1. TUNING: developing European and global reference points and level (cycle) descriptors for subject areas Robert Wagenaar and Julia Gonzalez Joint project co-ordinators

2. Tuning an overview of 1. its seize and strength 2. its role in the European Higher Education Area 3. its implementation at subject area level 4. the interpretation of a degree profile

3. Tuning Europe (2000-2008): 1. its seize and strength 2001 EU + EFTA countries (Socrates - Erasmus) 2003 New EU member states + Candidate countries (Socrates – Erasmus) 2005 Ukraine + countries South-East Europe (Tempus) 2006 Russia (Tempus) + Georgia 2007 Turkey (Socrates-Erasmus) 2006 2007

4. Argentina Bolivia Brasil Chile Colombia Costa Rica Cuba Ecuador El Salvador Guatemala Honduras México Nicaragua Panamá Paraguay Perú Uruguay Venezuela 18 countries (ministries + Rectors’ Conferences) + 180 Universities subjects Tuning America Latina

5. What is a Qualification Framework? We distinguish European wide and National Frameworks A Framework for Qualifications of the EHEA is an overarching framework that makes transparent the relationship between the different national higher education frameworks of qualifications in Europe and the qualifications they contain. It is therefore an articulation mechanism between national frameworks A National Framework of Qualification is a single description (…) through which all qualifications and other learning achievements in HE may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications A NQF requires subject specific descriptors. These descriptors should match the general ones. 2. The role of Tuning in the European Higher Education Area

6. EQF for Lifelong Learning (an EC initiative) (27 countries) EQF for Higher Education 45 countries) National Qualification Frameworks Sectoral Qualification Frameworks TUNING reference points for Higher Education programmes Dublin descriptors

7. EQF for Higher Education National Qualification Frameworks Sectorial Qualification Frameworks Tuning reference points for HE programmes Tuning reference points are generic and subject specific Tuning reference points have global relevance Tuning America Latina Tuning Europe Tuning Russia Tuning Georgia Tuning Asia? Tuning North America? Tuning Australia? Tuning Africa? etc.

8. The crucial role of subject specific reference points Qualification frameworks classify types of qualifications (on the basis of general descriptors) Academics formulate the learning outcomes (reference points) of an HE qualification Subject specific reference points: are central to qualification frameworks identify the competences and level of qualifications in their international context are a core element for quality enhancement, assurance, accreditation and recognition make qualifications transparent and where possible comparable and compatible in their international context

9. International environment Internationally established (subject specific) reference points in Tuning NQF EQF for LLL EQF for HE Sectoral QF

10. EQFs for LLL and HE as well as NQFs are, like Tuning, based on the concept of learning outcomes, competences, levels, credits and quality Levels: Dublin descriptors: general descriptors for the three Bologna cycles (BA, MA and PhD) Credits:ECTS for LLL (workload and learning outcomes based credits) Quality:European Standards and Guidelines (E4) Learning outcomes Output centred approach to learning, teaching and competences: and assessment The Tuning methodology is fully consistent and coherent with these initiatives. Tuning forms the actual application of the underlying concept at study programme level.

11. Level descriptors and reference points In Higher Education: general cycle level descriptors (Dublin descriptors): Acquiring knowledge, understanding, skills and abilities Applying knowledge, understanding, skills and abilities in practice Making informed judgements and choices Communicating knowledge and understanding Capacities to continue learning Tuning distinguishes:- subject specific reference points - subject specific cycle level descriptors - subject specific sublevels (within a cycle) Tuning reference points are global by definition because the HE sector is international: regarding both education and research Level: the level of competence to be developed by the learner Obtaining a higher competence level (measured in learning outcomes to be achieved) is the objective of a learning process

12. Competences: Make qualifications transparent at global level Are essential for the development of Qualification Frameworks Are cross-border Some contributions of Tuning: To promote the use of the concept of competences (including learning outcomes) in Europe and abroad To make the concept work by distinguishing generic and subject specific competences To develop sets of subject specific competences presented in a common template (summaries of outcomes) To raise awareness regarding the relevance of generic competences (general academic skills) for employment and citizenship To develop a language which is universally understood To promote the concept of workload based credits in relation to the concept of learning outcomes and competences

13. Competences: Make qualifications comparable at global level Are central for the development of Qualification Frameworks Are cross-boarder The contribution of Tuning: To promote the use of the concept of competences (including learning outcomes) in Europe and abroad To make the concept work by distinguishing between generic and subject specific competences To develop sets of subject specific competences based on a common template (summaries of outcomes) To raise awareness regarding the relevance of generic competences (general academic skills) for employment and citizenship) To develop a language which is universally understood To promote the concept of workload based credits in relation to the concept of learning outcomes and competences Tuning has shown that like competences and learning outcomes workload based credits are universal in concept and use. Credits are not related to a nation or a continent but are a means to measure volume of learning According to Tuning workload based credits (alongside learning outcomes) are used for accumulation and transfer and are an important instrument for recognition and quality enhancement

14. First cycle level descriptors After the completion of first cycle, students in the area of European Studies should be able to: 1.work in an interdisciplinary area 2.communicate orally in their own and an international language using the appropriate terminology 3.show understanding of the multi-disciplinarity of the area and the connections between its disciplines 4.demonstrate understanding of ideas and concepts of Europe and European integration 5.demonstrate understanding of European institutions and decision making processes 3. TUNING applied: the example of European Studies

15. Second cycle level descriptors 1.After the completion of the second cycle, students in the area of European Studies should: 2.have an ability to interpret European events, developments and policies in national, regional and local frameworks 3.have an ability to use different disciplinary methodologies in an integrated way 4.have sufficient competences to do guided research 5.have an ability to work independently 6.be able critically to follow and interpret EU policies 7.be able critically to follow and interpret ideas and concepts of Europe and European integration 8.have an ability to communicate orally in their own and an international language using the appropriate terminology 9.have international mobility and cultural understanding 3. TUNING applied: the example of European Studies

16. Graduates of the MA programme Euroculture are expected to: 1.apply generic academic competences successfully: 1.1 Have demonstrated knowledge and understanding... Understand, combine and integrate critically and effectively the knowledge and insights from the inter- disciplinary courses of the programme; 1.2 Ability of formulate judgements... Judge independently and critically academic research in the field of Europe and the European unification process; 1.3Can communicate their conclusions, knowledge and rational give written and oral presentations on Europe and European integration and be able to organise the available time and cope with deadlines; Communicate in English and another (foreign) language and to express him or herself in English and that second European (foreign) language both orally and in written form at (near) native level; use IT skills (word processing, Internet and e-mail) as study and communication tools and for contributing to the website of the Euroculture programme; transfer knowledge to a larger audience and choose the right moments and ways to do so and also to accept the responsibility for the choice for a specific form of knowledge transfer. 1.4Have the learning skills to allow them to continue... in a self-directed manner work on an academic level within the intended professional field; make efficient use of libraries, bibliographical material and academic research; work in an interdisciplinary team in an international context; 4. Tuning and the interpretation of a specific degree profile: the example of the Erasmus Mundus MA programme Euroculture

17. Graduates of the MA programme Euroculture are expected to: 2. apply subject specific academic competences successfully: 2.1 Have demonstrated knowledge and understanding... –use the theoretical and methodological approaches specifically used in the Euroculture programme, in particular analyse du discourse; –interpret and describe (personal and collective) identity as a process; –demonstrate familiarity with the academic debates with respect to the push and pull factors in the process of European identity formation and in relation to third countries; –has gained insight in representation and meaning in a broad sense as a factor in the political process of the European (dis)integration in relation to third countries; –has thorough historical understanding on the European integration process in a broad sense; –is able to reflect on the central cultural aspects of the European integration process and its ramifications in European and adjoining cultural spaces. 4. Tuning and and the interpretation of a specific degree profile : the example of the Erasmus Mundus MA programme Euroculture

18. Graduates of the MA programme Euroculture are expected to: 2.apply subject specific academic competences successfully: 2.2Can apply knowledge and understanding into practice (new or unfamiliar environments) Identify the European dimensions of social problems and be able to distinguish these problems at different levels (regional, national, trans-national, European and in relation to third countries manage projects and communicate the results; collect and process relevant information of European institutions and organisations. show familiarity with the academic debates on cultural and social effects of the evolvement to multi-level governance; is able to understand and apply European processes (such as the Bologna process) 4. Tuning and the interpretation of a specific degree profile : the example of the Erasmus Mundus MA programme Euroculture

19. Graduates of the MA programme Euroculture are expected to: 2.apply subject specific academic competences successfully: 2.3Ability of formulate judgements... identify topics in the public debate in a reflexive way and with an eye for cultural sensitive matters; discern national and cultural backgrounds in an academic and/or public debate; reflect on leading political, scientific and religious discourses in a critical way; use and analyse critically primary and secondary texts, audio, digital or visual expressions and sources related to the specialisation within the interdisciplinary field; judge cultural theories and methodologies; 2.4Can communicate their conclusions, knowledge and rational transfer knowledge related to current problems in the European integration process to relevant bodies and in relation to third countries’ perspectives. 4. Tuning and the interpretation of a specific degree profile: the example of the Erasmus Mundus MA programme Euroculture

21. WEB ADDRESS http://tuning.unideusto.org/tuningeu www.rug.nl/let/tuningeu