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

TUNING GEORGIA. General introduction about Tuning GE project; aims, achievements and activities Reforming Curricula – Preparing for one European Higher Education Area. Robert Wagenaar / Pablo Beneitone Project co-ordination Tuning Educational Structures Projects

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

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  1. TUNING GEORGIA General introduction about Tuning GE project; aims, achievements and activities Reforming Curricula – Preparing for one European Higher Education Area Robert Wagenaar / Pablo Beneitone Project co-ordination Tuning Educational Structures Projects – Universities of Bilbao and Groningen –

  2. Tuning Georgia 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. Tuning Georgia • Outline of presentation • Tuning Educational Structures Process introduced • Role of Degree Programme Profiles: Diversity and Differentiation • Tuning in Georgia: Aims, Achievements and Activities • Outcomes of stakeholders survey

  4. 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 system Promoting transparency in Higher Education degree programmes Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation Transfer of ECTS into a student workload based Europeancredit accumulation and transfer system Raising awareness of the importance of quality in process and delivery Implementation of the Bologna Process at subject area level Focus on employability and citizenship Tuning Georgia

  5. TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES WHY TUNING? (2) Focus on professional and academic profiles Introduction of a common language Europe wide introduction of Learning Outcomes and Competences approach Distinction between generic and subject specific competences Change 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

  6. Tuning Georgia • TUNING’s point of view • Role of HE sector: to create, enhance and guarantee best and most appropriate experience for students: student centred programmes • Many actors / stakeholders play a role in that process • But in final analysis responsibility for developing, maintaining and increasing quality in TLA lies with HEI and their staff • TUNING’s 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

  7. Tuning Europe (2000-2009): ITS SIZE AND STRENGTH Tuning Georgia • 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) • Other countries and regions? 2006 2007

  8. Tuning Europe (2000-2009): ITS SIZE AND STRENGTH Tuning Georgia Exposure in Japan: Tuning América Latina • 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) • 2008/9 Turkey (Socrates-Erasmus) • Other countries and regions? Exposure in USA: 2006 Tuning in the USA 2007 2008

  9. Tuning Georgia 2. 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

  10. 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

  11. 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

  12. 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

  13. Profiles has to serve different purposes A good profile takes into account different users’ perspectives & interests Tuning Georgia society person Profile professional academics

  14. Degree profile (professional and/or academic) Key elements: Orientation: theoretical or applied Level of qualification (role of descriptor(s)) Subject related knowledge/ know how (mono, multi, inter) Generic competences Subject specific skills Employability (regulated / non-regulated) Social and professional responsibility Particular focus / specialisation Approach(es) towards TLA Tuning Georgia

  15. Academic area vs. professional area and competences Tuning Georgia Competence Circle Employment profile Academic field Academic field Academic field

  16. Tuning Georgia Doctorate MA Competences circles BA Research Profile orientation Application

  17. Tuning Georgia 3. Tuning in Georgia: Aims, ActivitiesandAchievements Main Aim : ‘Bologna’ proof (re-)designed curricula in 10 subject areas Expected outcomes: Re-trained University Staff Enhancement of the quality of Georgian HE Better preparation of graduates for national and international labour market

  18. Tuning Georgia Main activities: Launch conference (Tbilisi, March 2008) Monthly SAG-meetings Consultation of stakeholders: survey on competences Participation 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 documents Outcomes and dissemination conference (Tbilisi, 28 Feb. 2009)

  19. Tuning Georgia Achievements: Outcomes stakeholders consultation First results of work done by Subject Areas on profiles

  20. General introduction of Tuning Georgia: Outcomes of the stakeholders survey Tbilisi, 28 February 2009

  21. Data Generic Competences (31) 3 variables: Importance, Achievement and Ranking • Total number of respondents 2629: • 689 Graduates • 571 Employers • 577 Academics • 762 Students

  22. Importance Commitment to safety Ab. to undertake research

  23. Importance AGREE DISAGREE AGREE

  24. Importance 3 Common Competences in Top 5: Ability to apply knowledge in practical situations Capacity to learn and stay up-to-date with learning Ability to work autonomusly 2 Common Competences in Bottom 5: Ability to show awareness of equal opportunities and gender issues Ability to communicate with non-experts of one´s field

  25. Importance Much higher for academics than employers: Ability to undertake research at an appropriate level Much higher for employers than academics: Determination and perseverance in the tasks given and responsabilities taken

  26. Achievement

  27. Achievement AGREE DISAGREE AGREE

  28. Achievement 2 Common Competence in Top 5: Knowledge and understanding of the subject area and understanding of the profession Ability to work autonomusly 2 Common Competences in Bottom 5: Ability to communicate with non-experts of one’s field Ability to show awareness of equal opportunities and gender issues

  29. Achievement Lower for employers and graduates than academics: Spirit for enterprise, ability to take initiative Much higher for graduates than academics: Ability to work in a team

  30. Importance vs Achievement • As usual, Achievement is lower than Importance • Employers, Students, Graduates and Academics:one of the greatest gaps between Achievement and Importance corresponds to: Ability to apply knowledge in practical situations High importance, low achievement

  31. Importance vs Achievement Academics Ab. to make decisons Cap. to generate new ideas Ab. to apply knowledge Ap. and respect for diversity

  32. Importance vs Achievement Employers Ab. to plan and manage time Ab. to apply knowledge Ap. and respect for diversity

  33. Importance vs Achievement Graduates Ab. to plan and manage time Ab. to work in a team Ab. to apply knowledge

  34. Importance vs Achievement Students Ab. to plan and manage time Ab. to work in a team Ab. to apply knowledge

  35. Ranking AGREE AGREE

  36. Ranking 4 Common Competences in Top 5: Ability to apply knowledge in practical situations Ability for abstract thinking, analysis and synthesis Capacity to learn and stay up-to-date with learning Knowledge and understanding of the subject area and understanding of the profession 2 Common Competences in Bottom 5: Ability to work in an international context Ability to communicate with non-experts of one´s field

  37. Ranking Much higher for academics than employers: Ability to undertake research at an appropriate level Much higher for employers than academics: Ability to work in a team

  38. EUROPE 2008 GEORGIA 2008 Comparison

  39. Georgia versus Europe AGREE Ability to identify, pose and resolve problems DISAGREE Ability to work in a team AGREE

  40. EUROPE GEORGIA ALL GROUPS: Ranking, Top 5 Common 3 competences equal: 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

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

  42. Tuning Georgia Thank you for your attention !

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