences 34. Ability to
Page 291 and 292: Mathematics Questionnaire for acade
Page 293 and 294: 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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