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

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. 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 From Project to Process

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 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

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

7. 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 From Project to Process

8. 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: > (meets expectations) and > (meets aims)

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

10. 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 From Project to Process

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. Role of profiles: diversity and differentiation Degree profile (Doctorate) Third cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 2 nd cycle (MA) Second cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 1 st cycle (BA) First cycle learning outcomes defined in terms of generic and subject specific competences 1 st cycle 2 nd cycle 3 rd cycle 2. Focus on profiles

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 Profile From Project to Process

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 Academic field Employment profile Competence Circle Academic field From Project to Process

18. The Tuning profile ‘web’ Profile From Project to Process

19. Tuning methodology is of global significance: more than 55 countries involved CLEAR CONCEPT EASY TO UNDERSTAND WORLDWIDE ACCEPTANCE RESPECTS DIVERSITY From Project to Process

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

21. 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 From Project to Process

22. Type of response requested from 4 groups of stakeholders: students, graduates, employers and academics 31 items: Ratings (1 – 4) : Ranking: Top 5 Importance Achievement From Project to Process

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

24. Ranking (1 to 5) AGREE DISAGREE

25. 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

26. AGREE DISAGREE Achievement

27. 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

28. INTERCULTURAL DIALOGUE Graduates Comparison between IMPORTANCE and ACHIEVEMENT

29. 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) 4. Tuning results and future activities

30. 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

31. 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

32. 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

33. 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

34. Tuning EUROPE publications Tuning Georgia

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

36. Tuning América Latina publications …

37. 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 ……

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

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

40. 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 ?

41. From Project to Process

42. Web sites: Tuning Europe:http://tuning.unideusto.org/tuningeu www.rug.nl/let/tuningeuhttp://tuning.unideusto.org/tuningeu Tuning América Latina:http://tuning.unideusto.org/tuningal/ Tuning Kyrgyz Republic:http://www.bolognakg.net/http://www.bolognakg.net/ Tuning Russia:http://www.iori.hse.ru/tuning/http://www.iori.hse.ru/tuning/ Tuning Georgia: http://www.mes.gov.gehttp://www.mes.gov.ge

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