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 Univ: 3 (after Bac) 2 cycles 5 (after Bac)* I: bac + 3 (Licence= * Bac is the exam of sec. Bachelor) ed. II: Bac + 5: Mastaire DEA: Master Recherche DESS. Mast. Prof. Education Sciences No change foreseen (Bac +) 4 (120+) 120/180 2 (3) cycles (I: (Bac + 2 = DEUG)) (Education Sciences (Education Sciences II: (Bac + 4= Licence and starts at second cycle starts at second cycle) Maitrise) III: (Bac + 5 = DEA/ DESS) IUFM (Teacher No change foreseen 2 (after Licence) undivided 2 Education) Geology Present: 2 120 3 cycles I: Bac + 2 (DEUG) 3/4 180/240 II: Bac+3/4 5 300 2 cycles (Licence/Maitrise) III: Bac + 5 (DEA/DESS) I: bac + 3 (Licence= Foreseen 3 (after Bac) 2 cycles Bachelor) 5 (after Bac)* II: Bac + 5 (DEA/DESS= * Bac is the exam of sec. Msc) ed.) FRANCE History Present: 4 240 (120+120) 2 cycles I:2 II:2 Foreseen: 4 or 5 240 or 300 2 cycles I: 3 (180 + 60 or-120) II: 1 or 2 Mathematics Present: 5 (for most students, but 300 (240) 2/3 I:2 after 4 years Maitrise) II:2 3 (after Bac) III: 1 (DESS/DEA) Foreseen: 5 (after Bac)* 300 (180 + 120) 2 cycles I:3 II:2 305
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 306 Chemistry Univ Present: 5 3 cycles I:2 II:2 III:1 Foreseen 5 I:3 II:2 Ecole Superieure Lyon: No change foreseen 5 Ecole Superieure Toulouse 300 undivided 5 No change foreseen 5 300 (120 + 180) 2 cycles I:2 II:3 FRANCE Physics Present: 5 300 expected 2 cycles I: 3 or 4 II: 2 or 1 Foreseen: 5 300 (180 + 120) 2 cycles I:3 II:2 Business Present: 4 (5 for some areas) 240 (300) undivided (2 cycles) 4 (some areas 4+1) Foreseen: 5 300 2 cycles I: 3 or 4 II: 2 or 1 Education Present Teacher training primary 3.5 + 2 years 210 undivided 3.5 education «Referendariat» outside Present: university Teacher training Grammar 4.5 + 2 years 270 undivided 4.5 school «Referendariat» outside Present: university Teacher training for 4.5 + 2 years 270 undivided 4.5 special education «Referendariat» outside Present: university Teacher training 4 + 2 years 240 undivided 4 secondary education «Referendariat» outside Present: university Education Studies 4.5 270 undivided 4.5 Magister degree GERMANY Note: There is a discussion in the field of Education and in particular in Teacher training to replace the traditional Magister system by a BA/MA system. Some universities already run BA/MA programmes in Teacher training as a test.
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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
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Glossary, WWW Goldmine and Appendix
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Page 263 and 264: — European Network for Quality As
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Page 267 and 268: Newsletter — Education and Cultur
Page 270: Appendix I Questionnaires used
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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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