tuning educational structures in europe and beyond: from project to process tuning management...
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Tuning Educational Structures in Europe and beyond:
from project to process
Tuning Management Committee
TUNING INTRODUCED
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
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
From Project to Process
What is Tuning?
Developed by and for academics and students Offers:
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
1. Tuning in a Nutshell
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
20062007
BOLOGNA
TUNING EUROPE
PRAGUE
BERLIN
TUNING LATIN AMERICA
LONDON
BERGEN
2001
19992000
2002
2004
2003
2005
RUSSIA
Bologna Process and Tuning
GEORGIA
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)
• 2005 Ukraine + countries South-East Europe (Tempus) and Kyrgyz Republic (Tempus-Bologna.KG2)
• 2006/7 Russia (Tempus)
• 2007/9 Georgia (Tempus)
• 2008 Turkey (Socrates-Erasmus)
Other countries and regions?
2006
2008
2007
From Project to Process
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)
Identify needs and
necessary
resourcesProfile
Identify LA In terms
of Generic and
Subject Specific
Compentences
Academic structure
and content (modules and
student workload /
ECTS credits)
Approaches to
TeachingLearning
andAssessment
Quality Enhancement
Tuning Process
Tuning Process
Student approach for designing study programmes
60 ECTS
60 ECTS
FIRST CYCLE PROGRAMME
COURSE UNIT
60 ECTS
Degree programme according to the Tuning methodology:
• 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
• Learning outcomes / competences to be developed are the basis for credit allocation
• Teaching, learning and assessment approaches respect credit allocation: feasibility is key factor
Top-down
Tuning model
From Project to Process
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]
From Project to Process
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]
From Project to Process
Role of profiles: diversity and differentiationDegree profile (Doctorate)
Third cycle learning outcomes defined in terms of generic and subject specific competences
Degree profile 2nd cycle (MA)
Second cycle learning outcomes defined in terms of generic and subject specific competences
Degree profile 1st cycle (BA)
First cycle learning outcomes defined in terms of generic and subject specific competences
1st cycle
2nd
cycle
3rd
cycle
2. Focus on profiles
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
ProfileProfile
From Project to Process
Degree profile (professional and/or academic)
Key elements:• 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
Academic field
Employment profile
Competence Circle
Academic field
Academic field
From Project to Process
Tuning methodology is of global significance: more than 55 countries involved
CLEAR CONCEPTCLEAR CONCEPT
EASY TO UNDERSTANDEASY TO UNDERSTAND
WORLDWIDE ACCEPTANCEWORLDWIDE ACCEPTANCE
RESPECTS DIVERSITYRESPECTS DIVERSITY
From Project to Process
Generic competences
Transversal
Important in changing society
Choice to be made at degree level
3. Tuning survey 2008 on competences
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
From Project to Process
Areas & university depart. & Countries
9 SUBJECT AREAS
Total number of respondents 7087: 1948 Graduates 879 Employers 2041 Academics 2219 Students
Data
27 COUNTRIES
Competence Academics Graduates Students Employers
Ability for abstract thinking, analysis and synthesis 1 2 2 2Ability to apply knowledge in practical situations 2 1 1 1Knowledge and understanding of the subject area and understanding of the profession 3 4 4 4Ability to identify, pose and resolve problems 4 3 3 3Capacity to learn and stay up-to-date with learning 5 5 7 9Capacity to generate new ideas (creativity) 6 9 8 8Ability to be critical and self-critical 7 11 9 19Ability to communicate both orally and through the written word in native language 8 12 13 12Ability to search for, process and analyse information from a variety of sources 9 8 12 15Ability to undertake research at an appropriate level 10 15 18 22Ability to work in a team 11 7 5 5Interpersonal and interaction skills 12 14 14 11Ability to work autonomously 13 17 15 16Ability to plan and manage time 14 6 6 6Ability to adapt to and act in new situations 15 10 10 7Ability to make reasoned decisions 16 13 16 10Ability to act on the basis of ethical reasoning 17 25 23 24Ability to communicate in a second language 18 16 11 18Skills in the use of information and communications technologies 19 20 19 23Ability to motivate people and move toward common goals 20 19 17 13Ability to work in an international context 21 23 21 28Determination and perseverance in the tasks given and responsibilities taken 22 21 20 14Ability to evaluate and maintain the quality of work produced 23 24 24 21Ability to act with social responsibility and civic awareness 24 27 27 27Ability to design and manage projects 25 18 22 20Appreciation of and respect for diversity and multiculturality 26 28 26 31Ability to communicate with non-experts of one’s field 27 26 29 26Commitment to the conservation of the environment 28 29 28 30Spirit of enterprise, ability to take initiative 29 22 25 17Commitment to safety 30 30 30 25Ability to show awareness of equal opportunities and gender issues 31 31 31 29
Ranking (1 to 5)
AGREE
AGREE
DISAGREE
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
2 Common Competences in Bottom 5:Commitment to the conservation of the environment
Ability to show awareness of equal opportunities and gender issues
Ranking
Ability to identify, pose and resolve problems
Competence Graduates Students Employers AcademicsKnowledge and understanding of the subject area and understanding of the professionAbility for abstract thinking, analysis and synthesisAbility to work autonomouslyAbility to search for, process and analyse information from a variety of sourcesAbility to communicate both orally and through the written word in native languageCapacity to learn and stay up-to-date with learningSkills in the use of information and communications technologiesAbility to apply knowledge in practical situationsAbility to identify, pose and resolve problemsAbility to undertake research at an appropriate levelAbility to work in a teamAbility to make reasoned decisionsDetermination and perseverance in the tasks given and responsibilities takenAbility to evaluate and maintain the quality of work producedInterpersonal and interaction skillsAbility to show awareness of equal opportunities and gender issuesAppreciation of and respect for diversity and multiculturalityAbility to be critical and self-criticalAbility to plan and manage timeAbility to adapt to and act in new situationsAbility to act on the basis of ethical reasoningAbility to work in an international contextAbility to act with social responsibility and civic awarenessCapacity to generate new ideas (creativity)Ability to communicate in a second languageCommitment to the conservation of the environmentAbility to communicate with non-experts of one’s fieldAbility to design and manage projectsCommitment to safetyAbility to motivate people and move toward common goalsSpirit of enterprise, ability to take initiative
AGREE
AGREE
DISAGREE
Achievement
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
Importance
• 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)
4. Tuning results and future activities
Project: TUNING SQF in Social SciencesOld groups: European Studies Business Education Sciences Social Work Occupational Therapy
New groups (4 out of 5):
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
• Tuning Information Points
• Distribution of information and instruction material
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 Two information and dissemination conferences in Turkey
From Project to Process
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 ……
After Tuning IV…• Dissemination of Tuning outcomes at
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…• Dissemination of Tuning outcomes at
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
Role of students and student representatives ?
Raising awareness about the Tuning approach ?
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: http://www.iori.hse.ru/tuning/
Tuning Georgia: http://www.mes.gov.ge