Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn...
Transcript of Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn...
Presentation of the Tuning project and its context
Edurne Bartolomé
Tallinn, May 26th 2014
T ning Academy
1. The concept – the need – its origin
Tuning Academy will be an agent for INNOVATION and change in Higher Education
•
1. The concept – the need – its origin
Europe
Latin America Africa
USA
Russia
China
Central Asia India
•
1. The concept – the need – its origin
Europe
Latin America Africa
USA
Russia
China
Central Asia
Data
Documents
Research
Training
Policies
Experts
India
The need and search for: Recognition for students/professionals (mobility) A common language to understand each other Stronger cooperation (joint degrees) Competitiveness, relevance and employability Comparability respecting diversity Accountability – effective use of the resources Quality in the degrees: EU standards
Why did TUNING start?
1. Tuning in its context: WHY TUNING?
A project for/ by the universities.
A meeting point to reflect on HE.
A process of learning together.
A set of principles: ownership, respect for diversity, closeness to needs, efficiency, action by reference points.
A methodology, an approach to design and deliver HE Degree programmes.
An articulated system of communities of learning.
A tool, an instrument to be used.
1. What is Tuning?
• emerge in contexts of deep reflection on higher education
• jointly elaborated with local bodies/authorities in the different countries
• work from the specific circumstances of its own context and by national academic communities
• open to ongoing debate
• enrich and change the original proposal
TUNING projects
Tuning in its context
2. Where is Tuning in the world?
2. Where is Tuning in the world?
2. Where is Tuning in the world?
2. Where is Tuning in the world?
Module 1
GC 2
SSC 6
SSC 8
LEARNING OUTCOME LEARNING OUTCOME LEARNING OUTCOME
LEARNING OUTCOME LEARNING OUTCOME LEARNING OUTCOME LEARNING OUTCOME
LEARNING OUTCOME LEARNING OUTCOME
Number
of Credits
2. Where is Tuning in the world?
2. Where is Tuning in the world?
Present Activities and future trends
Project
Unit
Tuning Latin America II
Tuning Africa
Tuning Central Asia
Tuning China
Tuning Mediterrenean countries
Tuning India
Tuning Africa II
Tuning USA II
Tuning Europe V
Present Activities and future trends
Research
Unit
Tuning Journal – First issue
Tuning Library
Tuning Data Repository – Tuning Academy Webiste
Tuning Micro research guidelines
Definition of Research Lines 2013 - 2017
Joint research (Impact of Tuning in the world)
Call for short and middle term research visits
• Facilitates professional mobility.
• Is focused on outcomes.
• Is flexible to achieve them in different ways.
• Promotes dialogue with society through constant and dynamic consultation.
• Creates a Common Space for Higher Education.
TUNING developed a SYSTEM that:
It is a bottom up approach.
At subject level.
It is based on mutual trust and confidence.
Totally respectful of autonomy (institution/ country/ region).
Sharing knowledge and listening very much at the essence.
Organized system according to regional needs with aims, objectives to reach at every step.
Interconnected communities of practice who adapt the instruments and share the results.
3. How does it work?
Three main concepts:
• Recognition – standards, reference points
• Quality – transparency, benchmarking
• Relevance - answer to social needs: citizenship/ employability
An outcomed based learning:
• Student-centred
• Competenced based
4. Which is the heart of Tuning?
CONSULTING
PROFILING
DESIGNING
LEARNING
EVALUATING
ENHANCING
STUDENT CENTRED LEARNING
5. Which are the phases of the Tuning process?
A common language to understand and compare.
An articulated set of tools, jointly developed by academics.
A platform for discussing and learning about HE.
Participation into the building of global reference points.
A system of developing degrees shared by many actors.
Posibility of networking, events and publications.
Capacity building.
Entrance into a communities of learners.
Shared ways of enhancing quality.
6. What does Tuning offer?
Commitment by the Institution and the person.
Participation in the meetings.
And working in between to progress the tasks.
Time, not a huge ammount but enough to contribute.
Being able to share and to listen.
Be prepare to take part in the joint building process.
7. What does it requiere?
Tuning is built on every person who takes part and shares ideas and initiatives.
It is built on each academic and profesional group, on the people from the different regions who take different aspects and develop them according to their needs.
It is very global because it relates to international standards and reference points and tries to develop them with many regions of the world.
It is very local because in every context it takes a different shape and outcome in accordance to the choices made by the people of the region.
8. Conclusion: who makes Tuning?
8. Conclusions
103 countries involved
45 subject areas
29 thematic Networks
139 publications
+ 640 institutions
In 14 languages
For more information:
http://www.tuningacademy.org
tänan väga!!
Gracias!
Edurne Bartolomé
Tallinn, May 26th 2014
Generic Competences in different contexts
Degree profile
Programme
Competences GC SSC
Key elements
Concepts. Definitions
Degree profile
GC1
GC2 GC3
SSC1 SSC2
SSC3
SSC4
GC4
GC5
Describes in terms of competences and learning outcomes what graduates will know, understand and be able to do by the time they have successfully completed the programme. A set of key competences (Generic (GC) and Subject Specific (SS)) to be developed by the learners in the framework of a programme. Should be very concise and it needs to be very clear. Provides a tool for: COMMUNICATION, TRANSPARENCY and RECOGNITION
Concepts. Definitions
Degree profile University B
Subject Area X Degree profile University A
Degree profile University C
Degree profile University D
Degree profile University E
Degree profile University F
Degree profile University G
Degree profile University H
Degree profile University I
Subject Area X
GC1
GC2
GC3
GC4
GC5
GC6
SSC1
SSC2
SSC3
SSC4
SSC5
SSC6
SSC7
SSC8
SSC9
List of Generic Competences
List of Subject Specific Competences
Subject Area X
What is a competence according to Tuning? • Is a broad concept • Represents a dynamic combination of:
- Knowledge and understanding at different levels - Skills and abilities - Attitudes and values
• Competences are used to define degree profiles • Competences are formed in various course units and assessed at different
stages. • Some competences are subject area related (specific to a field of study)
while others are generic (common to any degree programme)
Competence
Concepts. Definitions
Programme Degree profile
SSC3
SSC1
SSC2
GC1
GC2
GC3
SSC4
GC4
GC5
SSC5
Generic
Competences
Europe
31
Generic
Competences
Latin America
27
Generic
Competences
Russia
30
Generic
Competences
Africa
18
Generic
Competences
China
33
Generic
Competences
16 GLOBAL COMPETENCES
10 COMMON COMPETENCES IN 4 REGIONS/COUNTRIES
3 COMMON COMPETENCES IN 3 REGIONS/COUNTRIES
1 COMMON COMPETENCE IN 2 REGIONS/COUNTRIES
6 COMPETENCES ONLY IDENTIFIED IN ONE REGION/COUNTRY
Generic Competences in different contexts
Capacity for abstract thinking, analysis and synthesis
16 GLOBAL
Generic
Competences
Problem solving Decision making
Oral and written communication
Interpersonal skills
Critical and self-critical abilities
Teamwork
Ethical commitment
Creativity Concern for quality
Ability to work autonomously
Capacity to learn actively Computing skills
Information management skills Ability to apply knowledge in practice
Commitment to the conservation of the environment
Generic Competences in different contexts
16 GLOBAL
Generic
Competences
Concern for quality
Different phrasing, same meaning
Ability to evaluate and mantain the quality of work produced
Commitment to quality
Ability to evaluate, review and enhance quality
Ability to focus on quality
Concern for quality
EU
LA
RU
AF
CH
Generic Competences in different contexts
•There are 16 competences which are highlighted internationally and seen to be necessary to define any university degree.
•The 16 global competences are part of a larger list in each region, where there are other competences that can match in some regions and some others that are exclusively linked to a context and do not appear in the rest. (singularity that coexists with globality).
• The relevance of the context is critical. The education systems of different countries refer to various combinations of competences. Each list of generic competences is abstracted from a context in which they have meaning. When generic competences are described without context, their meaning is left unanchored, and they imply learning without context.
16 GLOBAL
Generic
Competences
Generic Competences in different contexts
CONSULTING
PROFILING
DESIGNING
LEARNING
EVALUATING
ENHANCING
STUDENT CENTRED LEARNING
WHAT was CONSULTED in the different Tuning projects?
Consultating
3 VARIABLES:
IMPORTANCE
ACHIEVEMENT
RANKING
Consultating
GRADUATES ACADEMICS
EMPLOYERS STUDENTS
WHO was CONSULTED in the different Tuning projects?