An introduction to the TUNING project: Learning Outcomes, Competences, Profiles, Workload based ECTS-credits and Quality Enhancement

Transcription

1 The European Higher Education Area and beyond Not a paper exercise! An introduction to the TUNING project: Learning Outcomes, Competences, Profiles, Workload based ECTS-credits and Quality Enhancement Moscow, October 2007 Robert Wagenaar (Joint project co-ordinator)

2 Tuning an overview of 1. Its size and strength 2. TheTuning approach 3. Role of competences in degree programme design 4. Student workload 5. Quality enhancement

3 Russia TUNING LATIN AMERICA TUNING EUROPE PRAGUE BOLOGNA BERLIN BERGEN LONDON Bologna Process and Tuning 2001

4 Tuning Europe ( ): 1. ITS SIZE AND STRENGTH 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 (Tempus) 2007/8 Turkey (Socrates-Erasmus)

5 Tuning America Latina subjects Argentina Bolivia Brasil Chile Colombia Costa Rica Cuba Ecuador El Salvador Guatemala Honduras México Nicaragua Panamá Paraguay Perú Dominican Republic Uruguay Venezuela 19 countries (ministries + Rectors Conferences) Universities Other regions?

6 2. THE TUNING APPROACH The contribution of Tuning for enhancing a European Higher Education Area (1): Implementation of the Bologna Process at subject area level Change of paradigm: from staff centred to learner centred teaching, learning and assessment (input to output based) Introduction of a common language Focus on employability and citizenship Europe wide introduction of Learning Outcomes and Competences approach Distinction between generic and subject specific competences

7 The contribution of Tuning for enhancing a European Higher Education Area (2): Europe wide introduction of Learning Outcomes and Competences approach Distinction between generic and subject specific competences Transfer of ECTS from a transfer to a student workload based credit accumulation and transfer system Raising awareness of the importance of quality in process and delivery Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation Tuning has identified key issues, has developed a consistent approach on the basis of synthesizing theories and methodologies for purpose

8 The contribution of Tuning for enhancing a European Higher Education Area: Implementation of the Bologna Process at subject area level Change of paradigm: from staff centred to learner centred teaching, learning and assessment (input to output based) TUNING facilitates academic Introduction of a common language Focus on recognition employabilityof and all citizenship types of Europe wide formal, introduction informal of Learning and non- learning: Outcomes and Competences approachformal Distinction between generic and subject specific competences Transfer of ECTS from a transfer to a student workload based credit accumulation and transfer system Raising awareness of the importance of quality in process and delivery Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation Tuning has identified key issues, has developed a consistent approach on the basis of synthesizing theories and methodologies for purpose

9 The contribution of Tuning for enhancing a European Higher Education Area: Implementation of the Bologna Process at subject area level Change of paradigm: from staff centred to learner centred teaching, learning and assessment The work (input to of output TUNING based) is of Introduction of great a common importance language for the Focus on employability and citizenship Europe wide introduction development of Learning of Outcomes European, and Competences approach Distinction between National generic and subject Sectorial specific competences Transfer of ECTS from a transfer to a student workload based credit accumulation and Qualification transfer system Frameworks Raising awareness of the importance of quality in process and deliv ery Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation Tuning has identified key issues, has developed a consistent approach on the basis of synthesizing theories and methodologies for purpose

10 3. ROLE OF COMPETENCES IN DEGREE PROGRAMME DESIGN Tuning definition of competences Competences represent a dynamic combination of knowledge, understanding, skills, abilities and attitudes. 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]

11 Level of competence is expressed in terms of Learning outcomes: Statements of what a learner is expected to know, understand and/or 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]

12 THE CONCEPT OF TWO CYCLES Second cycle learning outcomes: Different pathways: (60) ECTS-credits First cycle learning outcomes: Different pathways: ECTS-credits

13 Tuning focuses on Subject Area level: Subject areas have identified degree profiles and typical occupations identifiedcommon reference points: key generic and subject specific ones developed level descriptors for first, second and in many cases third cycle identified examples of good practice to train competences in study programmes Outcomes of consultation process and discussions have been summarized in a transparent common template

14 Tuning focuses on Subject Area level: Have identified degree profiles and typical occupations Have identified common reference points: key generic and subject specific ones Have developed level descriptors for first, second and Subject in many specific cases reference thirdpoints: cycle Have - are identified central to qualification examplesframeworks of good practice to train - identify the competences and level of qualifications in their international context - are a core element for quality enhancement, assurance, accreditation and recognition competences in study programmes Outcomes of consultation process and discussions - make qualifications transparent and where possible have been summarized in a transparent common comparable and compatible in their international context template

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

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

17 Tuning focuses on Subject Area level: Have identified degree profiles and typical occupations Teaching and learning activities as well as Have identified the assessment common methods reference and criteria points: key generic and subject should specific correspond oneswith the (set of) Have developed competences level to descriptors be fostered for first, second and in many cases third cycle Have identified examples of good practice to train competences in study programmes Outcomes of consultation process and discussions have been summarized in a transparent common template

18 4. ROLE OF STUDENT WORKLOAD Programmes should be feasible Obvious relation between learning outcomes (competence levels) and required average work time to achieve these According to a Tuning survey the load of a full time programme in continental Europe is between 1500 and 1800 student working hours: one ECTS credit reflects 25 tot 30 hours of work (for the typical student)

19 Role of student workload: Use student time Programmes should be feasible in the most Obvious relation between learning effectiveoutcomes way (competence levels) and required average work time to achieve these According to a Tuning survey the load of a full time programme in continental Europe is between 1500 and 1800 student working hours: one ECTS credit reflects 25 tot 30 hours of work

20 5. Quality enhancement of study programmes Tuning is a tool for planning, designing, implementing, delivering, evaluating and recognizing programmes of studies Programme design Degree profile Generic and subject specific competences Clear and adequate learning outcomes Level to be obtained (according to EQF / Dublin descriptors Most effective teaching, learning and assessment methods and approaches Student workload and ECTS credits Programme delivery, maintenance and evaluation

21 THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Identification of resources Programme design: definition of learning outcomes / competences Evaluation and improvement (on the basis of feed back and feed forward) Construction of curricula: content and structure Selection of types of assessement Selection of teaching and learning approaches

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23 WEB ADDRESSES or