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

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Approaches to Teaching and Learning,
Assessment and Performance, and Quality
The underlying reasons for undertaking a project such as Tuning,
and indeed, the strong impulse behind the Bologna-Prague process, is
the realisation that the young people of Europe must be culturally and
intellectually equipped in new ways in order to construct meaningful
satisfying lives, personally and collectively. Quality, in final analysis,
means the degree of success of European higher education in creating
environments suitable to the creation and transfer of both disciplinespecific
and generic knowledge and competences to new generations
and new kinds of learners.
In our view, institutions of higher education in general, and the
Universities in particular, have a key role in developing appropriate
strategies to accomplish this and in implementing them. This is not a
theoretical judgement. It is a practical fact. The Universities have
primary responsibility for using their knowledge, their tradition and
their capacity for innovation in order to prepare the future of Europe.
Universities, if they use it, have the capacity to act as protagonists in
preparing students for a productive working career and for citizenship.
Tuning shows some very interesting things. Universities are experts in
transferring disciplinary knowledge. Employers, graduates and academics
agree on this. Equally, however, it is clear that the requirements of a mobile,
rapidly changing society are such that students, whatever their age, need to
develop general capabilities: along with their knowledge. They need to
develop personal qualities which will allow them during their lifetimes to
learn further, to teach or communicate what they know and to use their
knowledge in many ways which we can only dimly imagine today.
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