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

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Length in terms of Set up of programme Length of cycles ECTS Credits unidivided or 2 cycles in academic years Length in terms of academic year (to complete 2nd cycle level) Present/Foreseen situation Country Subject Area Engineering Geology Present: 5 300 (120 + 180) 2 I:2 Foreseen: under discussión II:3 Geology Present: 4 240 (120 + 120) 2 I:2 Foreseen: under discussión II:2 Mathematics Present 4 240 (120 + 120) 2 cycles (in theory, I:2 undivided in practice, II:2 sincethe 2 year diploma is of little value and use) Foreseen: under discussion (300; 180 + 120) I:3 possibly: 5 II:2 (possibly) BELGIUM - WALLONIA Chemistry Some change may be 4 240 (120 + 120) 2 cycles I:2 (Candidatures) made in future II: 2 (Licences) Business No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 Teacher Education No change foreseen 4 240 undivided 4 (first cycle degree) Educational Science No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 Geology No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 History No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 DENMARK Mathematics No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 Chemistry No change foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 Physics Present 5 300 (180 + 120) 2 cycles I:3 No change foreseen II:2 303
Length in terms of Set up of programme Length of cycles ECTS Credits unidivided or 2 cycles in academic years Length in terms of academic year (to complete 2nd cycle level) Present/Foreseen situation Country Subject Area 304 Education No change foreseen 5-6 320-360 2 cycles I:3 Magister degree Primary II:2-3 Teacher Training Magister degree No change foreseen 5-6 (7) 320 - 360 2 cycles (3) I: 4-5 (6) Secondary Teacher II: 1 Training Geology No change foreseen 6 320 2 cycles I:3.5 II: 2.5 History No change foreseen 5 in theory 320 (normal MA) 2 cycles (in theory, I:3 7 in practice 360 (teachers) practice undivided II:2 FINLAND Mathematics No change foreseen 5.5 320 (160 study wks) undivided 5.5 Chemistry No change foreseen 5 240 2 cycles I:3 II:2 Physics Present: 4 240 undivided 4 No change foreseen Business Present: GE: (After Bac + 2yrs): 3 years (after 2 yrs of 180 2 cycles I: 1 or 2 post sec. Ed.) (after 120: Bac + 2) II: 2 or 1 Univ: 2 120 3 cycles I: Bac + 2 3/4 180/240 (DUT, BTS, DEUG) 5 300 II: Bac + 3/4 (Licence/ Maitrise) III: bac + 5 (DEA+thesis/ DESS) Foreseen GE: 180 2 cycles I: 1 or 2 (Bachelor) 3 (after 2 yrs of II: 2 or 1 (Master) post sec. ed.) Nor officially decided yet by the Chapter. FRANCE
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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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learning time is the number of hour
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25 to 30 hours of student workload.
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from institution to institution and
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for today’s student. It implies t
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the Tuning project that if the next
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—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 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
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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 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: Length in terms of Set up of progra
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