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 Physics University: Present: 4 240 2 cycles I:3 No change foreseen II:1 Högskolan Present: 04:05 270 undivided 4.5 Business No change foreseen 4-5 270 (180 + 90) 2 cycles I:3 or 4 (England, Wales, II: full year Northern Ireland) Education no avaliable Geology No change foreseen 4-5 270 (180 + 90) 2 cycles I:3 or 4 II: full year History Present: 4-4.5 270 (180 + 90) 2 cycles I:3 (BA) II: 1-1.5 (MA) Foreseen: 4-4.5 270 (180 + 90) 2 cycles I:3 (BA) II: full year (MA) UNITED KINGDOM SWEDEN Mathematics No change foreseen 4-4.5 270 (180 + 90) 2 cycles I:3 (BA) II: full year (Mmath) Chemistry Present: 5 300 undivided (but exit routes 5 provide after 3 and 4 years. 4 years gives entry to doctorate). Foreseen: 5 300 undivided (but exit routes 5 provided after 3 or 4 years. The 4 year degree will become more general in nature and lose professional recognition. (Scotland Univ. of Strathclyde) 315
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 316 Physics Present: 4 240 undivided (Msci) 4 or: (or: 180 + 60) or 2 cycles (BSc + MSc) I:3 II:1 Foreseen: 4 240 undivided 4 or: (or: 180 + 60) or 2 cycles I:3 II:1 UNITED KINGDOM Remarks • «Length in terms of academic years» refers to the total number of years requiered to complete a second cycle degree (this includes the number of academic years of the first cycle degree). • Not all representatives have completed and returned the questionnaire. In that case the remark «no available» is made in the table.» • The information provided by the table is based on the situations at the Tuning member institutions. The data do not always represent the situation for a particular discipline nationwide, since there can be variations between institutions as well as between disciplines in a particular country. • In some cases the number of years required to attain the second cycle degree is follow by a different number in between brackets. This number indicates the years that (some) other institution(s) in the same discipline and country than the Tuning member institution, require a complete the second cycle degree. • A «full year» Master programme in Ireland and the UK equals 90 ECTS credits. • The data of the members of the Synergy group Chemistry have been included in the table to have as complete/broad a view per country as possible. Conclusions • From the tables it can be leraned that the picture of the existing situation is clear, but that with regard to the future of the length of academic studies much is still open in various countries/at various institutions. Whether this is really the case or whether it is due to insufficient information available to the TUNING members, is not clear. • According to the information provided, some disciplines in some countries seem not to follow the guidelines of the Bologna Declaration and the Prague Communiqué in planning a fisrt cycle of 2 years. The Bologna Agreement states that the minimum length of the first cycle should be three years. In the Prague Communiqué it is said that the length of a first cycle degree should be • In nearly all countries and for nearly all disciplines a total number of academic years for students to reach a Masters degree is planned to be 270 to 300 ECTS credits (first + second cycle). • In nearly all countries a two-cycle system is already in existence or will be implemented soon.
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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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Mark Any numerical or qualitative s
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Workload All learning activities re
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Page 270: Appendix I Questionnaires used
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Page 277 and 278: Questionnaire for academics Ranking
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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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