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

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WWW Goldmine Sorbonne-Bologna-Prague-Berlin process — Trends in Learning Structures in Higher Education (II) http://147.83.2.29/salamanca2001/documents/trends/trends.PDF — Convention of European Higher Education Institutions Salamanca 2001 http://www.salamanca2001.org/ plus: links to all previous documents (> English, > Documents): see Annex. — From Bologna Declaration to Prague 2001 ESIB’s follow-up of this process is done by the Committee on Prague http://www.esib.org/prague/ — Deutschland im europäischen Hochschulraum.Plenar-Entschließung der HRK zu den Schlussfolgerungen aus der Bologna-Erklärung http://www.hrk.de/ >Archiv> Entschließungen>2000-2001 — Prague Summit on Higher Education http://www.msmt.cz/Summit/index.html — Prague communiqué [en & fr & cz version] http://www.msmt.cz/Summit/Fcommunique.html — Berlin Summit on Higher Education http://www.bologna-berlin2003.de/ Quality Assurance — Handbook for academic review http://www.qaa.ac.uk/public/acrevhbook/contents.htm — Protocol for the External Assessment of Educational Programmes 2000- 2005 http://www.vsnu.nl/upload/7409_433_Protocol2000-2005Engels.PDF 263
— European Network for Quality Assurance in Higher Education http://www.enqa.net/index.lasso — Internationalisation and quality assurance: towards worldwide accreditation? Dirk Van Damme, IAUP XIIth Triennial Conference, Brussels (1999) — First Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications in Higher Education[UNESCO, Paris, 2002-10-17/18] Outlooks for the International Higher Education Community in Constructing the Global Knowledge Society Dirk Van Damme (VLIR) & (IUAP) http://portal.unesco.org/education/ev.php?URL_ID=6447&URL_DO=DO_TO PIC&URL_SECTION=201&reload=1033632322 Diploma supplement — Diploma supplement. E.C. http://europe.eu.int/comm/education/recognition/index.html — Diploma Supplement Deutschland. Handbuch. http://www.hrk.de/ >Archiv>Diploma Supplement — Supplément de diplôme http://www.cpu.fr/_PDF/C3ES/diploma_supplement.doc ECTS and ECTS extension — ECTS http://europe.eu.int/comm/education/socrates/ects.html — ECTS extension feasibility project http://europe.eu.int/comm/education/socrates/ectsext.html — International Seminar: «Credit Accumulation and Transfer Systems» [Leiria (PT), 2000-11-24/25] http://www.esib.org/prague/documents/bp-credits_ats.htm — Swiss Confederation (ETH Zürich and CRUS) and EUA Conference Conference on ECTS - The Challenge for Institutions - The use of credits http://www.bologna-berlin2003.de/pdf/Tagung%20Zuerich.pdf Accreditation — Accrediting Accreditation Agencies and Accrediting Degree Programmes leading to Bakkalaureus/Bachelor’s and Magister/ Master’s Degrees - Basic Standards and Criteria http://www.accreditation-council.de/criteria.htm — Towards Accreditation Schemes for Higher Education in Europe? http://www.unige.ch/cre/activities/accreditation/accreditation_home.htm 264
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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
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Some further clarifying remarks are
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The main point here is that the com
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In Fig. 3 we present the common cre
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FIRST CYCLE (BACHELORS) FIRST and S
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ANNEX II The Common Core Content of
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BASIC UNITS UNITS CHARACTERISING TH
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A first general remark concerns the
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involved cycle. These latter number
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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
Page 235 and 236: In any kind of system, modular or n
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 and 244: from institution to institution and
Page 245 and 246: for today’s student. It implies t
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: Workload All learning activities re
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
Page 295 and 296: Specific Competences 55. Be able to
Page 298: Appendix II Length of Studies
Page 301 and 302: Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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