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

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Specific Competences 43. Awareness of the on-going nature of historical research and debate 44. Detailed knowledge of one or more specific periods of the human past 45. Knowledge of ancient languages 46. Knowledge of and ability to use information retrieval tools, such as bibliographical repertoires, archival inventories, e-references 47. Knowledge of and ability to use the specific tools necessary to study documents of particular periods (e.g. palaeography, epigraphy) History Degree Import. in Import. in courses degrees in Import. for First Cycle None Weak Consider. Strong 1 2 3 4 Import. for Second Cycle None Weak Consider. Strong 1 2 3 4 offered to which History students of studies have other subject a relevant of areas part None None Weak Weak Consider. Consider. Strong Strong 1 2 3 4 1 2 3 4 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 48. Knowledge of didactics of history - - - - - - - - - - - - - - - - - - - - - - - - 49. Knowledge of European history in a comparative perspective - - - - - - - - - - - - - - - - - - - - - - - - 50. Knowledge of local history - - - - - - - - - - - - - - - - - - - - - - - - 51. Knowledge of one’s own national history 52. Knowledge of the general diachronic framework of the past 53. Knowledge of the history of European integration - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 54. Knowledge of world history - - - - - - - - - - - - - - - - - - - - - - - - 55. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - - 56. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - - 57. Other (specify) - - - - - - - - - - - - - - - - - - - - - - - - 291
Mathematics Questionnaire for academics Specific Competences 1. Profound knowledge of «elementary» mathematics (such as may be covered in secondary education) 2. Ability to construct and develop logical mathematical arguments with clear identification of assumptions and conclusions 3. Facility with abstraction including the logical development of formal theories and the relationships between them 4. Ability to model mathematically a situation from the real world and to transfer mathematical expertise to non mathematical contexts Importance Importance for First Cycle for Second Cycle None Weak None Weak Considerable Considerable Strong Strong 1 2 3 4 1 2 3 4 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5. Readiness to address new problems from new areas - - - - - - - - - - - - 6. Capacity for quantitative thinking - - - - - - - - - - - - 7. Ability to extract qualitative information from quantitative data 8. Ability to comprehend problems and abstract their essentials 9. Ability to formulate problems mathematically and in symbolic form so as to facilitate their analysis and solution 10. Ability to design experimental and observational studies and analyse data resulting from them 11. Ability to formulate complex problems of optimisation and decision making and to interpret the solutions in the original contexts of the problems 12. Ability to use computational tools as an aid to mathematical processes and for acquiring further information 13. Knowledge of specific programming languages or software 292 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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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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—Allow transference with other no
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statements that provide a general g
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PRAGUE COMMUNIQUÉ (2001). Prague C
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224 importance of a subject or the
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0. Introduction This paper aims to
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1.2. Relative and absolute value of
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e included in their own degree prog
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misunderstanding occurred about the
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The subject related theoretical and
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In any kind of system, modular or n
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pre-condition for such a European w
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Page 247 and 248: the Tuning project that if the next
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Page 252: Glossary, WWW Goldmine and Appendix
Page 255 and 256: Comprehensive exam ASSESSMENT of th
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Page 267 and 268: Newsletter — Education and Cultur
Page 270: Appendix I Questionnaires used
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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: Specific Competences 34. Ability to
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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