Welcome to the Afternoon Session

Tuning in Practice Tuning applied!

Tuning applied!

At national level: Introduction by Paul Ryan, University Galway, Ireland

Tuning applied at National Level Paul Ryan, National University of Ireland, Galway • Tuning is an international process, built as a common project of several hundred HE institutions • Its results (competences and learning outcomes, credits, reference points, approaches to teaching/learning/assessment, quality tools) have been developed in an international forum • The framework for educational reform (e.g. The Bologna Process) although agreed and coordinated among the signatories, is implemented by individual nations.

Tuning applied at National Level 2 • Each country has its own starting point; its existing educational system, practices and traditions • Tuning tools and reference points preserve and enhance national systems while aligning them with best available practice. • Tuning tools and methodology allow national innovation based on an informed choice.

Tuning applied at National Level 3 Tuning is used directly and indirectly in many countries in setting up the Bologna cycles, programme design and innovation and in quality enhancement

• We present two of the many significant examples : – “Spain”, by Javier Vidal García, General Director of Universities, Ministry of Education, Spain – “Chile”, by Ricardo Reich, Chief of MECESUP, Ministry of Education, Chile

Tuning applied!

At national level: The example of Spain by Javier Vidal Garcia, General Director of Universities – Ministry of Education of Spain

La experiencia de los libros blancos de la ANECA en España

Javier Vidal Director General de Universidades Ministerio de Educación y Ciencia (España)

Los libros blancos son el producto de una convocatoria de ayudas de la ANECA destinada a la creación de redes de trabajo de cada titulaciones La ANECA (Agencia Nacional de Evaluación de la Calidad y Acreditación) es una agencia independiente cuyos objetivos son la evaluación y acreditación de las universidades españolas. Desde marzo de 2003, ANECA inició el apoyo a la elaboración de documentos de apoyo para el diseño de enseñanzas en España. Trataban de impulsar en las universidades españolas la realización de estudios para el diseño de títulos oficiales de grado adaptados al Espacio Europeo de Educación Superior. Los proyectos contaron con la participación de la mayoría de las universidades españolas, bajo la coordinación de una de ellas. FIRST CALL FOR PROPOSALS (MAY 2003)

SECOND CALL FOR PROPOSALS (DEC. 2003)

THIRD CALL FOR PROPOSALS (APR. 2004)

63 proposals

52 proposals

34 proposals

17 selected projects

25 selected projects

14 selected projects

452 academic staff

595 academic staff

397 academic staff

710.000 €

897.000 €

566.000 €

Los documentos finales son públicos han sido puestos a disposición del Ministerio como una buena herramienta de reflexión para elaborar la nueva organización de las enseñanzas. Su contenido principal es: • estudios correspondientes o afines en Europa • oferta y demanda en España • estudios de inserción laboral de los graduados en el último quinquenio •perfiles y competencias profesionales •diseño de curriculum y distribución de ECTS •criterios de evaluación y acreditación La metodología ha estado basada en el debate con el objetivo de alcanzar un modelo final consensuado. Las convocatorias fueron seguidas por comités de evaluación. Pueden consultarse en formato electrónico en www.aneca.es

Coincidencias entre las convocatorias llevadas a cabo por la ANECA y el enfoque impulsado por Tuning respecto a las titulaciones •Es un trabajo hecho por las universidades voluntariamente y en redes de colaboración •Se debaten las competencias genéricas y especificas •Se hace referencia al panorama europeo •Se requieren consultas a nivel social •Se trabaja en la construcción de consensos •Se debaten y se acuerdan los perfiles profesionales de los títulos académicos y las atribuciones profesionales en relación con los mismos.

Además, se han producido algunas transferencias desde Tuning al sistema universitario español, particularmente a través de: • la traducción y publicación de los libros de Tuning al español por parte de ANECA •la participación de expertos de Tuning en el diseño, desarrollo y evaluación de los proyectos de libros blancos. • la difusión de la experiencia adquirida a través de jornadas y conferencias • el apoyo a proyectos coordinados entre universidades y la Conferencia de Rectores de las Universidades Españolas (CRUE) para la implantación del sistema de créditos europeos.

• • • • •

EN LA ACTUALIDAD Algunas tensiones Reforma Ley Orgánica de Universidades Eliminación del Catálogo de Titulaciones Desregulación del proceso de elaboración de títulos Aumento de la autonomía de las universidades – Disminución del control previo del gobierno – Aumento de la rendición de cuentas

En este marco, los libros blancos y el consenso generado podrán ser la base de la elaboración de las nuevas enseñanzas por parte de las propias universidades con una menor intervención del gobierno

Tuning applied!

At national level: The example of Chile by Ricardo Reich – Ministry of Education of Chile

TUNING EN LA PRACTICA El EJEMPLO DE CHILE

Ricardo Reich, División de Educación Superior Ministerio de Educación

Chile • 15.5 millones de habitantes • 8 Universidades (1980). 229 Instituciones de Educación Terciaria

• • • •

(2004) • 64 Universidades: 25 públicas CRUCH con financiamiento parcial del Estado (16 son estatales y 9 privadas) • 48 Institutos Profesionales (no otorgan grados académicos) • 117 Centros de Formación Técnica 594.297 estudiantes de pregrado. 15.181 de postgrado • 42% Universidades públicas CRUCH • 30% Universidades privadas (>1980) Cobertura 18-24 años: 37.5% (2004) Todos los estudiantes pagan aranceles. US$ 1.000-5.000 año Sistema nacional de becas y préstamos estudiantiles

Metas de la Reforma
Cobertura 18-24 años => 50% (2012). 800.000 jóvenes matriculados en Educación Terciaria
Equidad en el acceso a la calidad
Pregrado “sintonizado” con los procesos de modernización curricular del mundo. Flexibilidad. Diseño curricular por resultados de aprendizaje y competencias. Consideración de usuarios. Salidas intermedias. Mayor eficiencia docente. Empleabilidad pertinente
Sistema de créditos transferible, SCT. Articulación. Movilidad estudiantil y profesional a nivel nacional e internacional
Instituciones y programas de calidad certificada. Procesos de acreditación institucionalizados
Rendición de cuentas públicas (accountability)

Financiamiento

Demand-side: Supply-side: Historical based core funding to institutions

MECESUP2 Competitive funding > 1999 Performancebased funding 2006

Funding to students via financial assistance and loans

Sinergia MECESUP-Tuning América Latina • 2003. MINEDUC-MECESUP inicia rediseño curricular centrado en •






el estudiante, basado en resultados de aprendizaje y competencias 2004. Universidad de Talca y DUOC-UC (técnicos) resuelven cambio curricular corporativo y adopción de ECTS 2004. Inicio de 11 redes nacionales. 7 temas coinciden con Tuning América Latina; 4 son los iniciales 2005. 21 universidades chilenas participan en encuesta de competencias genéricas. 3.290 personas. 15% de la muestra. Análisis comparativo Chile-ALatina 2005. Reuniones temáticas en las 12 disciplinas Tuning ALatina 2005. Se completan 12 redes temáticas MECESUP2 redes Tuning Alatina 2006. 23 universidades chilenas participan en encuesta de competencias específicas. 3.953 personas. 18 % de la muestra

Sinergia MECESUP-Tuning América Latina • 2005. Sistema de créditos transferibles, SCT. Proyecto MECESUPVicerrectores Académicos de 25 universidades CRUCH:
Evaluación empírica de carga efectiva de trabajo de estudiantes en U. de Chile y U. Católica y 11 redes nacionales MECESUP.
Fichas y bitácoras. Participan 15.000 estudiantes, 440 académicos, 20 universidades, 54 programas de título y 810 asignaturas
Se encuentra promedio de carga efectiva: 50 hrs/semana (25-90 hrs/semana)


2006. Vicerrectores Académicos acuerdan preliminarmente un SCT, su implementación en las redes MECESUP 2004 y un plan de formación de monitores y facilitadores para la reforma curricular
Difusión del estudio: 28 de junio. Resolución de Rectores se espera para fines de 2006

[email protected] www.mecesup.cl www.mecesup.cl/informativo/

Tuning applied!

At University level: Introduction by Xiomara Zarur, Coordinator of Academic Programmes, Asociación Colombiana de Universidades (ASCUN)

EL PROYECTO TUNING EN LA PRÁCTICA NIVEL DE APLICACIÓN: LAS INSTITUCIONES Cordial y universitario saludo de la comunidad académica de Colombia a los delegados del Proyecto y Personalidades invitadas. Asociación Colombiana de Universidades Xiomara Zarur Miranda

BREVE COMENTARIO SOBRE IMPACTOS DEL PROYECTO EN COLOMBIA • Alta motivación de las universidades para participar que desbordó toda previsión • Solicitud de nuevas áreas y conformación de redes de universidades: Biología, Nutrición, Comunicación y Periodismo, Odontología, Otras Ingenierías, entre otras. • Seis Seminarios Regionales “Armonización Internacional de Programas Académicos” con más de 600 representantes universitarios. • Retroalimentación a las políticas sectoriales e institucionales

DOS EXPERIENCIAS DE BUENAS PRÁCTICAS

• •

EUROPA: Universidad de Groningen AMÉRICA LATINA: Universidad de Costa Rica – Impacto del proyecto en el acontecer de las universidades – Reconocimiento institucional – Liderazgo rectoral

Tuning applied!

At University level: The example of the University of Groningen (The Netherlands), by Frans Zwarts, Rector Magnificus

University of Groningen ‘For a college founded in 1614, the University of Groningen in the northern Netherlands is surprisingly open to change. This fall, it divided its five-year undergraduate program into separate bachelor’s and master’s degrees. It will soon adopt a new European credit system.’ (New York Times Sunday Edition, January 2003) Profile:

Research University

10 faculties

22.000 students

5.000 employees

60 bachelor programmes

100 master programmes

PhD programme

Focus on two items: • Tuning approach applied in the Bachelor – Master structure

• Quality assurance: external evaluation, accreditation and the need for developing an internal quality assurance system

Tuning approach applied in three faculties so far: • Faculty of Medicine • Faculty of Law • Faculty of Arts

The example of Medicine

Doctor

Knowledge

Skills

= competence

Attitude

Competencies • Based on national objectives • Choice for 7 competencies • Each competence 3 domains and 3 levels • Bachelor level 1 • Master level 2 (first year) and level 3 (third year)

The 7 key competencies 1. Communication

2. Problem solving 3. Applying knowledge and science 4. Patient examination 5. Patient management / treatment 6. Using the social and community contexts of health care 7. Reflection

Competence III: Science in Medicine Aim An MD is capable to critically evaluate scientific information and to form an independent opinion on presented science - based evidence. The MD is capable to translate new scientific insights into clinical practice.

H.H. Kampinga, October 2004

Competence III: Science in Medicine Domain 1: Methodological aspects of scientific research

Domain 2: Scientific basis of medicine

Domain 3: Ethics and impact of science on society

Competence III: Science in Medicine Bachelors: Year 1: Introduction in science (basic research) Year 2: Interpreting: how to deal with literature and how to (statistically) analyze scientific data (translational research) Year 3: Integrating: how to execute clinical/epidemiological studies Masters: Year 1: Scientific reasoning Year 2: Science based medicine Year 3: Science rotation

New hot topic: Quality assurance: external evaluation and accreditation The system: • All universities involved • Education every 6 years: national • Research every 6 years: international • Since 1988 • Based on: self evaluation and visit • Students participate

University of Groningen • National Quality Evaluation • Internal Quality Evaluation: Self Evaluation of: * courses * teachers * facilities * out put: quality & quantity

Assessment criteria of external evaluations and accreditation bodies: QANU and NVAO 1. Objectives of the degree course 2. Programme 3. Deployment of staff 4. Facilities and provisions 5. Internal quality assurance 6. Results

no system = no accreditation

Verdict positive when all criteria get a pass

Did we consider that a problem in Groningen? Partially Yes! Present were: - evaluation of courses - teacher evaluation & professionalization - alumni evaluation - questionnaire about facilities & provisions - central committee Education

Problems with Quality assurance in Groningen Lacking were: -

structured way of evaluating and updating degree programmes

-

structured way of documenting quality assurance papers

-

clear organizational structure; responsibilities and tasks

-

evaluation of the results of improvement and reform projects

no complete system & cycle of quality assurance in place

Quality Assurance System Two actions: 1) setting up a Quality Assurance group with participants from all faculties 2) composing a quality assurance protocol and handbook Protocol Quality Assurance System • • • • •

Subjects of attention Organizational structure Evaluation process (check) Improvement or reform process (plan/act & do) Accountability (reports)

Internal Quality Insurance cycle University reports and actions degree programmes

reports and actions faculties

actions of the University Board and Quality Assurance Group

Current situation 1) Faculties are implementing an organizational structure

2)Quality Assurance group selected a database system to support quality assurance

Tuning applied!

At University level:The example of the University of Costa Rica (Costa Rica), by Yamileth González García, Rector Magnificus

Tuning applied!

At thematic level: Introduction by Ann Katherine Isaacs, University of Pisa

Tuning applied at Thematic Level 1 • The “thematic” aspect is at the heart of Tuning (subject area, disciplinary, thematic) • Learning/teaching/assessment is largely organised “thematically” • Basic structure: “SAGs” in EU, LA; new Tuning countries • Thematic Networks use Tuning methodology • Transversal: connects HE systems (transparency, synergy, innovation)

Tuning applied at Thematic Level 2 • Learners learn/Teachers teach “something” • Competence based: generic competences too are formed in disciplinary or thematic study; • Approaches to T/L/A can be explored and shared transnationally through across a “thematic” area • National differences create positive sharing • Quality in Tuning is at programme level: close tie to disciplinary or thematic profiles • Tuning subject area results provide the ground work for quality enhancement

Tuning applied at Thematic Level 2 • Tuning shows the way to Sectoral QFs • Network of NQFs/SQFs: the warp and weft of the EHEA • Tuning methodology applied through Erasmus Thematic Networks: Example of “Polifonia” • Tuning methodology applied outside of Europe: Example of “Law” in Tuning Latin America

Tuning applied!

At thematic level: The Erasmus Thematic Network for Music ‘Polifonia’ by Martin Prchal and Evert Bisschop Boele, European Association of Conservatoires (AEC)

TUNING APPLIED IN MUSIC Martin Prchal & Evert Bisschop Boele ERASMUS Thematic Network for Music ‘Polifonia’/ European Association of Conservatoires (AEC)

Do we need to tune in music? • Changes in the music profession • Importance of recognition of qualifications is increasing • Important to keep the initiative: special characteristics must be taken into account

Characteristics of music education • Individual character: 1-to-1 teaching • LLL character of music: certain entrance level to HE required • Broad range of skills takes time to develop • Relationship to research (3rd cycle!)

What have we done? • Dublin/Polifonia descriptors • Learning outcomes for 1st, 2nd and 3rd cycles in music study divided into: – Practical (skills-based) outcomes – Theoretical (knowledge-based) outcomes – Generic outcomes

What will we do? • Dissemination throughout the sector • Validation by the profession • Links to AEC ‘European Quality Label’ project ‘Accreditation in European Professional Music Training’ • International comparability through AEC ERASMUS MUNDUS project ‘Mundus Musicalis’

Tuning applied!

At thematic level: The example of Law by Loussia Felix (Brazil)

COMPETÊNCIAS E EDUCAÇÃO SUPERIOR NA AMÉRICA LATINA

O EXEMPLO DO DIREITO I.

CARACTERÍSTICAS DO GRUPO: INSTITUIÇÕES E DOCENTES II. PROCEDIMENTOS DE TRABALHO DO GRUPO PARA DEFINIÇÃO DAS COMPETÊNCIAS III. APLICAÇÃO DO INSTRUMENTO E SUA METODOLOGIA IV. CARACTERÍSTICAS DAS COMPETÊNCIAS ESPECÍFICAS V. RESULTADOS PRINCIPAIS

I. CARACTERÍSTICAS DO GRUPO: INSTITUIÇÕES E DOCENTES


17 representantes de universidades em 13 países. Profs. Ricardo Balestra, Graciela Barranco de Busaniche, Carlos Francisco Pérez Rivero, Loussia Musse Felix, Ademar Pereira, Rodrigo Coloma Correa, José Luís Benavides, Juan Morales Ordoñez, Julio Alfredo Rivas Hernandes,Salvador Ventura del Toro, Nauhcatzin T.Bravo Aguilar, Eva Romano, Júlio Américo Ocampos, Josefina Ovelar, Ernesto Álvarez Miranda, Martín Risso e Mayerling Lisbeth Cantor Arias.




5 Universidades públicas: 1 na Argentina, 1 na Bolívia, 1 no Brasil e 2 no México.




12 Universidades privadas: 6 católicas, 1 presbiteriana e 5 laicas.




Atuação Docente: Equilíbrio entre professores vinculados às disciplinas propedêuticas e de natureza técnica.




Administração Acadêmica: Maioria exerce ou já exerceu função de direção ou coordenação de curso de graduação ou pós-graduação na instituição.

II. PROCEDIMENTOS DE TRABALHO DO GRUPO PARA DEFINIÇÃO DAS COMPETÊNCIAS


Apresentação do grupo para estabelecer sua identidade coletiva e características gerais.




Discussão sobre metodologia de trabalho do grupo para definir competências.




Apresentação coletiva de sugestões de competências específicas.




Seleção preliminar das competências específicas.




Discussão e deliberação das competências e redação final.

III. APLICAÇÃO DO INSTRUMENTO E SUA METODOLOGIA •

Diferenças de estrutura administrativa, características institucionais e formas de participação dos centros nacionais Tuning levou à necessidade de autonomia entre as instituições participantes.

•

Procedimentos administrativos de consulta heterogêneos.

•

Coleta foi predominantemente por meio de sensibilização presencial.

•

Troca contínua de informações por correio eletrônico entre representantes do Tuning.

•

Excelente acolhida do projeto por parte dos consultados, expectativa sobre desdobramentos e interesse pelo Projeto Tuning. Esperança de que projeto possa dinamizar atividades de formação jurídica.

IV. CARACTERÍSTICAS DAS COMPETÊNCIAS ESPECÍFICAS




Perda de hegemonia da abordagem teórica tradicional, baseada em uma estrutura restrita e dogmática do conhecimento.




Busca de uma compreensão socialmente comprometida do Direito e das funções profissionais jurídicas.




Valorização de competências técnicas e investigativas.




Valorização da dimensão ética da atuação jurídica.

V. RESULTADOS PRINCIPAIS


Validação das competências por todos os grupos consultados.




Resultados revelam pouca variância numérica entre competências menos e mais importantes.




Revelam abordagem ainda vinculada à formação clássica, com ênfase em competências gerais relativas a um efetivo desempenho profissional.




Convergência nas três primeiras competências mais importantes.






Ex: Capacidade de raciocinar e argumentar juridicamente.



Atuar de maneira leal, diligente e transparente na defesa dos interesses das pessoas que representa.



Capacidade de tomar decisões jurídicas fundamentadas.

Tuning demonstra que Educação Jurídica na América Latina está propícia a acolher projetos de transformação de seus conteúdos, metodologia e objetivos.

Tuning applied!

In quality assurance and recognition: Introduction by Alberto Dibbern – CONEAU (Argentina)

Compatibilidad con regulaciones políticas propias de los países Desafíos de los programas de convergencia

Niveles necesarios de transparencia

¿Son suficientes?

Interrogantes de los programas de convergencia

¿Alcanza con la autoverifición de buenas prácticas?

¿La evaluación de los resultados no nos impide detectar causas?

Un camino futuro para el logro de la convergencia y la garantía de calidad Acuerdo de los actores

Programa Tuning A. L.

•Perfil de egresado •Sistema de créditos •Análisis de resultados por competencias

MEXA o similar

•Acreditación de programas •Reconocimiento de créditos •Movilidad de estudiantes •Movilidad de profesionales •Reconocimiento de títulos

Homogeiniza estándares básicos por programas

Tuning applied!

In quality assurance and recognition: The usefulness of Tuning Physics reference points by Jan Sengers - University of Maryland (USA)

Jan V. Sengers Institute for Physical Science and Technology University of Maryland, College Park, MD, U.S.A. BACKGROUND: Chair, International review of physics and astronomy education in The Netherlands (1996-1997). Chair, Peer review committee for physics and astronomy in The Netherlands (2001-2002). Author of Management Letter reviewing the plans for implementing the Ba-Ma structure for physics in The Netherlands (2002). Chair, Peer review committee for physics and astronomy for Flanders, Belgium (2004-2006).

OUTLINE 1.

Length of curricula for physics and other beta sciences

2.

Advantages of Bachelor-Master structure

3.

Role of Tuning common references of competence outcomes for physics education

4.

Role of Tuning common references for core curricula in physics education

Length of curricula for physics and other beta sciences The Netherlands till 1998: Four years for physics, five years for technical physics Flanders, Belgium till 2005 Four years for physics, five years for applied physics International comparison of curricula pursued upon the request of the Ministry of Education of the Netherlands with conclusion (1997): A master degree with thesis option in the U.S. corresponds to 5.4 years in terms of European study points for the beta sciences. Consequence: A five-year curriculum has now been adopted in The Netherlands, in Flanders, Belgium (and in practice also in Wallonia, Belgium) in terms of a 3+2 Ba-Ma structure

Some advantages of a Ba-Ma structure •

Flexibility for interdisciplinary research and for enhancement of professional opportunities.

•

Opportunity for students to pursue specializations by transferring after the bachelor degree to another university in same country or in Europe.

•

Earning an internationally recognized degree already after three years makes the study for hesitating students more attractive.

•

A bachelor degree after three years will also enable European students to pursue a master degree in countries like the U.S., Canada or Australia.

•

European harmonization of university education will enhance job opportunities for students at the European level.

•

By offering international master programs it is possible to attract foreign students.

Core Knowledge for Physics Bachelors includes: • Mathematics and related subjects • Basic physics subjects • Basic elements in theoretical physics • Applied physics and related subjects • Basic elements in modern physics • Intermediate and final physics project(s)

Core Knowledge for Physics Bachelors includes: • Advanced theoretical physics • Advanced mathematics and related subjects • Specialized core(s) of modern physics • Solving problems in comprehensive physics • Final physics project/thesis • Advanced laboratory practice

RATING OF IMPORTA NCE ORDER

SHORT NAME OF THE SUBJECT SPECIFIC COMPETE NCE

1

Problem solving skills

2

Theoretical understand ing

3 4 5

Mathematical skills Deep knowledge Experimental skills

EXTENDED DESCRIPTION OF THE COMPETENCE on completion of a first cycle degree in Physics, the student should:

able to apply known solutions to new problems

good understanding of the most important physical theories able to understand and master use of commonly used mathematical and numerical methods deep knowledge of the foundations of modern physics familiar with important experimental methods and able to perform experiments, as well as to describe, analyse and critically evaluate experimental data

SHORT NAME OF THE SUBJECT SPECIFIC COMPETENCE

EXTENDED DESCRIPTION OF THE COMPETENCE on completion of a second cycle degree in Physics, the student should:

1

Modelling & Problem solving skills

critical thinking to construct physical models

2

Problem solving skills

Advanced ability to apply known solutions to new problems

3

Literature search

able to search for and use physical and other technical literature. Good knowledge of technical English.

4

Learning ability

5

Modelling

RATING OF IMPORTANCE ORDER

able to enter new fields through independent study able to adapt available models to new experimental data

Tuning applied! In quality assurance and recognition: Using Tuning reference points in establishing a European Quality Label: The EUROBACHELOR by David Barr – Royal Society of Chemistry (United Kingdom)

European Quality Label in Chemistry: Eurobachelor® Dr David Barr Royal Society of Chemistry, UK

Background • Original Eurobachelor discussion paper developed (2001) – Based on QAA UK Bachelors chemistry benchmark statement

• Input and support – Tuning Chemistry Group – European Chemistry Thematic Network (ECTN) – European Association for Chemical and Molecular Sciences (EuCheMS)

• Adopted for award of Label by ECTN Association in 2004 • Pilot Project funded by European Commission (2004 - 06)

What is it about? • Primary aim = internationally recognised standard aiding mobility/employment at end of 1st cycle • Describes requisite outputs in terms of – subject knowledge – abilities and skills (chemistry-related and generic)

• Typically 180 ECTS course – 150 ECTS must be in chemistry, physics, biology, or maths. – Chemistry core (recommended minimum 90 ECTS) – Requires - Bachelor thesis (15 ECTS), 2nd language

• Site visit

Current status • Applications so far: 27 courses from 21 institutions • Countries: AT, BE, CZ, FI, GR, HU, IE, IT, NL, PT, UK • 16 Labels awarded so far to 12 institutions • Pilot project ends 30 June

The future • Sustainability – Licensing agreements (e.g. ASIIN, RSC) – EuCheMS

• ECTNA recognition as accrediting body • Chemistry Euromaster – Socrates project starting

Eurobachelor® - Trademark registered by ECTNA

www.eurobachelor.net

Tuning applied!

In quality assurance and recognition: Tuning and the recognition of competences by Anne Marie Mak – ENIC-NARIC

Competences in education and cross-border recognition Socrates Project ENIC / NARIC network: national information centers on recognition international credential evaluation What are the effects of Tuning on international credential evaluation? Current methodology

Future methodology?

Input-based

outcomes-based?

Criteria: • Formal duration of the programme (years) • Subjects and their learning goals • Exposion to professional experience • Admission requirements

Criteria: • Degree profile • Learning outcomes • Level of competences

Goal

Evaluating the utility of the degree profiles and their associated competences as developed during the Tuning Project for the purpose of international credential evaluation

Results

 

Recommendations to the Tuning Project on the further development of the degree profiles and competences if necessary; Recommendations on the application of the Tuning degree profiles and competences for the purpose of international credential evaluation to the ENIC / NARIC-network.

• Evaluation according to 2 methodologies

Traditional methodology

Experimental methodology

input-based

outcomes-based

Using Lisbon Criteria

Using Tuning profiles

Required information sources: • Diploma • Transcript

Required information sources: • Degree profile • Competence descriptions

• Analysis and comparison of the evaluation results

Tuning and the external Dimension of European Higher Education The Tuning approach in the other world regions by Pavel Zgaga – University of Ljubljana (Slovenia)

Tuning and the External Dimension of European Higher Education Since 2001, Tuning has been expanding parallel to the development of the Bologna process: Year

Bologna p.

1999

29 countries

2001 2003 2005 (2006)

33 countries 40 countries 45 countries

Tuning

16 c. / 100 HEIs 27 c. / 135 HEIs 33 c. / 150 HEIs

The originally Socrates/Erasmus supported project expanded by joining new EU member and associate countries and through Tempus programme (CARDS and TACIS). Some distinguished universities from Russian Federation are expected now to enlarge the Tuning family even more. Thus, higher education institutions from a vast majority of the Bologna countries will be connected within the largest project aimed at “tuning educational structures in Europe”. However, the Bologna process is not an exclusive “internal European affaire”; in several ways it is interlinked with the global processes in higher education. Something similar applies to Tuning! Since 2004 the Tuning América Latina project has been running. It was also the original intention to include Russia already in 2004 but for organisational reasons it had to wait.

The Bologna process addresses the European dimension of higher education through its ‘structural’ and ‘social’ dimension. Yet, an ‘external dimension of the EHEA’ has been also discussed from the beginning. In the Bologna documents it appears under four aspects as: (a) competitiveness / attractiveness: attracting students and staff from other parts of the world; (b) partnership and co-operation: based on academic values and aimed at mutual benefit of European as well as non-European higher education systems; (c) dialogue: to foster the exchange of experiences and ideas on higher education reforms and modernisation as well as intercultural co-operation; (d) information: to present the EHEA to the world.

EHEA has been envisaged not only to develop the European dimension within national systems of higher education and to make them more transparent, compatible and effective but also to respond global challenges and to strengthen global academic cooperation in higher education. As a project that aims at universities’ contribution to the Bologna process, Tuning also addresses the European dimension of higher education: mainly through elaboration of comparable and compatible qualifications described in terms of student workload, level, learning outcomes, competences and profiles. This is not an exclusive “internal European affaire” either! This is an issue which is of growing importance and of growing interest also in other world regions.

From the Tuning point of view, all four aspects of the “external dimension of the EHEA” are relevant but partnership, co-operation and dialogue are at the top. There is certain parallel between those challenges that European HE systems and institutions have responded through the Bologna process and challenges that all world regions encounter today. The idea to “tune educational structures in Europe” has been an original response to problems of the “old continent” of our times. However, “tuning educational structures” can be an important issue within other world regions; last but not least, it is an important issue between world regions. (Not only) for these reasons, our conference can’t be and shouldn’t be understood as a farewell from Tuning. There is a lot of work still waiting!