Transcript EC Pers en Communicatie

TUNING INTRODUCED
Tuning Educational Structures in
Europe and beyond:
from project to process
Tuning Management Committee
From Project to Process
The TUNING project is a project by
and for universities.
It is the Universities’ response to the
challenge of the Bologna Process
TUNING MOTTO:
Tuning of educational structures and
programmes on the basis of diversity
and autonomy
Tuning is morally and financially supported by the European
Commission
From Project to Process
Outline of presentation
1. Tuning in a nutshell
2. Focus on profiles
3. Outcomes of the Tuning survey 2008 on competences
4. Tuning: results and future activities
• Sectoral Qualifications Frameworks
• Tuning European Dissemination
Conferences
• Tuning National Dissemination
Conferences
• Tuning Information Points
• CoRe - project
• Tuning Information Materials
• Tuning and Assessment of LO
1. Tuning in a Nutshell
What is Tuning?
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Developed by and for academics and students
Offers:
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A transparent way to (re-)design degree programmes based on
the concept of student centred learning
Offers a language understood by all stakeholders (employers,
professionals and academics)
An approach respecting and allowing for differentiation / diversity
An approach for developing flexible and divers degree
programmes in a Life Long Learning context
Shared reference points (not standards) at subject area level
Methodology for high standard degree programmes in terms of
process and outcomes
From Project to Process
From staff oriented to student centred degree programmes
Key factors for a necessary change of paradigm:
 Focus on employability and citizenship
• International cooperation in higher education: recognition of periods of
studies
• Development of transnational integrated programmes
• Introduction and acceptance of (the Dublin / LLL) cycle level descriptors
as a basis for degree programmes and Qualifications Frameworks
Reflected in Tuning methodology: degree programmes based on
academic and professional profiles, cycle level descriptors, learning
outcomes / competence and time-based ECTS credits
From Project to Process
LONDON
BERGEN
BERLIN
PRAGUE
BOLOGNA
Bologna Process and
Tuning
From Project to Process
Tuning Europe
(2000-2008):
ITS SIZE AND STRENGTH
• 2001 EU + EFTA countries
(Socrates - Erasmus)
• 2003 New EU member states +
Candidate countries (Socrates –
Erasmus)
2006
• 2005 Ukraine + countries SouthEast Europe (Tempus) and Kyrgyz
Republic (Tempus-Bologna.KG2)
2007
2008
• 2006/7 Russia (Tempus)
• 2007/9 Georgia (Tempus)
• 2008 Turkey (Socrates-Erasmus)
Other countries and regions?
From Project to Process
Focus on learning outcomes and competences
Tuning approach is based on 5 consistent features:
• an identified and agreed need
• a well described profile
• corresponding learning outcomes phrased in terms of competence
• the correct allocation of ECTS credits to units
• appropriate approaches to teaching, learning and assessment
TUNING focuses on:
<< fitness of purpose >> (meets expectations)
and
<< fitness for purpose >> (meets aims)
Student approach for designing study programmes
Identify
needs
and
necessar
y
Quality
resources
Enhancement
Profile
Identify LA
In terms
of Generic
and
Subject
Specific
Compentences
Academic
structure
Approaches
and content
to
(modules and
Teaching
student
Learning
workload /
and
ECTS credits) Assessment
Tuning Process
From Project to Process
Tuning model
Degree programme according to
the Tuning methodology:
FIRST CYCLE PROGRAMME
60 ECTS
• Programme based on profile, sets of
competences to be obtained, desired
learning outcomes to be achieved,
ECTS credits to be awarded
• Programme design is team work,
based on consultation, discussion,
cooperation
60 ECTS
• Learning outcomes / competences
to be developed are the basis for
credit allocation
60 ECTS
COURSE UNIT
Top-down
• Teaching, learning and assessment
approaches respect credit allocation:
feasibility is key factor
From Project to Process
What is a competence according to Tuning?
Tuning definition of competences
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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]
From Project to Process
What is a learning outcome according to Tuning?
Level of competence is expressed in terms of Learning
outcomes:
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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]
2. Focus on profiles
Role of profiles: diversity and differentiation
3rd
cycle
Degree profile (Doctorate)
Third cycle learning outcomes defined in terms
of generic and subject specific competences
Degree profile 2nd cycle (MA)
2nd
cycle
Second cycle learning outcomes defined in terms of
generic and subject specific competences
Degree profile 1st cycle (BA)
1st
cycle
First cycle learning outcomes defined in terms of
generic and subject specific competences
From Project to Process
From the Tuning glossary (November 2006):
“Degree profile
“A description of the character of a degree programme or
qualification. This description gives the main features of
the programme which are based on the specific aims of
the programme, how it fits into the academic map of
disciplines or thematic studies and how it relates to the
professional world”.
From Project to Process
Profiles has to serve different purposes
A good profile takes into account different users’
perspectives & interests
Profile
From Project to Process
Degree profile (professional and/or academic)
Key elements:
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Orientation: theoretical or applied
Subject related knowledge/ know how (mono, multi, inter)
Generic competences
Subject specific skills
Level of qualification (role of descriptor(s))
Employability (regulated / non-regulated)
Social and professional responsibility
Particular focus / specialisation
Approach(es) towards TLA
From Project to Process
Academic area vs. professional area and competences
Competence Circle
Employment profile
Academic field
Academic field
Academic field
From Project to Process
The Tuning profile ‘web’
Profile
From Project to Process
Tuning methodology is of global significance: more than 55 countries involved
CLEAR CONCEPT
EASY TO UNDERSTAND
WORLDWIDE ACCEPTANCE
RESPECTS DIVERSITY
3. Tuning survey 2008
on competences
 Generic competences
 Transversal
 Important in changing society
 Choice to be made at degree level
From Project to Process
Why a questionnaire?
Objectives:
*Initiate joint reflection from updated information
*Built on a common concrete language
*Start debate
*Consult most relevant stakeholders
*Offer three levels of reflection:
- Institutional
- Subject area
- Aggregate
Data
Areas & university depart. & Countries
 9 SUBJECT AREAS
 27 COUNTRIES
Total number of respondents 7087:
 1948 Graduates
 879 Employers
 2041 Academics
 2219 Students
Ranking (1 to 5)
Competence
Academics
Graduates
Students
Employers
Ability for abstract thinking, analysis and synthesis
Ability to apply knowledge in practical situations
Knowledge and understanding of the subject area and understanding of the profession
Ability to identify, pose and resolve problems
Capacity to learn and stay up-to-date with learning
Capacity to generate new ideas (creativity)
Ability to be critical and self-critical
Ability to communicate both orally and through the written word in native language
Ability to search for, process and analyse information from a variety of sources
Ability to undertake research at an appropriate level
Ability to work in a team
Interpersonal and interaction skills
Ability to work autonomously
Ability to plan and manage time
Ability to adapt to and act in new situations
Ability to make reasoned decisions
Ability to act on the basis of ethical reasoning
Ability to communicate in a second language
Skills in the use of information and communications technologies
Ability to motivate people and move toward common goals
Ability to work in an international context
Determination and perseverance in the tasks given and responsibilities taken
Ability to evaluate and maintain the quality of work produced
Ability to act with social responsibility and civic awareness
Ability to design and manage projects
Appreciation of and respect for diversity and multiculturality
Ability to communicate with non-experts of one’s field
Commitment to the conservation of the environment
Spirit of enterprise, ability to take initiative
Commitment to safety
Ability to show awareness of equal opportunities and gender issues
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AGREE
DISAGREE
AGREE
Ranking
4 Common Competences in Top 5:
Ability for abstract thinking, analysis and synthesis
Ability to apply knowledge in practical situations
Knowledge and understanding of the subject area and
understanding of the profession
Ability to identify, pose and resolve problems
2 Common Competences in Bottom 5:
Commitment to the conservation of the environment
Ability to show awareness of equal opportunities and gender
issues
Achievement
Competence
Knowledge and understanding of the subject area and understanding of the profession
Ability for abstract thinking, analysis and synthesis
Ability to work autonomously
Ability to search for, process and analyse information from a variety of sources
Ability to communicate both orally and through the written word in native language
Capacity to learn and stay up-to-date with learning
Skills in the use of information and communications technologies
Ability to apply knowledge in practical situations
Ability to identify, pose and resolve problems
Ability to undertake research at an appropriate level
Ability to work in a team
Ability to make reasoned decisions
Determination and perseverance in the tasks given and responsibilities taken
Ability to evaluate and maintain the quality of work produced
Interpersonal and interaction skills
Ability to show awareness of equal opportunities and gender issues
Appreciation of and respect for diversity and multiculturality
Ability to be critical and self-critical
Ability to plan and manage time
Ability to adapt to and act in new situations
Ability to act on the basis of ethical reasoning
Ability to work in an international context
Ability to act with social responsibility and civic awareness
Capacity to generate new ideas (creativity)
Ability to communicate in a second language
Commitment to the conservation of the environment
Ability to communicate with non-experts of one’s field
Ability to design and manage projects
Commitment to safety
Ability to motivate people and move toward common goals
Spirit of enterprise, ability to take initiative
Graduates Students Employers Academics
AGREE
DISAGREE
AGREE
Importance
3 Common Competences in Top 5:
Ability to apply knowledge in practical situations
Ability to identify, pose and resolve problems
Ability to communicate both orally and through the written word
in native language
3 Common Competences in Bottom 5:
Ability to show awareness of equal opportunities and gender
issues
Commitment to the conservation of the environment
Commitment to safety
Comparison between IMPORTANCE and ACHIEVEMENT
INTERCULTURAL DIALOGUE
Graduates
4. Tuning results and future
activities
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Sectoral Qualifications Frameworks
Tuning European Dissemination Conferences
Tuning National Dissemination Conferences
Tuning Information Points
• CoRe – project (Recognition of Competences)
• Tuning Information Materials
• Publication Tuning and the Doctorate
• Tuning and Assessment of LO (new project)
From Project to Process
Project: TUNING SQF in Social Sciences
Old groups:
 European Studies
 Business
 Education Sciences
 Social Work
 Occupational Therapy
New groups (4 out of 5):
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Law
Sociology
Psychology
Political Science
Communication Studies
From Project to Process
Tuning SQF in Natural Sciences (NATUS)
(project proposal)
Old groups:
 Chemistry
 Earth Sciences
 Mathematics
 Physics
New groups:
 Computing Sciences
 Geography
 Biology
From Project to Process
Tuning SQF in Arts and Humanities (HUMART)
(project proposal)
Old groups:
 Architecture
 Arts and Design
 Dance and Theater
 History
 Music
New groups:
 Art History
 Literature
 Linguistics
 Theology
From Project to Process
Dissemination and implementation
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Tuning Information Points
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Distribution of information and instruction material
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Assisting in organizing the national information and
dissemination conference
Offering information and counselling
Collecting main obstacle and questions regarding the
implementation of the Tuning approach
Acting as interface between HEIs and Tuning Management and
Coordination team
Acting as coordinator of the countries’ related Tuning website
National Tuning Dissemination and Information Conferences
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Two information and dissemination conferences in Turkey
Tuning EUROPE publications
Tuning Georgia
Tuning EUROPE publications
On the Tuning website much more translations can be
found …….
Tuning América Latina
publications …
Tuning Subject Area
publications …
The following subject areas will follow soon: Architecture, Business,
Civil Engineering, Earth Sciences, Education, European Studies, Arts
and Design, History, Medicine, Music, Nursing, Performing Arts,
Physiotherapy ……
Publications of related projects …
Japan
ENIC-NARICS
USA
From Project to Process
After Tuning IV…
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Dissemination of Tuning outcomes at
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international and national level
Future structures
Tuning Websites:
Tuning Europe more than 2.200.000 hits
Tuning Latin América more than 2.000.000 hits
From Project to Process
After Tuning IV…
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Dissemination of Tuning outcomes at
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international and national level
Future structures
Tuning Websites:
Role of students and student
representatives ?
Tuning Europe
more
than 2.200.000
hits
Raising
awareness
about the
Tuning
Tuning Latin América more
than?2.000.000 hits
approach
From Project to Process
From Project to Process
Web sites:
Tuning Europe:
http://tuning.unideusto.org/tuningeu
www.rug.nl/let/tuningeu
Tuning América Latina:
http://tuning.unideusto.org/tuningal/
Tuning Kyrgyz Republic:
http://www.bolognakg.net/
Tuning Russia:
Tuning Georgia:
http://www.iori.hse.ru/tuning/
http://www.mes.gov.ge
From Project to Process
Thank you for your attention !