and second-cycle courses and programmes and is to be accounted for in the individual study plan. %%EOF Computer science concerns the practical and theoretical aspects of computing and related applications. ISBN: 9782091249599 2091249599: OCLC Number: 1104225196: Notes: La page de titre mentionne "Cet ouvrage est conforme à la nouvelle orthographe, www.orthographe-recommandee.info" All doctoral degrees are expected to meet the generic statement of outcomes set out in the qualification descriptor for doctoral degrees in The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (QAA, 2014). *E�:89��p2�r/=��������'��a�ν>*���=7�ƥ�*?��(�4� ���F��-��Tuf��,��2_ү������øphҷ�8���${��I6Ȋd�~�,�r�/���m���Vb>S �'6���9�Zo��6���Ń0�� g����ml�i�Q-lm�����g�,\A�ܿ�6_�Y��g0��:�.��n��tB�!˶�l����Hw!�nň��T�_8`��Z�q4I�ػڶc(./sN�@{�����%\ol�eԲ�GAM½�3�m�Ԝg��. Normally one or (increasingly commonly) two academic supervisors with expertise in the relevant area of study/research supervises the student. 1 Description of the third-cycle subject area at BTH . EdD for Doctor of Education, DClinPsy for Doctor of Clinical Psychology, EngD or DEng for engineering), also have a research component but this is coupled with a substantial taught element. However, as with Masters degrees (see Chapter 7.3 Second Cycle Programmes), more generic titles are typically used. Chapter B11 covers postgraduate research programmes. 45 0 obj <> endobj How the knowledge needs of each individual third-cycle student are to be fulfilled in order to attain the examination targets is stated in respective individual study plan. %PDF-1.6 %���� 3 Entry requirements and selection … This provides the student, on behalf of the institution, with strategic and academic advice and feedback on the stages of the doctoral work. 331 0 obj <>/Filter/FlateDecode/ID[]/Index[305 42]/Info 304 0 R/Length 117/Prev 207393/Root 306 0 R/Size 347/Type/XRef/W[1 3 1]>>stream If the site contains content that does not yet reflect the withdrawal of the United Kingdom, it is unintentional and will be addressed. downgrade to an MPhil), Doctor of Philosophy, abbreviated to PhD or DPhil, Doctor of Clinical Psychology, abbreviated to DClinPsy, Doctor of Engineering, abbreviated to EngD or DEng, Doctor of Business Administration, abbreviated to DBA. It is possible to undertake doctoral studies on a part time basis, and this would generally take five to seven years to complete. Guidelines are provided by the Quality Assurance Agency for Higher Education (QAA) in its Quality Code for Higher Education. Search. Higher doctorates may be awarded in recognition of a substantial body of original research undertaken over the course of many years. @� ��$( Create lists, bibliographies and … 0 [Janine Leclec'h-Lucas; Jean-Claude Lucas; Marie-Pierre Trossevin; Laurence Meunier; Robert Meunier; et al] Home. Typically, a portfolio of work which has been previously published in a peer-refereed context is submitted for assessment. h�bbd``b`�$�C�`�$x� �s@��$; $� $}��̣L�{@b���W~0 c� A PhD (or DPhil in some universities) is awarded for the creation and interpretation of new knowledge, or application of existing knowledge in a new way, at the forefront of an academic discipline - usually through original research. Universities are responsible for providing training and continuing professional development for tutors/supervisors of their own doctorate programmes. General syllabus for third-cycle courses and study programmes for the third-cycle subject area Computer Science . Get this from a library! Doctoral programmes generally take three to four years full-time. The qualification descriptor sets out broad expected outcomes for a doctoral degree in terms of what graduates should be able to demonstrate and the wider abilities that they would be expected to have developed. h�b```f``���V��cB�@��:�)�zV;Z1�20L��]�� ih8�AMve�`�h�h�`Q� �ځ@��a� ��b.�H�g��by�޲���e���iF �bY�s�>#? The assessment normally comprises evaluation of the doctoral thesis by a team of examiners including an internal examiner from the candidate's institution and an external examiner from another institution. A doctoral student typically receives regular feedback on their work and guidance from the supervisor(s) during the programme. Professional doctorates, which usually have the discipline name in the title awarded (e.g. endstream endobj startxref Qualification titles for doctoral degrees include: In addition to doctorate programmes in the Scottish Universities the Open University, which specialises in ‘open supported learning’, offers doctoral programmes in a wide range of subject areas. Some 4-year programmes may, in effect, include a 1-year Masters programme as their first year. h�b```�����B ��ea������0�C��#�IL�� \���9U*ȳ�=�'t�^�~���!�)ok�5[��6 �'\l��(�dq��u���F������Fc� �`���A�� ��L��b�����@, Ic`�c~�p���*�f��L3�63�e*gZ �����ࡿ�s�-�����eu-�0�A}#����H3� H�00sG if�jx�H20k���bT0 �K� They typically involve work-based as well as university-based study and research. hޤVmO�8�+�t��-�iU��V:XDʱR�����ڦJ����8IIwဢ(��3�y�3O�-p�!�Ѐ�@� �$2�E�����*0D��AH�[�Z�ZQ�����Ǜ�V�*i# V��J�ׯl\��2�fsG��Pp�(�� ��! Qualification descriptors set out the generic outcomes and attributes expected for the award of doctoral degrees. WorldCat Home About WorldCat Help. Taught doctoral degrees require at least 540 SCQF credits (270 ECTS), of which a minimum of 420 (210 ECTS) is at SCQF level 12 - see National Qualifications Framework. After the viva-voce examination, the examiners may agree to: Guidelines on the assessment of doctoral candidates are available from the QAA’s Quality Code for Higher Education. Chapter B11 of the QAA Quality Code for Higher Education provides guidance on the support that should be offered to students on research degrees to develop employability skills and Chapter B7 covers external examining. ;{���:����R����f3A��l�(�FԔI#ZJ�#���_��. �����G:����8-N�U�\�) ����Zs}3!�FR.:M���f�N�8:~-Ϣ2.���/��>}����e% eHG�˹K��K����*ͱ�!=M�Ң�yV����17���ڠ��W�Ƌ$���,IS�YA&�? This is to ensure doctoral candidates have a good grasp of research methods. h�bbd```b``���S�d�dq�L�`2��L��"���&��O� [��g8�؎� �@3�L��@���L&F�R�P�j��[� f 305 0 obj <> endobj International shared supervision arrangements occur but are infrequent. Research students are encouraged to take ownership and responsibility for their own learning during and after their programme of study and to recognise the value of developing transferable skills. Supervision arrangements are determined by the higher education institutions (HEIs) themselves. 72 0 obj <>stream A usual prerequisite of doctoral study is that students will have studied either a Masters degree in research methods, or a Masters with a substantial research methods component. Doctor of Philosophy (PhD), the most common qualification, may be awarded for studies in a wide range of humanities, arts, social sciences or scientific studies. This evaluation considers: The candidate is then required to take an oral or 'viva-voce' examination (referred to as simply a 'viva'). In the case of 3-year doctorates, most students have gained a Masters degree before achieving the doctorate and so have been involved in post-graduate study for a longer period. Most higher education awarding bodies restrict candidacy to graduates or academic staff of several years’ standing. The length of programmes vary across universities and types of programme. endstream endobj 46 0 obj <> endobj 47 0 obj <> endobj 48 0 obj <>stream h޴W�n�8�>vdyIE�q.h���t7ȃj��PY The formal status of those following doctoral programmes is that of students. The HEIs entitled to award research degrees are autonomously responsible for all aspects of the certification of doctorates. Summative assessment processes for research qualifications are quite different from those for taught awards and usually include some kind of oral examination. Examiners submit separate, independent written reports before the viva and a joint report after it. Universities set their own admission requirements. Guidance is provided by The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014), developed by the Quality Assurance Agency for Higher Education (QAA). 56 0 obj <>/Filter/FlateDecode/ID[<3FD972C8D8F9B889357107C457F524CC>]/Index[45 28]/Info 44 0 R/Length 70/Prev 53069/Root 46 0 R/Size 73/Type/XRef/W[1 2 1]>>stream Political, Social and Economic Background and Trends, Population: Demographic Situation, Languages and Religions, Fundamental Principles and National Policies, Organisation of the Education System and of its Structure, Administration and Governance at Central and/or Regional Level, Administration and Governance at Local and/or Institutional Level, Early Childhood and School Education Funding, Organisation of Programmes for Children over 2-3 years, Teaching and Learning in Programmes for Children over 2-3 years, Assessment in Programmes for Children over 2-3 years, Organisational Variations and Alternative Structures in Early Childhood Education and Care, Teaching and Learning in Primary Education, Organisational Variations and Alternative Structures in Primary Education, Secondary and Post-Secondary Non-Tertiary Education, Organisation of General Lower Secondary Education, Teaching and Learning in General Lower Secondary Education, Assessment in General Lower Secondary Education, Organisation of General and Vocational Upper Secondary Education, Teaching and Learning in General and Vocational Upper Secondary Education, Assessment in General and Vocational Upper Secondary Education, Organisation of Post-Secondary Non-Tertiary Education, Organisational Variations and Alternative Structures, Programmes outside the Bachelor and Master Structure, Developments and Current Policy Priorities, Validation of Non-formal and Informal Learning, Initial Education for Teachers Working in Early Childhood and School Education, Conditions of Service for Teachers Working in Early Childhood and School Education, Continuing Professional Development for Teachers Working in Early Childhood and School Education, Initial Education for Academic Staff in Higher Education, Conditions of Service for Academic Staff Working in Higher Education, Continuing Professional Development for Academic Staff Working in Higher Education, Initial Education for Teachers and Trainers Working in Adult Education and Training, Conditions of Service for Teachers and Trainers Working in Adult Education and Training, Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training, Management Staff for Early Childhood and School Education, Staff Involved in Monitoring Educational Quality for Early Childhood and School Education, Education Staff Responsible for Guidance in Early Childhood and School Education, Other Education Staff or Staff Working with Schools, Other Education Staff or Staff Working in Higher Education, Management Staff Working in Adult Education and Training, Other Education Staff or Staff Working in Adult Education and Training, Quality Assurance in Early Childhood and School Education, Quality Assurance in Adult Education and Training, Special Education Needs Provision within Mainstream Education, Separate Special Education Needs Provision in Early Childhood and School Education, Support Measures for Learners in Early Childhood and School Education, Guidance and Counselling in Early Childhood and School Education, Support Measures for Learners in Higher Education, Guidance and Counselling in Higher Education, Support Measures for Learners in Adult Education and Training, Guidance and Counselling in a Lifelong Learning Approach, Mobility in Early Childhood and School Education, Other Dimensions of Internationalisation in Early Childhood and School Education, Other Dimensions of Internationalisation in Higher Education, Other Dimensions of Internationalisation in Adult Education and Training, Bilateral Agreements and Worldwide Cooperation, National Reforms in Early Childhood Education and Care, National Reforms in Vocational Education and Training and Adult Learning, National Reforms related to Transversal Skills and Employability, Legislation and Official Policy Documents, Opportunities for access to regular and appropriate supervisory support, Encouragement to interact with other researchers, Advice from one or more independent sources, internal or external, Arrangements that protect the research student in the event of the loss of a supervisor, Tthe significance and contribution to knowledge of the research undertaken, The extent and depth of the candidate’s scholarly awareness and use of related research findings, The effectiveness of the research approach used, The soundness of findings based on the research evidence obtained in the doctoral programme, The professional quality of the writing of the thesis, Ask the student to 'revise and resubmit' the thesis - identifying necessary (minor or major) amendments before it can be accepted, Or, award a qualification different from the one for which the research student has been examined (e.g. The same points apply as under Bachelor, Employability. endstream endobj 306 0 obj <>/Metadata 23 0 R/Outlines 30 0 R/PageLayout/OneColumn/Pages 303 0 R/StructTreeRoot 43 0 R/Type/Catalog>> endobj 307 0 obj <>/ExtGState<>/Font<>/XObject<>>>/Rotate 0/StructParents 0/Tabs/S/Type/Page>> endobj 308 0 obj <>stream It is possible to undertake doctoral studies on a part time basis, and this would generally take five to seven years to complete. Le cycle 3 (cycle de consolidation) regroupe les classes du CM1, CM2 et de 6e et concerne donc l'école et le collège. He/she is expected to explain and/or defend the aspects of the thesis about which the examiners raise questions. The guidelines are based on four principles: Chapter B11 covers postgraduate research programmes. Doctoral students have normally achieved a Masters qualification (see Second Cycle Programmes) in a cognate subject prior to embarking on the programme. In some cases employed people may undertake a doctoral programme with the approval of their employer or on a part-time basis. endstream endobj startxref Chapter B11 covers assessment within postgraduate research programmes. The education should be organized so that the third-cycle student attains the stipulated examination targets. Computer Science, BTH-5.1.4-0123-2019. Guidelines on the selection, admission and induction of students are available from the Quality Assurance Agency (QAA)’s Quality Code for Higher Education. Cette rubrique présente les programmes, les attendus de fin d'année et les repères annuels de progression, les ressources d'accompagnement associées et l'évaluation nationale de 6ème. ,u7����$Gr-;6��8}gd)aDJI$�I.��F��I -̆�l ��CƒV#B(үH"���C8`(A�E6w�nNO�?��ݞ �D 0 Le nouvel À portée de maths CM1, cycle 3 : mathématiques : photofiches : programmes 2018. Search for Library Items Search for Lists Search for Contacts Search for a Library. In some cases the prior requirement may be simply an undergraduate degree with honours (usually class 2:1 or equivalent) in a cognate subject. 346 0 obj <>stream Doctoral programmes generally take three to four years full-time. %%EOF The area includes the systematic study and evaluation of performance-, structural-, security and … Les ressources pour la mise en oeuvre (d'après S. RODOT, K. DELHAYE et M. GARDET - EEMPC2) %PDF-1.5 %���� There is no common national approach to the naming of doctoral qualifications; universities themselves make the decisions. The Commission is in the process of updating some of the content on this website in the light of the withdrawal of the United Kingdom from the European Union. In the case of 3-year doctorates, … Certified candidates are entitled to be called “Doctor” of the generic or specific subject area indicated in the title of the doctorate. Some 4-year programmes may, in effect, include a 1-year Masters programme as their first year. It is possible to pursue doctoral studies in a very wide range of areas, including those set out under Chapter 7.2.1 Bachelor. The length of programmes vary across universities and types of programme. Research doctorates do not have an SCQF credit rating.

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