The Bologna Process and Geology The Tuning Project paul.ryan@nuigalway.ie

1. The Bologna Process and Geology The Tuning Project paul.ryan@nuigalway.ie

2. Berlin Communiqué(19 September 2003) Degree structure: adoption of a system essentially based on two main cycles “Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the Higher Education Area.”

3. Bologna-Prague-Berlin-Bergen • 2nd largest European project • Deadline 2010 • 2000+ Universities and, perhaps, 4000+ other degree awarding bodies • Julia Gonzalez and Robert Wagenaar, joint co-ordinators Tuning project.

4. TUNING 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 (It is not a regulatory body, but is a useful pressure group)

5. There is some flexibility In a society with free movement between 350 million people & 45 countries it is impossible to have a completely rigid structure 270-360 ECTS to CII Cycles • Cycle 1 • 180-240 ECTS • 60 ECTS per academic year • Cycle 2 • Legal minimum 60 ECTS • Recommended 90-120 • 90 = a ‘full’ year • Cycle 3 • After Cycle 2 • ? ECTS

6. Tuning subject lines: • Line 1: Generic competences Linking competences to approaches to learning, teaching and assessment. • Line 2: Subject specific competences (knowledge, understanding and skills) Linking competences to approaches to learning, teaching and assessment. • Line 3: ECTS as a European credit accumulation system: new perspectives • Linking credits to learning outcomes and competences. • An approach for measuring student workload. • Line 4: Approaches to teaching / learning and assessment Identifying possibilities and good practice to achieve competence based learning outcomes • Line 5: Quality enhancement Development of tools and methodology to enhance quality in programme design and delivery

7. Tuning 'Method' • Tuning described degrees in terms of learning outcomes formulated in terms of competences • Modification (reduction) of programmes was easier if expected outcomes were defined rather than deciding how inputs should be limited • Generic and Subject Specific competences

8. Berlin Communiqué(19 September 2003) Degree structure: adoption of a system essentially based on two main cycles “Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the Higher Education Area.”

9. Diploma Supplement • Information: • holder • qualification (title etc.) • level (length, access requirements) • Content and Results (grading scheme) • function (further study/professional) • Certification • Description of National HE system

10. STUDENT WORKLOAD: The Tuning approach AN APPROACH TO STUDENT WORKLOAD: • The need • ECTS principles • A model for determining student workload • An approach • The necessary steps: • I. Modules and course units • II. Planning and determining student workload • III. Checking calculated workload through student evaluations • IV. Adjustment of workload and/or education activities Management Committee

11. Student workload How can you ensure courses compatible unless workload measured? (20-30hours/ECTS) Variable hours per year claimed (1200-1700)

12. Bergen Communiqué • QA standards & guidelines • NQFs and EQF • ‘Joint’ degrees • Flexible Learning • Life Long Learning • CPD

13. Bergen Communiqué • EQF • 8 point scheme with descriptors • 5 = ‘Diploma’ • 6 = Cycle 1 • 7 = Cycle 2 • 8 = Cycle 3 • NQAI • Irl has 10 point scheme • 10 Irl = 8 EU etc • But Irl level 7 & 8 = Cycle 1

15. UK – how do 5 fit into 4?

16. Tuning and Geologysubject templates

17. Workload

18. T.L.A. & Q.E. The Group believes that it is impossible for students to develop a satisfactory understanding of Earth Sciences without a significant exposure to field based learning and teaching

19. Fieldwork • Off-campus study of objects in their native setting • Bad Press • Time consuming • Extra cost for University and Student • High staff/student ratio • Safety • ‘Where are you taking the students for holidays?’ • So why not abandon it and take virtual field trips?

20. IGI Industry Survey - University education • Companies were asked which geology courses at University they considered to be most useful in readying graduates for employment with their own respective companies.

21. Geological Profession in Europe • TAIEX seminar • Powerpoints or papers on TAIEX website • 2(?4?) countries regulated • Spain & Italy • UK (Chartered Geologist) • Irl • (new Quarrying and Mining Regs.) • ‘qualified person’ • EFG • 650 EurGeol • Soon several thousand?

22. Professional Regulation • EQF • ‘meta’ framework with descriptors • (8 levels 5, 6, 7, & 8) relate to EHEA • SEC(2005)957 • Professional Recognition • EC(2005)36 Legal instrument • 3 levels relevant to EHEA • 2, 3 and 4 years in HE • CPD • New products HE - Industry

23. http://europa.eu.int/comm/education/socrates/TuningProjecthttp://www.relint.deusto.es/TuningProject/index.htmhttp://europa.eu.int/comm/education/socrates/TuningProjecthttp://www.relint.deusto.es/TuningProject/index.htm http://www.let.rug.nl/TuningProject/index.htm Websites