1. CHUGD November 2005 The Bologna Process and Geology The Tuning Project paul.ryan@nuigalway.ie

2. CHUGD November 2005 Berlin Communiqué (19 September 2003) Degree structure: adoption of a system essentially based on two main cycles framework of comparable and compatible qualifications workload, level, learning outcomes, competences and profile “Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the Higher Education Area.”

3. CHUGD November 2005 Bologna-Prague-Berlin-Bergen 2 nd largest European project Deadline 2010 2000+ Universities and, perhaps, 4000+ other degree awarding bodies Julia Gonzalez and Robert Wagenaar, joint co-ordinators Tuning project.

4. CHUGD November 2005 TUNING 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 (It is not a regulatory body, but is a useful pressure group)

5. CHUGD November 2005 Cycles Cycle 1 – 180-240 ECTS 60 ECTS per academic year Cycle 2 – Legal minimum 60 ECTS – Recommended 90-120 90 = a ‘full’ year Cycle 3 – After – After Cycle 2 ? ECTS There is some flexibility 350 million45 countries In a society with free movement between 350 million people & 45 countries it is impossible to have a completely rigid structure 270-360 ECTS to CII

6. CHUGD November 2005 Tuning subject lines: Line 1: Generic competences Linking competences to approaches to learning, teaching and assessment. Line 2: Subject specific competences (knowledge, understanding and skills) Linking competences to approaches to learning, teaching and assessment. Line 3: ECTS as a European credit accumulation system: new perspectives –Linking credits to learning outcomes and competences. –An approach for measuring student workload. Line 4: Approaches to teaching / learning and assessment Identifying possibilities and good practice to achieve competence based learning outcomes Line 5: Quality enhancement Development of tools and methodology to enhance quality in programme design and delivery

7. CHUGD November 2005 Tuning 'Method' learning outcomes competences Tuning described degrees in terms of learning outcomes formulated in terms of competences Modification (reduction) of programmes was easier if expected outcomes were defined rather than deciding how inputs should be limited GenericSubject Specific Generic and Subject Specific competences

8. CHUGD November 2005 Berlin Communiqué (19 September 2003) Degree structure: adoption of a system essentially based on two main cycles framework of comparable and compatible qualifications workload, level, learning outcomes, competences and profile “Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the Higher Education Area.”

9. CHUGD November 2005 Diploma Supplement Information: – holder – qualification (title etc.) – level (length, access requirements) – Content and Results (grading scheme) – function (further study/professional) Certification Description of National HE system

10. CHUGD November 2005 STUDENT WORKLOAD: The Tuning approach AN APPROACH TO STUDENT WORKLOAD: The need ECTS principles A model for determining student workload An approach The necessary steps: – I. Modules and course units – II. Planning and determining student workload – III. Checking calculated workload through student evaluations – IV. Adjustment of workload and/or education activities Management Committee

11. CHUGD November 2005 Student workload How can you ensure courses compatible unless workload measured? (20-30hours/ECTS) – Variable hours per year claimed (1200-1700)

12. CHUGD November 2005 Bergen Communiqué QA standards & guidelines NQFs and EQF ‘Joint’ degrees Flexible Learning – Life Long Learning – CPD

13. CHUGD November 2005 Bergen Communiqué EQF descriptors – 8 point scheme with descriptors 5 = ‘Diploma’ 6 = Cycle 1 7 = Cycle 2 8 = Cycle 3 NQAI – Irl has 10 point scheme 10 Irl = 8 EU etc But Irl level 7 & 8 = Cycle 1

14. CHUGD November 2005

15. UK – how do 5 fit into 4?

16. CHUGD November 2005 Tuning and Geology subject templates

17. CHUGD November 2005 Workload

18. CHUGD November 2005 T.L.A. & Q.E. The Group believes that it is impossible for students to develop a satisfactory understanding of Earth Sciences without a significant exposure to field based learning and teaching

19. CHUGD November 2005 Fieldwork Off-campus study of objects in their native setting Bad Press Time consuming Extra cost for University and Student High staff/student ratio Safety ‘Where are you taking the students for holidays?’ So why not abandon it and take virtual field trips?

20. CHUGD November 2005 Companies were asked which geology courses at University they considered to be most useful in readying graduates for employment with their own respective companies. IGI Industry Survey - University education

21. CHUGD November 2005 Geological Profession in Europe TAIEX seminar – Powerpoints or papers on TAIEX website 2(?4?) countries regulated – Spain & Italy – UK (Chartered Geologist) – Irl (new Quarrying and Mining Regs.) ‘qualified person’ EFG – 650 EurGeol – Soon several thousand?

22. CHUGD November 2005 Professional Regulation EQF – ‘meta’ framework with descriptors – (8 levels 5, 6, 7, & 8) relate to EHEA – SEC(2005)957 Professional Recognition – EC(2005)36 Legal instrument – 3 levels relevant to EHEA – 2, 3 and 4 years in HE CPD – New products HE - Industry

23. CHUGD November 2005 Websites http://europa.eu.int/comm/education/socrates/ TuningProject http://www.relint.deusto.es/TuningProject/index.htm http://www.relint.deusto.es/TuningProject/index.htm http://www.let.rug.nl/TuningProject/index.htm