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MCCLELLAND, D.C. (1973). «Testing for competence rather than intelligence». American Psychologist, 28 (1), 1-14 MCLAGAN, P. (1998): «La nueva generación de competencias», en Training & Development Digest. 13-20. MELTON R. (1997). Objectives, competences and learning outcomes: developing instructional materials in open and distance learning. London: Kogan Page in association with the Institute of Educational Technology, Open University. MERCER Co. (1995): Competencies, Performance and Pay. William Mercer Companies, N.Y. MERTENS, L. (1996): Competencia laboral: sistemas, surgimiento y modelos. Montevideo: Cinterfor. MIKLOS, T. (1999): Educación y capacitación basada en competencias. México: Limusa. MILNE, C. (2000). «Tertiary literacies: integrating generic skills into the curriculum». In S. Fallows and C. Steven. Integrating key skills in higher education; employability, transferable skills and learning for life. London: Kogan Page. MOLONEY, K. (1998): «¿Es suficiente con las competencias?», en Training & Development Digest, 55-61. MONEREO, C. y POZO, J.I. (2001). «¿En qué siglo vive la escuela?; El reto de la nueva cultura educativa». Cuadernos de Pedagogía, 298, 50-55. MURRAY, M.D., CUEBIRO, J.C. y FERNÁNDEZ, G. (1996). Las competencias: Clave para una gestión integrada de los RR.HH. Deusto, Bilbao. NUNAN, T., GEORGE, R. and MCCAUSLAND, H. (2000). «Implementing graduate skills at an Australian university». In S. Fallows and C. Steven. Integrating key skills in higher education; employability, transferable skills and learning for life. London: Kogan Page. O’BRIEN, K. (2000). «Ability-based education». In S. Fallows and C. Steven. Integrating key skills in higher education; employability, transferable skills and learning for life. London: Kogan Page. OCDE (2000). Measuring student Knowledge and Skills: The PISA 2000 assessment of Reading, Mathetaical and Scientificic Literacy. ORDÓÑEZ, M. (1995): La nueva gestión de los RR.HH. Gestión 2000, Barcelona. ORDÓÑEZ, M. (1997): Modelos y experiencias innovadoras en la gestión de los RR.HH. Gestión 2000, Barcelona. PEREDA, S. y BERROCAL, F. (1999): Gestión de los RR.HH. por competencias. Centro de Estudios Ramón Areces, Madrid. PRAHALAD, C.K. y HAMEL, G. (1990): «The Core Competence of the Corporation», en Harvard Business Review, Mayo-Junio, 79-92. PRIETO José M., (2002). «Prólogo». LEVY-LEBOYER Claude: Gestión de las Competencias, Gestión 2000, SA, Barcelona THE QUALITY ASSURANCE AGENCY FOR HIGHER EDUCATION (2000). The national qualifications framework for higher education qualifications in England, Wales and Northern Ireland: Education studies. [WWW document] http://www.qaa.ac.uk/ crntwork/benchmark/education.pdf 97
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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
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
Page 61 and 62: consultations are important. It fur
Page 63 and 64: organization of learning. Each of t
Page 65 and 66: In fact, the relationship between r
Page 67 and 68: 5.1. The objectives The objectives
Page 69 and 70: eformulation, these general skills
Page 71 and 72: In April, 2001 a draft of the first
Page 73 and 74: 74 —Questionnaire for Graduates:
Page 75 and 76: I M P O R T A N C E Concentration +
Page 77 and 78: The aim of both questionnaires was,
Page 79 and 80: error of any estimate produced. The
Page 81 and 82: all items were again calculated usi
Page 83 and 84: Graduates Employers Label Descripti
Page 85 and 86: ACADEMICS The academics were asked
Page 87 and 88: The most striking difference is tha
Page 89 and 90: skills in the definition and develo
Page 91 and 92: 92 subject-related competences for
Page 93 and 94: —However, in relation to the issu
Page 95: GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 100 and 101: Business Subject Area Group: Subjec
Page 102 and 103: Knowledge Acquisition and Widening
Page 104 and 105: Module Cycle First First Second Sec
Page 106 and 107: Module Cycle First First Second Sec
Page 108 and 109: Examples Modules: Knowledge deepeni
Page 110 and 111: Chemistry Subject Area Group: The C
Page 112 and 113: It must be made clear at the outset
Page 114 and 115: —The structural features of chemi
Page 116 and 117: probably requiring 15 credits. Thus
Page 118 and 119: large proportion of his studies on
Page 120 and 121: Attainment Level a (highest): —Kn
Page 122: the framework necessary to provide
Page 125 and 126: A second preliminary remark will re
Page 127 and 128: —teaching/learning material, and
Page 129 and 130: Against this background and followi
Page 131 and 132: Despite the many differences specif
Page 133 and 134: As regards secondary level teacher
Page 135 and 136: and/or modules that could meet the
Page 137 and 138: The only possible aim to agree on a
Page 139 and 140: 2. Programmes, knowledge and skills
Page 141 and 142: investigations for civil engineerin
Page 143 and 144: —collecting, recording and analys
Page 145 and 146: 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
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Physics Questionnaire for academics
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Specific Competences 55. Be able to
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Appendix II Length of Studies
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Length in terms of Set up of progra
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