General introduction about Tuning GE project; aims, achievements and activities

Reforming Curricula Preparing for one European Higher Education AreaRobert Wagenaar / Pablo BeneitoneProject co-ordinationTuning Educational Structures Projects Universities of Bilbao and Groningen

TUNING GEORGIA

Tuning GeorgiaThe 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 autonomyTuning is morally and financially supported by the European Commission

Tuning Georgia Outline of presentation

Tuning Educational Structures Process introduced Role of Degree Programme Profiles: Diversity and DifferentiationTuning in Georgia: Aims, Achievements and Activities Outcomes of stakeholders survey

1. Tuning Educational Structures Process introduced

TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES

WHY TUNING? (1)

Develop best ways to introduce the two / three cycle systemPromoting transparency in Higher Education degree programmesResponds to growing demands of a lifelong learning society which requires more flexibility and differentiation Transfer of ECTS into a student workload based European credit accumulation and transfer system Raising awareness of the importance of quality in process and delivery Implementation of the Bologna Process at subject area levelFocus on employability and citizenship Tuning Georgia

TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES

WHY TUNING? (2)

Focus on professional and academic profiles Introduction of a common languageEurope wide introduction of Learning Outcomes and Competences approachDistinction between generic and subject specific competencesChange of paradigm: from staff centred to learner centred teaching, learning and assessment (input to output based)Development of internationally accepted reference points for subject areas

Tuning has identified key issues, has developed a consistent approach on the basis of synthesizing theories and methodologies for purpose

Tuning Georgia

Tuning Georgia TUNINGs point of viewRole of HE sector: to create, enhance and guarantee best and most appropriate experience for students: student centred programmesMany actors / stakeholders play a role in that processBut in final analysis responsibility for developing, maintaining and increasing quality in TLA lies with HEI and their staffTUNINGs task: develop common understanding and appropriate tools for Universities to develop, maintain and enhance quality in HE programmes in the context of the EHEA context (as well as in other regions).TUNING project is the Universities contribution to the Bologna Process

Tuning Europe (2000-2009): ITS SIZE AND STRENGTH 2001 EU + EFTA countries (Socrates - Erasmus) 2003 New EU member states + Candidate countries (Socrates Erasmus) 2005 Ukraine + countries South-East Europe (Tempus) and Kyrgyz Republic (Tempus-Bologna.KG2) 2006/7 Russia (Tempus) 2007/9 Georgia (Tempus)Other countries and regions?20062007Tuning Georgia

Tuning Europe (2000-2009): ITS SIZE AND STRENGTH 2001 EU + EFTA countries (Socrates - Erasmus) 2003 New EU member states + Candidate countries (Socrates Erasmus) 2005 Ukraine + countries South-East Europe (Tempus) and Kyrgyz Republic (Tempus-Bologna.KG2) 2006/7 Russia (Tempus) 2007/9 Georgia (Tempus) 2008/9 Turkey (Socrates-Erasmus)Other countries and regions?200620082007Tuning Georgia Tuning Amrica LatinaTuning in the USAExposure in USA:Exposure in Japan:

2. Role of profiles: diversity and differentiationDegree profile (Doctorate)Third cycle learning outcomes defined in terms of generic and subject specific competencesDegree profile 2nd cycle (MA)Second cycle learning outcomes defined in terms of generic and subject specific competencesDegree profile 1st cycle (BA)First cycle learning outcomes defined in terms of generic and subject specific competences1st cycle2ndcycle3rdcycleTuning Georgia

What is a competence according to Tuning?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]

Tuning Georgia

What is a learning outcome according to Tuning?

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]

Tuning Georgia

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.

Tuning Georgia

Profiles has to serve different purposes

A good profile takes into account different users perspectives & interests

ProfileTuning Georgia

Degree profile (professional and/or academic)

Key elements:Orientation: theoretical or appliedLevel of qualification (role of descriptor(s))Subject related knowledge/ know how (mono, multi, inter)Generic competencesSubject specific skillsEmployability (regulated / non-regulated)Social and professional responsibility Particular focus / specialisation Approach(es) towards TLA

Tuning Georgia

Academic area vs. professional area and competences

Academic fieldEmployment profileCompetence CircleAcademic fieldAcademic fieldTuning Georgia

ResearchApplicationDoctorateBAMAProfile orientationTuning GeorgiaCompetences circles

Tuning Georgia3. Tuning in Georgia: Aims, Activities and Achievements

Main Aim : Bologna proof (re-)designed curricula in 10 subject areas

Expected outcomes:Re-trained University StaffEnhancement of the quality of Georgian HEBetter preparation of graduates for national and international labour market

Tuning GeorgiaMain activities:Launch conference (Tbilisi, March 2008)Monthly SAG-meetingsConsultation of stakeholders: survey on competencesParticipation in 2 Tuning EU consultation conferences (Brussels, April and June 2008)2 Training seminars on Profile and LO (Groningen) and TLA of competences (Bilbao)Translation and printing of Tuning key documentsOutcomes and dissemination conference (Tbilisi, 28 Feb. 2009)

Tuning GeorgiaAchievements:

Outcomes stakeholders consultationFirst results of work done by Subject Areas on profiles

General introduction of Tuning Georgia: Outcomes of the stakeholders survey

Tbilisi, 28 February 2009

Generic Competences (31) 3 variables: Importance, Achievement and RankingTotal number of respondents 2629:689 Graduates571 Employers577 Academics762 Students

Data

ImportanceAb. to undertake researchCommitment to safety

ImportanceAGREEAGREEDISAGREE

3 Common Competences in Top 5:Ability to apply knowledge in practical situationsCapacity to learn and stay up-to-date with learning2 Common Competences in Bottom 5:Ability to show awareness of equal opportunities and gender issuesAbility to communicate with non-experts of ones fieldImportanceAbility to work autonomusly

Much higher for academics than employers:Ability to undertake research at an appropriate levelMuch higher for employers than academics:Determination and perseverance in the tasks given and responsabilities takenImportance

Achievement

AchievementAGREEAGREEDISAGREE

2 Common Competence in Top 5:Knowledge and understanding of the subject area and understanding of the profession2 Common Competences in Bottom 5:Ability to communicate with non-experts of ones fieldAbility to show awareness of equal opportunities and gender issuesAchievementAbility to work autonomusly

Lower for employers and graduatesthan academics:Spirit for enterprise, ability to take initiativeAchievementMuch higher for graduates than academics:Ability to work in a team

As usual, Achievement is lower than Importance

Employers, Students, Graduates and Academics: one of the greatest gaps between Achievement and Importance corresponds to:Importance vs AchievementAbility to apply knowledge in practical situationsHigh importance, low achievement

Importance vs AchievementAcademicsAb. to apply knowledgeAb. to make decisonsCap. to generate new ideasAp. and respect for diversity

Importance vs AchievementEmployersAb. to apply knowledgeAb. to plan and manage timeAp. and respect for diversity

Importance vs AchievementGraduatesAb. to apply knowledgeAb. to plan and manage timeAb. to work in a team

Importance vs AchievementStudentsAb. to apply knowledgeAb. to plan and manage timeAb. to work in a team

RankingAGREEAGREE

4 Common Competences in Top 5:Ability to apply knowledge in practical situationsAbility for abstract thinking, analysis and synthesisCapacity to learn and stay up-to-date with learning2 Common Competences in Bottom 5:Ability to work in an international contextAbility to communicate with non-experts of ones fieldRankingKnowledge and understanding of the subject area and understanding of the profession

Much higher for academics than employers:Ability to undertake research at an appropriate levelMuch higher for employers than academics:Ability to work in a teamRanking

EUROPE 2008GEORGIA 2008Comparison

AGREEAGREEDISAGREEGeorgia versus EuropeAbility to identify, pose and resolve problemsAbility to work in a team

EUROPE GEORGIAALL GROUPS: Ranking, Top 5Common 3 competences equal: Ability for abstract thinking, analysis and synthesisAbility to apply knowledge in practical situationsKnowledge and understanding of the subject area and understanding of the profession

Tuning GeorgiaTuning Georgia: www.mes.gov.geTuning Europe:http://tuning.unideusto.org/tuningeu www.rug.nl/let/tuningeu

Tuning GeorgiaThank you for your attention !