Competences associated to the Bachelor’s Degree study plan are based on the following documents:

  • The Royal Decree 861/2010, of July 2, which modifies the Royal Decree 1393/2007, of October 29, which establishes the ordination of official university teaching. In the Annex I, section 3.2, the basic competences necessary for students to be achieved during their studies are defined. Similarly, five knowledge branches to link to the bachelor’s degrees and the subjects associated to these branches are established.
  • White Book of the Bachelor’s Degree in Biology.
  • Ministerial orders which establishes the requirements to verify official university degrees which enable to work as a biologist (NON EXISTING).
  • Royal Decree 96/2014, of February 14, which modifies the Royal Decree 1027/2011, of July 15, which establishes the Spanish Qualifications Framework for Higher Education (MECES), and the Royal Decree 1393/2007, of October 29, which establishes the arrangements for official university teaching. It specifies the qualifications that students must acquire when finishing the bachelor’s degrees.
  • Project Tuning – Educational structures in Europe. The Tuning project, composed by 100 institutions representative of countries in the EU and of the EHEA, and coordinated in Spain by the University of Deusto , was born in 2000 to adopt a degrees system which would make them recognisable and comparable and to establish a credit system to contribute to the Bolonia’s action lines. Specifically the Tuning project works as a platform to develop reference milestones in terms of learning results and generic and specific competences in every discipline.
  • Current verified report on the Bachelor’s Degree in Biology of the University of Vigo. The current proposal is a modification of the verified memory already certified of the Bachelor’s Degree in Biology, implemented in the year 2009-10 and which complements the teaching offer of its Study Plan of the year 2012-13. The competences found in the current proposal are those collected in the initial document of the Verified Report, and introduce some changes regarding the new requirements which found the new proposal.

 

Following the classification used by the Ministry of Education in the Registry of Universities, Center and Degrees (RUCT), and divided according to the concretion level, competences can be:

These are common to all the degrees and are given by the RD 861/2010.

Basic Competence 1 (CB1):
Students should show they have acquired and understood the knowledge in a field of study underpinned by general secondary education and which is usually at a level which-while drawing on advanced text books-also includes certain aspects that imply being familiar with the cutting edge of this field of study.

Basic Competence 2 (CB2):
Students should be able to apply the knowledge acquired to their work or vocation in a professional manner, and should have the skills normally demonstrated through the ability to develop and defends points of view and to solve problems related to their field of study.

Basic Competence 3 (CB3):
Students should be able to collect and interpret relevant data (usually within their field of study) in order to make judgements that include a reflection on the relevant social, scientific or ethical issues.

Basic Competence 4 (CB4):
Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.

Basic Competence 5 (CB5):
Students should have developed the necessary learning skills in order to continue studying with a high level of autonomy.

The general competences are adapted to the specific context of each of the degrees. Assuming that the main objective of this degree is to provide general training to Biology graduates which enables them to practice the regulated profession of Biologist, the general competences adopted were those that are common to Bachelor’s Degrees in Biology and that refer to the acquisition of the organization, planning, analysis and synthesis skills, with the object of responding to their social projection as Biology professionals.

To identify the professional profile of a Biology graduate the professional exercise field and the competences defined in the article 15 of the Official School of Biologist Royal Decree 693/1996, of April 26, materialised in the “White Book of the Bachelor’s Degree in Biology”, were taken into account.

Similarly, the Decree 150/2008 of July 3, which passes the statutes of the Galician Official School of Biologist, includes a list of the duties that can be taken by biologists. Lastly, the last updates in the labour insertion reports brought by the alumna’s surveys were taken into account.

 

From this analyse the following work areas and professional profiles for the biologist were defined:

Work areas:

Biological Resources | Environment | R&D&i | Learning-Teaching | Health | Quality and Production | Trading and Marketing

Professional profiles and duties:

  • Professional in the environment in the fields of planning, management, conservation and territories and protected natural spaces recovery. Pollution and wastes evaluation and management. Environmental impact evaluation and management. Reports issuance and surveys performance. Natural resources planning, management and preservation.
  • Professional in the agricultural sector related with biological resources sustainable cultivation, improvement, transformation, control, production, preservation and operation in the fields of aquaculture, agriculture, livestock, fishing and forestry.
  • Professional in the industry of biotechnology, pharmaceutics, agrifood, chemistry, veterinary, cosmetics, among others; developing tasks in management and execution in the technical areas of production, rational and sustainable cultivation, environment and quality management.
  • Professional in health in clinical laboratories, assisted reproduction, genetic counselling, public health, nutrition and dieting, toxicology, animal and plant health, among others. In public health they work on clinical, Agrifood and environmental areas, taking part in every aspect of risk analysis (identification, management and communication). In animal health they work in biological pathogenic agents control, pests management and risks evaluation.
  • Professional in scientific and technology research, development and innovation in all the experimental and life sciences fields, developing their tasks in research, development and innovation organisms, institutions and company departments.
  • Professional in business direction, management and organisation and in any center (education, training…) related with biology.
  • Professional in education in: secondary schools, vocational training, university and other types of education. Professional of environmental education.
  • Professional in the field of scientific-technical legal adviser of products and services related with biology. Quality management systems drafting, implementing and maintenance. Scientific and technical studies and advice. Restoration processes development and control in the field of biology (pieces of art, archaeological pieces,…).
  • Professional in information, documentation and dissemination related with biology.
  • Professional in trading and marketing in products and services related with biology in all the fields described in the previous sections.
  • Professional in leisure activities, in the fields of ecotourism, planning, care, reproduction and conservation of living beings in thematic spaces and parks, zoos, aquariums, gardens, museums, etc.

Due to this, the Degree general competences included hereafter are intended to enable graduated students in Biology to carry out their profession within these work fields and in the frame of any of the professional roles previously explained.

General Competence 1 (CG1):
Ability to organise and plan the labour and work environment, in a multidisciplinary setting related with biology and other related fields.

General Competence 2 (CG2):
Ability to read and analyse scientific documents and to interpret data and informations, extracting the essential from the accessory or secondary, and to adequately substantiate the relevant findings.

General Competence 3 (CG3):
Acquire general knowledges of the basic subjects of biology, both in a theoretical and experimental levels, without ruling out a higher specialisation in subjects facing a particular professional area.

General Competence 4 (CG4):
Ability to manage experimental tools, including scientific and IT tools, supporting the search for solutions to problems related with biology basic knowledges and with those from a labour context.

General Competence 5 (CG5):
Know the organisation levels of the living beings both from an structural point of view (molecular, cellular, organic) and from the functional one, observing its relations with the environment and with other organisms, as well as its manifestations in environmental alteration situations.

General Competence 6 (CG6):
Ability to apply biology knowledge achieved during the degree in a professional environment, present and argue ideas in a clear war, basing them on a basic and specialised acquired education.

General Competence 7 (CG7):
Know how to gather information on interesting topics in the field of biology, analyse it and make critical and reasoned judgements, including when necessary reflections on social and/or ethical aspects related with the topic.

General Competence 8 (CG8):
Ability to autonomously draft a report or project related with the biology field, present it and being able to defend it in a professional context in which the acquired competences of the degree are shown.

General Competence 9 (CG9):
Motivation to carry out entrepreneurial and innovative actions based in the acquired knowledges in the degree subjects, in the learning of actual topics (research and development, environment, biomedicine, bioproduction, etc.) and in contact with the business fabric through external internships.

General Competence 10 (CG10):
Develop the analytical and abstract abilities, the intuition and logical and thorough thinking through the study of biology and its applications.

General Competence 11 (CG11):
Ability to communicate to all audiences (specialised or not) in a clear and precise way their knowledges, methodologies, ideas, problems and solutions related with different fields in biology.

General Competence 12 (CG12):
Ability to identify their own educational needs in the field of biology and in defined labour environments, and of organise their own learning autonomously in any context.

The specific competences are of each degree and are related with the specific knowledge acquired during the education development, providing it with a unique identity, faced to achieve a specific profile for graduated students. Due to this, the competences list hereafter are adapted from the White Book of Biology, circumscribing to educational aspects projected along the bachelor’s degree.

Specific Competence 1 (CE1):
Obtain, manage, preserve, describe and identify current and fossilised biological specimens.

Specific Competence 2 (CE2):
Recognise different levels of organisation in living systems. Perform phylogenetic analyses and identify evolution evidences.

Specific Competence 3 (CE3):
Identify, analyse and characterise biological origin samples, including those from human origin, and their possible anomalies.

Specific Competence 4 (CE4):
Find, analyse and identify biomolecules, viruses, cells, tissues and organs.

Specific Competence 5 (CE5):
Cultivate micro-organisms, cells, tissues and organs.

Specific Competence 6 (CE6):
Evaluate and interpret metabolic activities.

Specific Competence 7 (CE7):
Manipulate and analyse the genetic material and carry out genetic counselling.

Specific Competence 8 (CE8):
Evaluate the functioning of physiological systems by interpreting vital parameters.

Specific Competence 9 (CE9):
Analyse and interpret living beings behaviour.

Specific Competence 10 (CE10):
Analyse and interpret living beings adaptation to the environment.

Specific Competence 11 (CE11):
Sample, characterise, manage, preserve and restore populations, communities and ecosystems.

Specific Competence 12 (CE12):
Catalogue, map, evaluate, preserve, restore and manage natural and biological resources.

Specific Competence 13 (CE13):
Evaluate the environmental impacts. Diagnose and solve environmental problems.

Specific Competence 14 (CE14):
Perform water analyse, control and purification.

Specific Competence 15 (CE15):
Describe, analyse, evaluate and plan the physical environment. Interpret the landscape.

Specific Competence 16 (CE16):
Cultivate, product, transform, improve and explore biological resources.

Specific Competence 17 (CE17):
Identify and obtain natural products from a biological origin.

Specific Competence 18 (CE18):
Produce, transform, control and preserve Agrifood products.

Specific Competence 19 (CE19):
Identify, manage and communicate Agrifood and environmental risks.

Specific Competence 20 (CE20):
Design, apply and monitor biotechnological processes.

Specific Competence 21 (CE21):
Perform and interpret bioessays and biological diagnoses.

Specific Competence 22 (CE22):
Identify, characterise and use biomarkers.

Specific Competence 23 (CE23):
Develop, manage and apply biological control techniques.

Specific Competence 24 (CE24):
Design biological processes models.

Specific Competence 25 (CE25):
Acquire information, develop experiments and interpret the results.

Specific Competence 26 (CE26):
Take part in the management, drafting and execution of biology projects.

Specific Competence 27 (CE27):
Develop and implement management and quality control systems for processes related with biology.

Specific Competence 28 (CE28):
Teach and disseminate knowledges related with biology.

Specific Competence 29 (CE29):
Advise and survey on scientific-technical, ethical, legal and socioeconomic aspects related with biology.

Specific Competence 30 (CE30):
Monitor and advise on all aspects related with living beings well-being.

Specific Competence 31 (CE31):
Know and handle scientific-technical tools.

Specific Competence 32 (CE32):
Ability to know and handle specific concepts and terminology.

Specific Competence 33 (CE33):
Ability to understand biology’s social projection.

Our Bachelor’s Degree in Biology includes as transversal competences the resultant from the studies carried out by the Tuning Programme, which were put together in the ANECA White Books (White Book of Biology) and were adapted by most of the bachelor’s degree already implemented. It can be divided in:

  • Instrumental: cognitive, methodological, technological and linguistic skills
  • Personal and interpersonal: individual and social skills (interaction, cooperation, etc.)
  • Systematics: abilities and skills related with global systems (comprehension, sensibility and knowledges combination)

INSTRUMENTAL COMPETENCES

Transversal Competence 1 (CT1):
Obtain, manage, preserve, describe and identify current and fossilised biological specimens.

Transversal Competence 2 (CT2):
Recognise different levels of organisation in living systems. Perform phylogenetic analyses and identify evolution evidences.

Transversal Competence 3 (CT3):
Identify, analyse and characterise biological origin samples, including those from human origin, and their possible anomalies.

Transversal Competence 4 (CT4):
Find, analyse and identify biomolecules, viruses, cells, tissues and organs.

Transversal Competence 5 (CT5):
Cultivate micro-organisms, cells, tissues and organs.

Transversal Competence 6 (CT6):
Evaluate and interpret metabolic activities.

Transversal Competence 7 (CT7):
Problems resolution and effective decision making.

Transversal Competence 8 (CT8):
Develop the ability to learn autonomously

Transversal Competence 9 (CT9):
Work collaboratively or team up in interdisciplinary work teams.

 

INSTRUMENTAL COMPETENCES

Transversal Competence 10 (CT10):
Develop critical thinking.

Transversal Competence 11 (CT11):
Acquire an ethical commitment with the society and the profession.

Transversal Competence 12 (CT12):
Behave respecting diversity and multiculturalism.

Transversal Competence 13 (CT13):
Awareness for environmental topics.

Transversal Competence 14 (CT14):
Acquire interpersonal relations skills.

 

SYSTEMIC COMPETENCES

Transversal Competence 15 (CT15):
Develop the creativity, enterprise and entrepreneurial spirit.

Transversal Competence 16 (CT16):
Assume a commitment with quality.

Transversal Competence 17 (CT17):
Develop the ability to be self-critical.

Transversal Competence 18 (CT18):
Develop the ability to negotiate.