Tuning Educational Structures in Europe and beyond: from project to process

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


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


20062007

BOLOGNA

TUNING EUROPE

PRAGUE

BERLIN

TUNING LATIN AMERICA

LONDON

BERGEN

2001

19992000

2002

2004

2003

2005

RUSSIA

Bologna Process and Tuning

GEORGIA


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



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


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]


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]


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”.


Profiles has to serve different purposes

A good profile takes into account different users’ perspectives & interests

ProfileProfile


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


Academic area vs. professional area and competences

Academic field

Employment profile

Competence Circle

Academic field

Academic field


The Tuning profile ‘web’

Profile


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


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


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

INTERCULTURAL DIALOGUE

Graduates

Comparison between IMPORTANCE and ACHIEVEMENT

• Sectoral Qualifications Frameworks

• Tuning European Dissemination Conferences

• Tuning National Dissemination Conferences


• 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


Tuning SQF in Natural Sciences (NATUS) (project proposal)

Old groups: Chemistry Earth Sciences Mathematics Physics

New groups: Computing Sciences Geography Biology


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


Dissemination and implementation


• 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


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 …

ENIC-NARICS

USA

Japan

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


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


Role of students and student representatives ?

Raising awareness about the Tuning approach ?



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

http://tuning.unideusto.org/tuningeu

http://www.bolognakg.net/

http://www.iori.hse.ru/tuning/

http://www.mes.gov.ge/


Thank you for your attention !

Documents

Tuning Educational Structures in Europe and beyond: from project to process