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

1. TUNING INTRODUCED Tuning Educational Structures in Europe and beyond: from project to process Tuning Management Committee

2. 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

3. From Project to Process • Outline of presentation • Tuning in a nutshell • Focus on profiles • Outcomes of the Tuning survey 2008 on competences • 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

4. 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 degreeprogrammes 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

5. 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

6. TUNING LATIN AMERICA TUNING EUROPE From Project to Process RUSSIA GEORGIA 2007 2006 2005 LONDON 2004 BERGEN 2003 2002 BERLIN 2001 2000 PRAGUE Bologna Process and Tuning 1999 BOLOGNA

7. Tuning Europe (2000-2008): ITS SIZE AND STRENGTH From Project to Process • 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) • 2007/9Georgia (Tempus) • 2008 Turkey (Socrates-Erasmus) • Other countries and regions? 2006 2007 2008

8. 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)

9. Identify needs and necessary resources Student approach for designing study programmes Approaches to Teaching Learning and Assessment Academic structure and content (modules and student workload / ECTS credits) Identify LA In terms of Generic and Subject Specific Compentences Quality Enhancement Profile Tuning Process

10. FIRST CYCLE PROGRAMME 60 ECTS 60 ECTS 60 ECTS COURSE UNIT From Project to Process Tuning model • 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

11. 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

12. 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

13. 2. Focus on profiles Role of profiles: diversity and differentiation Degree profile (Doctorate) 3rd cycle 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

14. 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

15. Profiles has to serve different purposes A good profile takes into account different users’ perspectives & interests From Project to Process society person Profile professional academics

16. 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

17. Academic area vs. professional area and competences From Project to Process Competence Circle Employment profile Academic field Academic field Academic field

18. The Tuning profile ‘web’ From Project to Process TLA strategy Workload TLA strategy TLA strategy Workload Workload Competence LO TLA strategy Competence LO Competence LO Profile Competence LO Competence LO Workload TLA strategy Workload Competence LO Workload TLA strategy

19. From Project to Process Tuning methodology is of global significance: more than 55 countries involved Austria Panama Honduras Slovenia Croatia Paraguay CLEAR CONCEPT Macedonia Bolivia Malta Bulgaria Brazil Spain Japan Norway Denmark Czech Rep. Finland Sweden Mexico EASY TO UNDERSTAND France Poland Chile Uruguay Costa Rica United Kingdom Switzerland Portugal Greece Germany Cuba WORLDWIDE ACCEPTANCE The Netherlands Serbia Romania Georgia Estonia Ireland Ukraine Venezuela El Salvador Iceland Russia Hungary RESPECTS DIVERSITY Slovakia Latvia Turkey Kosovo Kyrgystan Argentine Colombia Belgium Lithuania Ecuador Guatemala Italy Perú Nicaragua

20. 3. Tuning survey 2008 on competences • Generic competences • Transversal • Important in changing society • Choice to be made at degree level

21. Why a questionnaire? From Project to Process 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

22. Data Areas & university depart. & Countries • 9 SUBJECT AREAS • 27 COUNTRIES • Total number of respondents 7087: • 1948 Graduates • 879 Employers • 2041 Academics • 2219 Students

23. Ranking (1 to 5) AGREE DISAGREE AGREE

24. 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

25. Achievement AGREE DISAGREE AGREE

26. 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

27. Comparison between IMPORTANCE and ACHIEVEMENT INTERCULTURAL DIALOGUE Graduates

28. 4. Tuning results and future activities • 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)

29. Project: TUNING SQF in Social Sciences Old 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

30. 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

31. 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

32. 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

33. Tuning EUROPE publications Tuning Georgia

34. Tuning EUROPE publications On the Tuning website much more translations can be found …….

35. Tuning América Latina publications …

36. 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 ……

37. Publications of related projects … Japan ENIC-NARICS USA

38. 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

39. 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 ?

40. From Project to Process

41. 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

42. From Project to Process Thank you for your attention !