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 Business Present: 4 240 undivided 4 Foreseen: 4 (5) 180 + 60 (120) 2 cycles I:3 II: 1 (2) Educational Sciences Present: 6 360 (240 + 120) 2 cycles I:4 II:2 Foreseen: 5 300 (180 + 120) 2 cycles I:3 II:2 Teacher education Present: 4 (only first cycle (college) 240 1 cycle I:4 (primary school teachers) (changes forthcoming) Foreseen: Teacher education a) 4 + 1 year practicum (secondary school b) 6 + 1 year practicum 300 2 cycles «I:4; II:1» teachers Present: 420 2 cycles «I:6; II:1» a) 3 + 1 year practicum b) 5 + 1 year practicum 240 2 cycles «I:3; II:1» Foreseen: 360 2 cycles «I:5; II:1» NORWAY Geology Present: 5 300 2 cycles I:3.5 II:1.5 Foreseen: 5 300 (180 + 120) 2 cycles I:3 II:2 History Present: 6 2 cycles I:4 II:2 Foreseen: 5 2 cycles I:3 II:2 Chemistry Present: 5 300 2 cycles I:3.5 II:1.5 Foreseen 5 300 (180 + 120) 2 cycles I:3 II:2 311
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 312 Business Present: 6 (unofficially 7) 2 cycles I:4 II:2 Foreseen: under 5 (-6) 2 cycles I:4 discussion II: 1 (-2) Teacher Education pre-elem. School, 1st and No change foreseen 6 360 (240 + 120) 2 cycles I:4 2nd level elem. School II:2 3rd level elem. School and secondary school NO change foreseen 7 420 (300 + 120) 2 cycles I:5 II:2 Education Sciences: no data available Geology Present: 6-7 2 cycles I: 4-5 II:2 Foreseen: 5 300 2 cycles I:4 II:1 PORTUGAL History Present: 4 (5 for degree in teaching equivalent to 240 (300) undivided 4 (5) History in secondary schools) Foreseen: length of masters (2 nd cycle) degree is under discussion) Mathematics Present: 5-7 2 cycles 4 Foreseen: no change 5-7(5 for degree in 2 cycles I: 4-5 (5 for teaching sec. foreseen teaching Mathematics in schools) secondary education) II: 1-2(usually 2) Chemistry No change foreseen: 4 240 undivided 4
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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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Comprehensive exam ASSESSMENT of th
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THESIS. It is generally referred to
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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 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
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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
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