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

—The use of competences and skills (together with knowledge)
and the emphasis on outputs adds another important
dimension to balance the weight given to the length of study
programmes. This is particularly relevant for lifelong learning.
—In relation to the creation of the European Higher Education
Area, the joint reflection, debate and attempts to define
subject area competences as dynamic reference points could
be of crucial importance for the development of easily
readable and comparable degrees, for the adoption of a
system essentially based on two main cycles and for the
enhancement of mobility, not only of students, but particularly
of graduates and professionals.
2. In relation to the practice of consultation with social groups
before elaboration or reformulation of degree programmes, the
Tuning members have observed a variation among the European
Universities in the levels at which this practice is carried out.
Also they observe a significant variety in the methods used for
this consultation. In this respect, the Tuning members agree that
the practice of consulting relevant social and professional
groups is crucial and should be encouraged using the most
appropriate form and manner in each case.
—In the case of Tuning, the groups consulted were relevant
groups: graduates, employers, and academics. Obviously,
other groups could have been consulted as well. The relevance
and possibility of other types of contributions remains an open
question.
—The Tuning members also agree that joint reflection from the
Universities based on updated data is important in the
development of adequate degrees. Echoing the Salamanca
convention they recognise that students need and demand
qualifications which they can use effectively for the purpose of
their studies and careers all over Europe. This demands not only
a reflection on what local social and professional groups value
and demand from their programmes but also the perspective of
broader trends taking place at the European level.
3. It is important to remember that subject-related competences
are crucial for identification of degrees, for comparability and
for the definition of first and second degree cycles. These
competences have been analysed individually by the subject
area groups. The identification and initial discussion of a set of
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