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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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- Page 54: subject areas. Because of these rea
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- 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
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- 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,
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- Page 83 and 84: Graduates Employers Label Descripti
- Page 85 and 86: ACADEMICS The academics were asked
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- Page 101 and 102: all Member States. However, they ma
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- Page 109 and 110: Examples Modules: Knowledge Opening
- Page 111 and 112: In the context of lifelong learning
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- Page 115 and 116: . Chemistry-related practical skill
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- Page 130 and 131: —While a number of conditions may
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- Page 136 and 137: Geology Subject Area Group: General
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- Page 142 and 143: 2.4. Graduate key skills 2.4.1. The
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which can or should be made about h
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teaching/learning offer is articula
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second cycle and adjusting those of
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projects) as well as those which en
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Description of achievement Type of
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24. Awareness of methods and issues
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there are many areas in mathematics
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fundamental notions. On the other h
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graduates should normally be acquai
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3.2.3. Note also that skills and le
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Physics Subject Area Group PART 1.
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Table 1 TUNING consultation among A
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Table 2 Competences ordered by impo
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However, and this is meaningful, mo
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Moreover the same consultation (gra
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According to a simple approach, the
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average importance for 2nd cycle 4.
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the process itself of preparing the
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B. Definition of «Core Content» D
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2. The order in which units/activit
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(see the column CORE CONTENT CHARAC
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We adopted the choice of defining t
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As to the «BaMa» institutions, it
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ECTS CREDITS ECTS CREDITS 80 70 60
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We discuss the features of these di
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Göteborg Chalmers University Helsi
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elationship with the ECTS credits w
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ECTS CREDITS Percentage of occurren
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and 42 credits in the 2 nd cycle. T
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7% 3 + 1 46% 3 + 2 2 + 3 3% 2 + 2 7
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A final remark should be kept in mi
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Principles of a Pan-European Credit
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national, local and regional Europe
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—Credits are calculated from the
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elation to learning outcomes and te
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Educational Structures, Learning Ou
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When ECTS or analogous credit syste
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are convinced that pursuing their s
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very bright students 14 . In both c
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only have more countries decided to
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what a learner is expected to know,
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must be able to execute independent
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The credits allow calculation of th
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In ECTS terms: —60 ECTS credits m
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6. Length of the academic year in E
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interrelated factors play a role. T
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student should learn. It is obvious
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The Length of Higher Education Degr
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order to ensure that these are actu
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2003 in the Survey on Master Degree
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Glossary Assessment The total range
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Credit level An indicator of the re
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Group project A piece of work given
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Second degree Second HIGHER EDUCATI
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WWW Goldmine Sorbonne-Bologna-Pragu
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— Akkreditierungsrat (Accreditati
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— De nouvelles perspectives pour
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ANNEX Basic Documents in the Sorbon
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Questionnaire on generic skills Que
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Questionnaire for Employers This qu
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Level to which Skill/Competence Imp
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Introduction to questionnaire on th
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Specific Competences 14. On the bas
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Specific Competences 12. Computatio
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Education Questionnaire for academi
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Geology Questionnaire for academics
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History Questionnaire for academics
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Specific Competences 43. Awareness
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Specific Competences 14. Ability to
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Specific Competences 47. Be able to
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Specific Competences 64. Have impro
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Tuning Educational Structures in Eu
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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Length in terms of Set up of progra
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University of Deusto • • •