Transcript IMPLEMENTING BOLOGNA POST- BERGEN

‘International aspect of the Bologna
Process’
BALANCE Project Seminar
Cambridge, 5-7 September 2007
Robert Wagenaar
Director of Undergraduate and Graduate Studies
Chair Dutch team of Bologna Experts
Joint co-ordinator TUNING Projects
Co-ordinator Erasmus Mundus Master Programme EUROCULTURE
University of Groningen (NL)
International aspect of the Bologna
Process
Title to be understood in two ways:
1. External Dimension of the Bologna Process
2. The impact of the Bologna Process at
institutional and subject area level for
European and their third country partner
institutions and their learners:
Paradigm Change in European Higher Education
2
International aspect of the Bologna
Process
Competitiveness ……
Attractiveness, openness and
cooperation ……..
3
International aspect of the Bologna
Process
Findings Ministerial Working Group on External
Dimension (2005-2006)
Open dialogue
Four main clusters identified:
1. Information: correct presentation and explanation in other world
regions
2. Competitiveness and attractiveness: inflow of third country
students and scholars
3. Partnership and cooperation: collaborative activity to benefit
European and non-European education focusing on ‘academic
values’
4. Foster exchange of experience and ideas on higher education
reform issues with representatives of other regions
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International aspect of the Bologna
Process
Main tasks for European Higher Education
Institutions
• Implementation of a three cycle system with preparation
for the labor market at all levels
• Provisions for recognition of prior learning
• Clear provisions for access at all levels
• Effective provisions for student mobility
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International aspect of the Bologna
Process
More tasks …..
• Degree programmes based on profile, learning outcomes,
competences, levels, student workload
• Student oriented degree programmes
• Learning outcomes in place for the programme as a whole
as well as its individual units
• ECTS applied as a transfer and accumulation system
• Use of ECTS based on learning outcomes and their
associated workloads
• Feasibility of programmes to be checked regularly
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International aspect of the Bologna
Process
Even more tasks….
• Degree programmes based on the Bologna cycle (level)
descriptors
• Quality culture in place at institutional and programme level
• Student and staff surveys to evaluate teaching and
learning
• Curricula evaluation at a regular basis
• Diploma Supplement including clear profile and learning
outcomes of programme. LO are formulated in such a way
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that they can be used for recognition purposes.
International aspect of the
Bologna Process
Is there a encompassing methodology available to
implement Bologna at institutional and subject area
level?
•Comparability
•Transparency The TUNING
•Compatibility
approach
•Mobility
•Recognition
•Quality
•Employability
•Competitiveness
•External dimension
•Relevance
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International aspect of the
Bologna Process
Project
TUNING EDUCATIONAL STRUCTURES IN EUROPE
(and beyond …)

A project for and by universities (strongly supported by
the European Commission: financially and morally)

Large scale project focusing on subject area level
(Business, Chemistry, Earth Sciences, Education, European Studies,
History, Mathematics, Nursing, Physics, etc.)
Tuning Motto
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Tuning of educational structures and programmes
International
aspect of the
Its strength
and size
Bologna Process
Tuning Europe
Size and Strength
(2000-2008):
1. ITS SIZE AND STRENGTH •
2001 EU + EFTA
countries (Socrates Erasmus)
2006
•2003 New EU member
states + Candidate
countries (Socrates –
Erasmus)
•2005 Ukraine + countries
South-East Europe
(Tempus),
2007
•2006/7 Russia (Tempus) +
Georgia (Tempus)
• 2007 Turkey (SocratesErasmus)
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Tuning America Latina
2003 - 2007
subjects
Argentina
Bolivia
Brasil
Chile
Colombia
Costa Rica
Cuba
Ecuador
El Salvador
Guatemala
Honduras
México
Nicaragua
Panamá
Paraguay
Perú
Dominican
Republic
Uruguay
Venezuela
19
countries
(ministries +
Rectors’
Conferences)
+ 186
Universities
Other
regions?
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International aspect of the
Bologna Process
Universities’ contribution to the Bologna Process
A PROJECT BY AND FOR UNIVERSITIES
• Implementation of the Bologna Process at subject
area level
• Develop best ways to introduce the two / three
cycle system
• Promoting transparency in Higher Education
• Focus on employability and citizenship
• Focus on professional and academic profiles
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Bologna: Make it real !
The Contribution of Tuning (2)
• Europe wide introduction of Learning Outcomes
and Competences approach
• Change of paradigm: from staff centred to learner
centred teaching, learning and assessment (input
to output based)
• Introduction of a common language
• Distinction between generic and subject specific
competences
• Transfer of ECTS from a transfer to a student
workload based credit accumulation and transfer
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system
Bologna: Make it real !
The Contribution of Tuning (3)
• Raising awareness of the importance of
quality in process and delivery
• Responds to growing demands of a lifelong
learning society which requires more
flexibility and differentiation
Tuning has identified key issues, has
developed a consistent approach on the basis
of synthesizing theories and methodologies
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International aspect of the
Bologna Process
The Contribution of Tuning (3)
• Raising awareness of the importance of quality in
process and delivery
• Responds to growing demands of a lifelong learning
society which
of TUNING
of great importance
TheThe
workwork
of TUNING
is of is
great
for the development
of for
European,
Nationalof
and Sectoral
importance
the development
Qualification Frameworks
European, National and Sectoral
• requires more
flexibility
and differentiation
Qualification
Frameworks
Tuning has identified key issues, has developed a
consistent approach on the basis of synthesizing
theories and methodologies for purpose
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Qualification
Frameworks
Qualification Frameworks
EQF for Lifelong
Learning (an EC
initiative)
(27 countries)
National Qualification
Frameworks
EQF for Higher Education
(46 countries)
Sectoral Qualification
Frameworks
Tuning cycle level descriptors
and reference points for Higher
Education degree programmes
and modules
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Qualification Frameworks
International environment
EQF for LLL
NQF
NQF
EQF for HE
Sectoral QF
Sectoral QF
Internationally
established (subject
specific) reference
points in Tuning
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International aspect of
the Bologna Process
Key Tuning contributions to the EHEA
• Transparency - Common language understood by all
stakeholders
• Comparability and compatibility - Programme based
on learning outcomes expressed in terms of
competences
• Recognition – common reference points
• Employability and relevance - Consultation of
stakeholders
• Quality and competitiveness – models for programme
design and quality enhancement
• External dimension – reaching out to other regions18
Tuning reference points?
Generic
and
Subject
Specific
competences
Quality
Enhancement
Approaches
to
Teaching,
Learning
Level
and
Descriptors
Profile
Assessment
Student
Workload
(ECTS
credits)
Tuning
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International aspect of the
Tuning approach
Bologna Process
Its marks a shift from:
• Input to output
• Content to competences
LEARNING
• Teacher oriented to
student centred
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International aspect of
the Bologna Process
Characteristics of the Tuning reference points
• Commonly developed by consensus
• Open ended to welcome diversity
• Dynamic - subject to development
• Reference points, only reference points
TUNING has developed cycle level descriptors and
reference points for a range of subject areas These are
reflected in the Tuning templates of Summary of
Subject Area Findings (bench mark papers)
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International aspect of the
Bologna Process
Profile
(of a degree programme)
• Developed from awareness of social needs
• Outcomes of consultation process of stakeholders
• Diversity based on institutional strengths
• In dialogue with European reference points
• Described in competences and learning outcomes
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International aspect of
the Bologna Process
What is a competence?
Tuning definition of competences
• Competences represent a dynamic combination of
knowledge, understanding, skills and abilities.
• Fostering competences is the object of educational
programmes.
• Competences are formed in various course units and
assessed at different stages.
[competences are obtained by the student]
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International aspect of the
Bologna Process
What is a learning outcome?
Level of competence is expressed in terms of Learning outcomes:
• Statements of what a learner is expected to know,
understand and be able to demonstrate after completion of
learning.
• They can refer to a single course unit or module or else to
a period of studies, for example, a first or a second cycle
programme.
• Learning outcomes specify the requirements for award of
credit.
[learning outcomes are formulated by academic staff]
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International aspect of
the Bologna Process
Tuning contribution
European Credit Transfer and Accumulation
system (ECTS):
Student workload and learning outcomes based
• Recognition of its importance as a realistic tool
• Best use of student time
• Description of ranges of variation in time in Europe
• Incorporation of learning outcomes
First Cycle (Bachelor) 180 -240 ECTS credits ; Second Cycle (Master) ; typically 90 -120, with a minimum of 60 at MA-level
One credit corresponds with 25 to 30 hours of student work
Student workload ranges from 1500 to 1800 hours per academic year
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International aspect of the
Bologna Process
Levels
• Relation with QF for the EHEA and EQF (both
based on descriptors)
• Progression within programme
• Own (sub) levels according to subject area
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International aspect of
the Bologna Process
Other crucial elements:
Approaches to Teaching, Learning and
Assessment (outcome based)
Quality enhancement of degree programme
(internal quality culture)
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Tuning dynamic quality
development circle
Definition of academic
and professional
profiles
Identification of
resources
Programme design: definition of
learning outcomes / competences
Evaluation
and
improvement
(on the basis
of feed back
and back
forward)
Programme quality assurance
Selection of types of
assessement
Construction of
curricula:
content and
structure
Selection of teaching and
learning approaches
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International aspect of
the Bologna Process
Where are we today?
• Universities have understood the need for change
• Tuning has developed a consistent methodology and
series of reference points at Subject Area level to assist
in the process of change
• Process of validation of Tuning approach and Subject
Area reference points
• Dissemination of the Tuning approach at country,
institutional and subject area level as well as in other
(non-European) regions and countries
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International aspect of
the Bologna Process
What has been done?
Validation
 Tuning has organized three validation conferences:
• Natural Sciences (23 March 2007)
• Health Care sector (22 June 2007)
• Humanities and Social Sciences (5-6 Nov. 2007)
Very positive comments by renowned international
peers
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International aspect of
the Bologna Process
What has been done?
Dissemination
Tuning has published a key publication in English about its
methodology which has been translated in: English, Croatian,
French, German, Italian, ‘Macedonian’, Portuguese, Russian,
Serbian, Spanish, Ukrainian. (Slovenian and Polish in preparation)
Tuning will publish in 2007 and 2008 some 20 Subject Area
brochures containing Subject Area Findings (including level
descriptors and reference points). Others will follow.
European contribution to the development of global standards
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International aspect of
the Bologna Process
Relevance of the Bologna Process as well as the
TUNING approach for the international Higher
Education Community:
• More harmony in European Higher Education
• Better international understanding of national
educational systems in Europe
• International cooperation regarding the development
of global reference points for the minimum level /
quality of subject areas / degree programmes
• One European Higher Education Area based on
common reference points reflected in Qualification
Frameworks will facilitate mobility of students and
graduates.
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International aspect of
the Bologna Process
Web mail addresses for more detailed
information:
http://tuning.unideusto.org/tuningeu
or
www.rug.nl/let/tuningeu
http://tuning.unideusto.org/tuningeu
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