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Frederik De DeckerHead of International Relations Office
Ghent University (Belgium)
Using the Tuning Methodology to enhance the Asia-EU Cooperation
From Project to Process
Tuning received and receives financial and strong moral support from the European Commission
The TUNING Project is a project by and for Higher Education Institutions.
It started in 2000 as the Universities’ response to the challenge of the Bologna
Process, but has evolved into a world wide Process
TUNING MOTTO:Tuning of educational structures and
programmes on the basis of diversity and autonomy
• Developed by and for academics and students• It offers:
– A transparent way to (re-)design degree programmes based on the concept of student-centred learning
– A language understood by all stakeholders (employers, professionals and academics)
– An approach respecting and allowing for differentiation / diversity
– An approach for developing flexible and diverse 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
What is Tuning
• Student-Centred Learning (SCL) is a process of qualitative transformation for students and other learners in the learning environment, aimed at enhancing their autonomy and critical ability through an outcome-based approach
• Key elements of SCL:– Reliance on active rather than passive learning;– Emphasis on critical and analytical learning and understanding;– Increased responsibility and accountability on the part of the
student;– Increased autonomy of the student;– A reflective approach to the learning and teaching process on the
part of both the student and the teacher.
A change in learning paradigm
From staff-oriented to student-centred degree programmes
Key factors in this necessary change of paradigm:• Focus on employability and citizenship• International and National cooperation in higher education:
recognition of periods of studies• Development of transnational integrated programmes (“Joint
degrees”)• Introduction and acceptance of cycle level descriptors as a
basis for degree programmes and Qualifications Frameworks
Reflected in Tuning methodology
From staff oriented to student centred degree programmes
Methodology based on 5 consistent features
• an identified and agreed need• a well described profile• corresponding learning outcomes• 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)
From the Tuning glossary:“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”.
Strongly linked to qualifications frameworks
A well described profile
Qualifications Frameworks in Europe“Bologna” frameworkA Framework of Qualifications for the European Higher Education Area
“Copenhagen” frameworkEuropean Qualifications Framework forLifelong Learning (EQF-LLL)
basis for sectoral (Tuning) & national frameworks
A well described profile
A well described profile
Degree 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
Degree profile Associated degree
Associated Degree / Certificate learning outcomes defined in terms of competences
Ass.Degree
Based on 5 consistent features
• an identified and agreed need• a well described profile• corresponding learning outcomes• 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)
Corresponding Learning outcomes
Learning outcomes
• are statements of what the individual knows, understands and is able to do on completion of a learning process
• its achievement has to be assessed through procedures based on clear and transparent criteria
• are attributed to individual educational components and to programmes as a whole
• are also used in European and national qualifications frameworks to describe the level of the individual qualification
The nurse autonomouslybuilds a professional relationship with a person demanding care, also in non-familiar and/or complexcare situations, focused on the somatic, social, psychic and existential wellbeing of that person in a multicultural environment.
5 key elements:• Active verb (cfr. Bloom)• Type of learning outcome:
- Knowledge- Skill- Cognitive process- Broader competence
(integration)• Domain of learning outcome• Level-indicator• Scope and/or context of LO
Example of a Learning outcome (based upon “Core 2”)
CoRE2-project: "A Guide to Formulating Degree Programme Profiles“, as part of Tuning Methodology (www.core-project.eu)
Based on 5 consistent features
• an identified and agreed need• a well described profile• corresponding learning outcomes• 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)
The correct allocation of ECTS-credits
“ Allocation of credits in ECTS is the process of assigning a number of credits to qualifications, degree programmesor single educational components. Credits are allocated to entire qualifications or programmes according to national legislation or practice, where appropriate, and with reference to national and/or European qualifications frameworks. They are allocated to educational components, such as course units, dissertations, work based learning and work placements, taking as a basis the allocation of 60 credits per full-time academic year, according to the estimated workload required to achieve the defined learning outcomes for each component”
From ECTS Users’ Guide 2014 (under development)
The correct allocation of ECTS-credits
• Correspondence of the full-time workload of an academic year to 60 credits is often formalised by national legal provisions
• In most cases, workload ranges from 1,500 to 1,800 hours for an academic year
• This means that one credit corresponds to 25 to 30 hours of work (= lectures, seminars, projects, practical work, work placements and individual study)
• This represents the “typical workload” - for individual learners the actual time to achieve the learning outcomes will vary
Definition of academic and professional profiles
Identification of resources
Programme design: definition of learning outcomes / competences
Construction of curricula: content and structure
Evaluation and improvement(on the basis of feed back and feed forward)
Selection of types of assessement
Selection of teaching and learning approaches
The Tuning dynamic quality development circle
60 ECTS
60 ECTS
EX.: FIRST CYCLE PROGRAMME OF 180 credits
COURSE UNIT
60 ECTS
Degree programme according to the Tuning methodology:
• Programme based on profile, desired learning outcomes to be achieved, ECTS credits to be awarded
• Programme design is team work, based on consultation, discussion, cooperation
• Learning outcomes are the basis for credit allocation
• Teaching, learning and assessment approaches respect credit allocation: feasibility is key factor
•The learning is student-centred
Tuning model
A collective responsability
Advantages for international cooperation, e.g. ASIA - EU
• Tuning can offer– a framework for mutual trust based on quality– a common language– a set of concepts that are not linked to a
specific context– a student-centred approach
• Resulting in– programmes with a clear profile– programmes linked to (European /
international) qualifications frameworks
Advantages for international cooperation, e.g. ASIA - EU
• Facilitates easier, better and fairer comparison– Learning outcomes in stead of content– ECTS-Credits in stead of hours (50-60
minutes?; contact hours or workload?;…)– Clear levels (Ba-Ma) and profiles in stead of
different degree names of which the level and profile are unclear
– A perfect basis for benchmarking• Conclusion: an interesting instrument to
enhance the ASIA – Europe cooperation
Contact
Frederik De DeckerHead of International Relations Office
Ghent UniversitySint-Pietersnieuwstraat 25
B - 9000 GhentFrederik.DeDecker@UGent.be
www.ugent.be/en
Ghent University ‐ International Relations Office
THE JOURNEY BEGINS…
2
INTRODUCTION
Majlis Amanah Rakyat (MARA), or the Councilof Trust for the People, an agency under thepurview of the Ministry of Rural and RegionalDevelopment, was established on 1 March1966 as a statutory body by an Act ofParliament as a result of the first BumiputeraEconomic Congress resolution in 1965.
The Council is responsible for developing,encouraging, facilitating and fostering theeconomic and social development in thefederation, particularly in rural areas.
3
To be an outstanding Organization of Trust upholding the nation’s pride
Spearheading the fields of entrepreneurship, education and investment to enhance Bumiputera equity holding
Amanah Rakyat (People’s Trust)
VISION
MISSION
SHARED VALUES
MOTTO
4
OBJECTIVE
To develop successful and innovative entrepreneurs
To produce a globalized human capital with integrity
To contribute towards equity ownership
To facilitate the delivery system
1
2
3
4
5
This road map is in line with the Government’s transformation programme
PSM 2011 – 2015 will focus on the 12 National Key Economic Areas (NKEA) in line
with the Economic Transformation Programme (ETP).
The MARA Strategic Plan 2011 – 2015 (PSM 2011‐2015) is an effort to transform MARA to
meet globalization challenges.
RURAL TRANSFORMATIONPROGRAMME
To stimulate sustainable rural growth and development
Council Secretariat Coordination Unit
Integrity UnitStrategic Policy & Planning DivisionCorporate Communication Division
Research & Innovation UnitInternal Audit DivisionLegal Affairs Division
MARASTRATEGIC
TRANSFORMATION FRAMEWORK
2011-2020
MINISTRY OFRURAL AND REGIONAL
DEVELOPMENT
MARACOUNCIL
DIRECTOR GENERAL
POLICYPROGRAMME
IMPLEMENTATION
ENTREPRENEURSHIP SECTOR
EDUCATIONSECTOR
INVESTMENT SECTOR
MANAGEMENT SERVICES SECTOR
ENTREPRENEURSHIP SECTOR
EDUCATIONSECTOR
INVESTMENT SECTOR
MANAGEMENT SERVICES SECTOR
• Entrepreneur Development • Industry and Business Development • Business Infrastructure Development• Business Financing • FITEC• Glocal Link• Design Development Centre (DDEC)
•• Secondary Education• Higher Education• Skills and Technical• Education Sponsorship• Education Technology• Yayasan Pelajaran MARA• Universiti Kuala Lumpur• German Malaysia Institute• Kolej Poly-Tech MARA• GIATMARA Sdn Bhd
• Investment and Subsidiary Development• Transport Industry• Credit Control• MARA Incorporated• Pelaburan MARA Bhd
• Human Resource• Finance• Property Management and Procurement• Information Technology• Construction and Maintenance• Monitoring and Inspectorate
• MARA State Office
• MARA District Office
• Maktab Rendah SainsMARA (MRSM)
• Kolej MARA
• Kolej Profesional MARA (KPM)
• Institut KemahiranMARA (IKM)
• Kolej Kemahiran TinggiMARA (KKTM)
PROGRAMME IMPLEMENTATION IMPLEMENTOR
i-entrepreneur
i-worker
i-investment
i-organisation
STRATEGY MISSION VISION
Innovation Driven
Innovation Driven To develop
successful and innovative entrepreneurs.
To produce a globalized human capital with integrity.
To contribute to equity ownership.
To facilitate thedelivery system.
Spearheading the fields of entrepreneurship, education and investment to enhance equity holding of Bumiputera.
To be an outstanding organization of trust, upholding the nation’s pride
OBJECTIVE
10
49 5
10 13
14 STATES
231 CENTRES
MARA Russia
(Moscow)
MARAUSA
(Washington)
MARA Ireland(Dublin)
MARA UK
(London)
MARA German
(Frankfurt)
MARA Mesir
(Iskandariah)MARA
Indonesia(Jakarta)MARA
Australia (Sydney)
6
25 DIVISIONS IN HEADQUATERS 14 MARA STATE OFFICES112 MARA DISTRCIT OFFICES1 INSTITUT LATIHAN KECEMERLANGAN MARA (ILKM)1 PUSAT KEPIMPINAN PELAJAR (PUSKEP)
11
COMMERCIAL
23
SERVICE & TRAINING
27
CORPORATION UNDER SECTION 25 OF MARA ACT
LIMITED BY GUARANTEE
ASSOCIATE
4
MANAGEMENTSERVICES SECTOR
INVE
STMEN
TSECTOR
EDUCA
TION
SECTOR
ENTR
EPRE
NEU
RSHIP
SECTOR VISION
MISSION
OBJECTIVE
SHARED VALUES
MOTTO
ENABLER
DRIVER Entrepreneurial‐Based
Organization for Wealth Creation
EXCELLENTSCHOLARS
BUSINESS AND COMMUNITY LEADERS
TECHNOPRENEURS
PROFESSIONALS
EXPERTS(MEISTER)
GLOBAL COMPETENT
TECHNOLOGISTS
Values, skills,knowledge and entrepreneurship
GOALSTRATEGY PROGRAMME
Graduate/Meister Craftsmanship
Diploma (KKTM/GMI/UniKL)
Certificate on Competency (IKM)
Certificate(GIATMARA)
Graduate(local & overseas)/Professional
Semi‐professional (KPTM & KPM)
Pre‐university(KM)
SecondaryEducation (MRSM)
ACADEMIC
TECHNICAL AND VOCATIONAL
QUA
LITY
EDUCA
TION
TECH
NOLO
GY
IN EDU
CATION
EDUCA
TION
SPONSO
RSHIP
TOPUNIVERSITIES
POST GRADUATE(LOCAL & OVERSEAS)
UNIKL
TOP 50 U 2014
World Ranking5
UNITED STATES OF AMERICA DEGREE MASTER PhD TOTAL
13 COLUMBIA UNIVERSITY 2 2
15JOHN HOPKINS UNIVERSITY‐BALTIMORE
1 1 2
16 UNIVERSITY OF PENNSYLVANIA 1 1
18 UNIVERSITY OF MICHIGAN 19 1 20
19 CORNELL UNIVERSITY 1 1
22 NORTHWESTERN UNIVERSITY 1 1 2
25 UNIVERSITY OF WASHINGTON 13 13
29 UNIV. OF ILLINOIS AT URBANA CHAMPAIGN 20 20
30 UNIV. WISCONSIN MADISON 21 1 22
40 UNIV. OF CALIFORNIA ‐ SAN DIEGO 1 1
47UNIVERSITY OF MINNESOTA‐TWIN CITIES
25 1 1 27
49 PENNSYLVANIA STATE UNIVERSITY 107 107
50 BOSTON UNIVERSITY 3 3 6TOTAL 211 10 3 224
UK
World Ranking UNIVERSITIES DEGREE Master PHD TOTAL
3 UNIVERSITY OF OXFORD ‐ 4 4
7 UNIVERSITY OF CAMBRIDGE0 1 6 7
10 IMPERIAL COLLEGE LONDON 2 5 8 15
21 UNIVERSITY COLLEGE LONDON 21 4 8 33
32 THE LONDON SCHOOL OF ECONOMICS 2 1 1 4
38 KING'S COLLEGE (UNI. OF LONDON) 2 5 6 13
39 UNIVERSITY OF EDINBURGH 27 6 11 44
TOTAL 55 21 44 120
AUSTRALIA
World Ranking UNIVERSITIES DEGREE MASTERS Ph
DTOTAL
34 UNIVERSITY OF MELBOURNE 66 28 2 96
48THE AUSTRALIAN NATIONAL UNIVERSITY, CANBERRA
20 6 4 30
TOTAL 86 34 6 126
KOREA
World Ranking UNIVERSITY Pra U
44 SEOUL NATIONAL UNIVERSITY 14
SINGAPORE
World Ranking UNIVERSITY Degree
26NATIONAL UNIVERSITY OF SPORE
1
CANADA
World Ranking UNIVERSITY Degree Master
20 UNIVERSITY OF TORONTO 19 ‐
31
UNIV. OF BRITISH COLUMBIA 11
35 MC GILL UNIVERSITY 1 1
CHINA
World Ranking UNIVERSITY Master
45 PEKING UNIVERSITY 1
16
17
IGCSE was introduced as a value-addedprogramme to provide MRSM students withinternational exposure
IGCSE and Ulul Albab
Ulul Albab is a programme that integratesscience with religious studies and Al-Quranmemorization
Total students 2013 :24,750 students
SECONDARY EDUCATION
Total students as of June 2014: 35,573 students
18
PRE-UNIVERSITY
Total students 2013: 3,950 students
KM BantingKM Seremban
KM SerembanKM Antarabangsa MARA-Ketengah
KM Kuala Nerang, KM Kulim
IB
A‐Level
Foundation
Total students as of June 2014: 2,574 students
19
HIGHER EDUCATIONTotal students 2013 : 5,664 students
6 BRANCHES-KPM Seri Iskandar, Perak-KPM Beranang, Selangor-KPM Bandar Melaka, Malacca-KPM Ayer Molek, Malacca-KPM Indera Mahkota, Pahang-KPM Bandar Penawar, Johor
-Diploma (9) -HND (4)-Certificate (1)
Programmes offered:
Total as of June 2014: 5,759 students
20
HIGHER EDUCATIONTotal students 2013 : 20,334 students
9 BRANCHES:-KPTM Alor Star, Kedah-KPTM Ipoh, Perak-KPTM Bangi, Selangor-KPTM Cheras, Wilayah Persekutuan-KPTM Batu Pahat, Johor-KPTM Kuantan, Pahang-KPTM Kota Bharu, Kelantan-KPTM KESEDAR, Kelantan-KPTM Semporna, Sabah
-Certificate (2)
-Diploma (37)
-Degree (7)
Programme offered:
-Professional (4)
Total as of June 2014 : 23,319 students
21
TECHNICAL AND VOCATIONAL EDUCATION
12 Cluster Certificate Level
231 Centres Nationwide
Total trainees 2013 : 23,190 traineesTotal as of June 2014 : 16,290 trainees
22
IKM – 13 branches-Certificate (34)
-Diploma (48)
-HND (1)
Programmes offered:
TECHNICAL AND VOCATIONAL EDUCATION
KKTM – 10 branches
Total students 2013 : 15,394 students
Total as of June 2014 : 15,339 students
23
Total students 2013 : 22,467 studentsTotal as of June 2014 : 22,066 students
13 branch campuses PhD (5)Master (8)Degree (57)Diploma (44)Foundation (4)
TECHNICAL AND VOCATIONAL EDUCATION
24
To develop a dynamic infrastructure conducive for learning andbusiness to enable cross fertilization and the creation of anentrepreneurship ecosystem that offers beneficial returns to MARA.
WORKSHOP ON ACADEMIC RECOGNITION AND CREDIT TRANSFER
Siem Reap, November 14-15, 2014
Overview of Vietnamese government scholarship: Project 911
Tran Thi PhuongDeputy Head of Project Division
Vietnam International Education Development (VIED)Ministry of Education and Training of Vietnam (MOET)
Background
Staffs
• 35% of the faculty hold doctorate degrees, • 60% of the faculty hold Master's
Ratio of lecturer/ students
Ratio of lecturer/ students
• less than 1/20
Ratio of students/ people
Ratio of students/ people
• 450 students/ ten thousand people
Resolution No.14/2005/NQ-CP dated November 2nd 2005 of the Government on Vietnam comprehensive, fundamental higher education reforms in Vietnam for period 2006-2020:
Background
• 2010 – 2020• 23,000 PhD
• 2012 – 2020• 1,800 Master's
and 200 Bachelors overseas
• 2008 – 2013• 700 PhD and
Master's overseas and sandwich
• 3,500 study tour• 1,000 intensive
foreign languages
• 2000 – 2014• 5,000 PhD and
Masters
Project 322/356
Project 165
Project 911
Project 599
Government scholarship
Project 911: ObjectivesTraining of trainers (TOT) for University lecturers at doctorate level. Target group: Faculty and researchers at university and newly graduate students who commit to work for universities after earning PhD.
2010 – 2020:23,000 PhD
Overseas10,000
In – Country10,000
Sandwich3,000
Project 911 budget: 560 million USD for overseas training
Student Scholarship (3 years)
Tuition fee (maximum:
15,000 USD/ year)
Accomodation
Health care insurance
Living Expenses
Airfare
Project 911: Implementation
Requirements for foreign HE institutions:- Legally licensed to operate and accredited- High ranking - MoU with VIED
Recruit and select eligible candidates:- 2011-2013: selected 1500 candidates - 2014 - 2020: 1000-1200 candidates/year
The AUF is one of the most important higher education and research associations in the world: 776 institutional members in 98 countries on 5 continents
The AUF has also been La Francophonie’s operating agency for higher education and research since 1989. This Francophone project aims to establish a French-language international academic community that produces and transmits knowledge.
The Agence universitaire de laFrancophonie in the world
The Agence universitaire de la Francophoin the Asia Pacifi c
Tasks of AUF . To promote scientific cooperation. To provide training in key future development sector. To support high quality research and training activities. To assist program evaluation
particularly our strategic objectives in the region . To improve the position of member universities delivering study programs in French. To support francophone universities coopération with universities in the Asia-Pacific région
The Agence universitaire de la Francophoin the Asia Pacifi c
Proven experience in international and regional training programs between the Asia Pacific region and the European Union
· 25 delocalised master degree programs ofered by European higher education institutions in the ASEAN region, 637 studients, 25 nationalities (2014)· 14 of which are ofered by higher education institution members of the AUN (ASEAN University Network)
· 80 university programs are supported by the AUF in the ASEAN region· other information : 60 bachelor programs, 6 655 students (2014)
The Agence universitaire de la Francophoin the Asia Pacifi c
Proven expertise in implementing interregional andinternational student mobility programs, particularly forstudying in the European Union3789 scholarships granted since the beginning of the program
Today, the AUF use a project-based approach (call for tender, time-limited, evaluation, etc.And in this way all academic mobilities must be within the framework ofthese projects
- Leader of a network of partner universities in the ASEAN countries, aswell as in China and JapanSome member universities belonging to both the AUF and the AUNCambodia: Royal University of Law and Economics, Institute of Technology ofCambodia..Lao PDR: National University of LaosVietnam: National University of Vietnam in Hanoi, National University of Vietnam inHo Chi Minh City73 member universities of the AUF in the Asia Pacific region218 member universities of the AUF in European Union
The Agence universitaire de laFrancophonie in the Asia Pacifi c
The Agence universitaire de la Francophoin the Asia Pacifi c
- Ability to mobilise expertise from the AUF members:Europe: through the Regional Office of Western Europe (France,Belgium) and through the Regional Office of Central and Eastern Europe,(Romania Bulgaria, Croatia)ASEAN: through the Asia Pacific regional office (Cambodia, Lao PDR,Thailand and Vietnam)
The Agence universitaire de la Francophoin the Asia Pacifi c
- The AUF is present in 3 ASEAN countries:1 regional office in Hanoi3 branches (Ho Chi Minh City in Vietnam, Phnom Penh inCambodia, Vientiane in Lao PDR)6 Francophone digital campuses
Resources: videoconferencing equipment, computers, web network, rooms,servers to be used for hosting platforms and web mail
www.auf.org/bureau-asie-pacifique/
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