Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn...

42
Presentation of the Tuning project and its context Edurne Bartolomé Tallinn, May 26th 2014

Transcript of Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn...

Page 1: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Presentation of the Tuning project and its context

Edurne Bartolomé

Tallinn, May 26th 2014

Page 2: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different
Page 3: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

T ning Academy

1. The concept – the need – its origin

Tuning Academy will be an agent for INNOVATION and change in Higher Education

Page 4: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

1. The concept – the need – its origin

Europe

Latin America Africa

USA

Russia

China

Central Asia India

Page 5: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

1. The concept – the need – its origin

Europe

Latin America Africa

USA

Russia

China

Central Asia

Data

Documents

Research

Training

Policies

Experts

India

Page 6: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 7: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 8: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

• 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

Page 9: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

2. Where is Tuning in the world?

Page 10: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

2. Where is Tuning in the world?

Page 11: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

2. Where is Tuning in the world?

Page 12: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

2. Where is Tuning in the world?

Page 13: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 14: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

2. Where is Tuning in the world?

Page 15: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 16: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 17: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

• 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:

Page 18: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 19: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 20: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

CONSULTING

PROFILING

DESIGNING

LEARNING

EVALUATING

ENHANCING

STUDENT CENTRED LEARNING

5. Which are the phases of the Tuning process?

Page 21: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 22: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 23: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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?

Page 24: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

8. Conclusions

103 countries involved

45 subject areas

29 thematic Networks

139 publications

+ 640 institutions

In 14 languages

Page 25: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

For more information:

http://www.tuningacademy.org

Page 26: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

tänan väga!!

Gracias!

Page 27: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Edurne Bartolomé

Tallinn, May 26th 2014

Generic Competences in different contexts

Page 28: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different
Page 29: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Degree profile

Programme

Competences GC SSC

Key elements

Concepts. Definitions

Page 30: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 31: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 32: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Subject Area X

Page 33: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 34: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 35: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Programme Degree profile

SSC3

SSC1

SSC2

GC1

GC2

GC3

SSC4

GC4

GC5

SSC5

Page 36: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 37: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 38: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

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

Page 39: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

•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

Page 40: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

CONSULTING

PROFILING

DESIGNING

LEARNING

EVALUATING

ENHANCING

STUDENT CENTRED LEARNING

Page 41: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

WHAT was CONSULTED in the different Tuning projects?

Consultating

3 VARIABLES:

IMPORTANCE

ACHIEVEMENT

RANKING

Page 42: Edurne Bartolomé Tallinn, May 26th 2014ecampus.chem.auth.gr/easpa/pdf/3_tuning tallinn may_2014.pdf · Edurne Bartolomé . Tallinn, May 26th 2014 . Generic Competences in different

Consultating

GRADUATES ACADEMICS

EMPLOYERS STUDENTS

WHO was CONSULTED in the different Tuning projects?