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

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List of Participants Joint General Co-ordinators Julia González - University of Deusto (ES) Robert Wagenaar - Rijksuniversiteit Groningen (NL) Members of Management and Steering Committee Higher Education Experts Chantal Zoller - Université Libre de Bruxelles (BE) Volker Gehmlich - Fachhochschule Osnabrück (DE) Maria Sticchi-Damiani - ECTS Counsellor (IT) Ann Katherine Isaacs - Università degli Studi di Pisa (IT) Estela Pereira - Universidade de Aveiro (PT) Stephen Adam - University of Westminster (UK) Area Co-ordinators Peder Ostergaard —Business Area Co-ordinator— Aarhus School of Business (DK) Lars Gunnarsson —Education Area Co-ordinator— Göteborg University (SE) Paul D. Ryan —Geology Area Co-ordinator— National University of Galway (IE) Jean-Luc Lamboley —History Area Co-ordinator— Université Pierre Mendès France, Grenoble, (FR)
Alan Hegarty —Mathematics Area Co-ordinator— University of Limerick, (IE) Lupo Donà dalle Rose —Physics Area Co-ordinator— Università di Padova (IT) Anthony Smith —Chemistry Area Co-ordinator— CPE Lyon (FR) Members of Steering Committee Members of the Management Committee plus the following persons: Hendrik Ferdinande —Physics Synergy Representative— Universiteit Gent (BE) Wolfgang Mackiewicz —Languages Synergy Representative—Freie Universität Berlin (DE) Spyridon Flogaitis —Law Synergy Representative— University of Athens (GR) Francesco Maffioli —Engineering Synergy Representative—Politecnico di Milano (IT) Enzo Molina —Medicine Synergy Representative— Università degli Studi di Parma (IT) Tito Fernandes —Veterinary Science Synergy Representative— Universidade Técnica de Lisboa (PT) Lesley Wilson —Secretary General— European University Association John Reilly —National Agencies Representative— University of Kent at Canterbury (UK) Raimonda Markeviciene —Accession Country Representative— Vilnius University (LT) Maria Misiewicz —Accession Country Representative— Uniwersytet Wroclawski (PL) Henri Luchian —Accession Country Representative— University «A.I. Cuza» (RO) European Commission (observer) Working Groups (by Subject) Business —Aarhus Business School - Peder Ostergaard, Area Co-ordinator (DK) —Universität Innsbruck - Elke Kitzelmann (AT) —Universiteit Antwerpen - André Van Poeck / Wilfried Pauwels (BE) 8
Page 1 and 2: Final Report Pilot Project - Phase
Page 4 and 5: Tuning Educational Structures in Eu
Page 8 and 9: —Universität Göttingen - Matthi
Page 10 and 11: —Universitá degli Studi di Bolog
Page 12 and 13: Map of the Tuning Member Institutio
Page 14 and 15: Content PART ONE Preliminary Remark
Page 16: PART ONE
Page 19 and 20: generous financial support but also
Page 21 and 22: Transfer and Accumulation System (E
Page 23 and 24: By learning outcomes we mean the se
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusions and Recommendat
Page 54: subject areas. Because of these rea
Page 58:
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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— European Network for Quality As
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— Big Business und Big Bang. Beru
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Newsletter — Education and Cultur
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Appendix I Questionnaires used
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6. Do you feel that the education y
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Level to which Skill/Competence Imp
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Questionnaire for academics Ranking
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Business Questionnaire for academic
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Chemistry Questionnaire for academi
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Specific Competences 26. Study skil
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Specific Competences Importance Imp
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Specific Competences 14. Receiving
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Specific Competences 34. Ability to
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Mathematics Questionnaire for acade
Page 293 and 294:
Physics Questionnaire for academics
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Specific Competences 55. Be able to
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Appendix II Length of Studies
Page 301 and 302:
Length in terms of Set up of progra
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
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