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

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ANNEX Basic Documents in the Sorbonne-Bologna-Prague Process — Joint declaration on harmonisation of the architecture of the European higher education system by the four Ministers in charge for France, Germany, Italy and the United Kingdom. Paris, the Sorbonne, May 25 1998 http://www.murst.it/progprop/autonomi/sorbona/sorbgb.htm — Project Report: «Trends in Learning Structures in Higher Education» http://www.rks.dk/trends1.htm — The European Higher Education Area: Joint declaration of the European Ministers of Education Convened in Bologna on the 19th of June 1999 http://www.unige.ch/cre/activities/Bologna%20Forum/Bologne1999/bologn a%20declaration.htm — The Magna Charta http://www.unige.ch/cre/activities/Magna%20Charta/magna_charta.html — Towards A Coherent European Higher Education Space: From Bologna To Prague Guy Haug (CRE) and Christian Tauch (HRK) http://147.83.2.29/salamanca2001/documents/main_texts/BolognafollowupGH. pdf — Enlarged Follow-up group to the Bologna Process. Lisboa, June 30, 2000. Report by the Council of Europe http://147.83.2.29/salamanca2001/documents/main_texts/CoEreport.pdf — Meeting of the Bologna Follow-up group. Minutes. Lisboa, January 31, 2000. http://147.83.2.29/salamanca2001/documents/main_texts/MinutesJan2000.pdf — Meetings of Bologna Process Follow-up group and enlarged group. Lisboa June 29 & 30, 2000. Draft minutes. http://147.83.2.29/salamanca2001/documents/main_texts/MinutesJune2000.pdf or the very useful alternative: — Compendium of Basic Documents in the Bologna Process http://www.bologna-berlin2003.de/pdf/compendium_of.pdf Updated Version: 2002-11-15 Tuning Members. Prepared by Hendrik Ferdinande. 269
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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
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Line 3 New Perspectives on ECTS as
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functions, is necessary. Together w
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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
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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: Newsletter — Education and Cultur
Page 272 and 273: Questionnaire on generic skills Que
Page 274 and 275: Questionnaire for Employers This qu
Page 276 and 277: Level to which Skill/Competence Imp
Page 278 and 279: Introduction to questionnaire on th
Page 280 and 281: Specific Competences 14. On the bas
Page 282 and 283: Specific Competences 12. Computatio
Page 284 and 285: Education Questionnaire for academi
Page 286 and 287: Geology Questionnaire for academics
Page 288 and 289: History Questionnaire for academics
Page 290 and 291: Specific Competences 43. Awareness
Page 292 and 293: Specific Competences 14. Ability to
Page 294 and 295: Specific Competences 47. Be able to
Page 296: Specific Competences 64. Have impro
Page 300 and 301: Tuning Educational Structures in Eu
Page 302 and 303: Length in terms of Set up of progra
Page 316: University of Deusto • • •
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