Learner-Centred and Competence-Based Curricula T. N. Mitchell Čatež , December 15th 2006

1. Learner-Centred and Competence-Based Curricula T. N. Mitchell Čatež, December 15th 2006

2. It is Year 007 after Bologna • Professors are shaken, but not stirred • SO… • Let‘s go and have a swim in Čatež!

3. Tuning Europe (2000-2008) • 2001 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 • 2007 Turkey (Socrates-Erasmus) 2006 2007

4. Tuning America Latina Argentina Bolivia Brasil Chile Colombia Costa Rica Cuba Ecuador El Salvador Guatemala Honduras México Nicaragua Panamá Paraguay Perú Uruguay Venezuela 18 countries (ministries + Rectors’ Conferences) + 180 Universities subjects

6. A SYSTEM based on competences centered on the student

7. Based on competences Define Designing degree programmes: • Define the learning outcomes and competences

8. Definir Define • Identify the generic competences and their relevance in a changing world • Build consensus on the specific competences and their value for the subject area Identify Build consensus

9. Definir Define • Consult the different social stakeholders Consensuar Identify Consult Build consensus

10. Definir Define Analyse • Analyse the results of the consultation process and redefine the degrees Identify Consult Build consensus

11. Definir Define Analyse • Design the professional profiles and build consensus on the most relevant competences for them Design Identify Consult Build consensus

12. Definir Define Analyse • Measure the required student workload to reach competence levels (Credits) Design Measure Identify Consult Build consensus

13. Definir Define Analyse • Develop the teaching and learning processes required for developing competences Design Measure Identify Consult Build consensus Develop

14. Definir Define Analyse • Formulatethe required assessment processes Design Measure Formulate Identify Consult Build consensus Develop

15. Definir Define Analyse Design • INCORPORATE the learning competences and outcomes in the programme quality enhancement Incorporate Measure Formulate Identify Consult Build consensus Develop

16. OUTCOME OF PROCESS: A coherent system based on learning outcomes and competences has been developed Definir Define Analyse Design Incorporate Measure Formulate Identify Consult Build consensus Develop

17. TUNING METHODOLOGY: learning outcomes and competences Steps in designing degrees: 1. Identification of what is required 2. Definition of academic and professional profiles: translation into learning outcomes and generic and subject specific competences 3. Translation into curricula 4. Translation into modules/course units and approaches towards teaching, learning and assessment 5. Programme quality assurance: built in monitoring, evaluation and updating procedures

18. Identification of what is requiredWhat does the MOCCA consortium require?

19. 2. Definition of academic and professional profiles: translation into learning outcomes and generic and subject specific competences

20. This is a vital stage, and should perhaps be split up into two interconnected steps:

21. 2a. Definition of academic and professional profilesThe “profile” is a summary of the aims and objectives of the programme.

22. We can use the „Dublin Descriptors“ here.These are internationally accepted as the basis of the EHEA Qualifications Framework.http://www.jointquality.org/

23. Bachelor’s degrees are awarded to students who: • have demonstrated knowledge and understanding in a field of study that builds upon and supersedes their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; • can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study;

24. have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues; • can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; • have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy

25. Master’s degrees are awarded to students who: • have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with Bachelor’s level, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; • have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements;

26. can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; • have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.

27. Subject Descriptors • The Dublin Descriptors must be „translated“ in terms of the discipline • The key elements are: • Knowledge and understanding • Applying knowledge and understanding • Making judgements • Communication • Learning skills

28. 2b. Translation into learning outcomes and generic and subject specific competences

29. Ideal procedure:Identify the most relevant generic competences for the subject area.Identify the most relevant subject specific competences, taking into account the input from professional bodies and graduates (stakeholders).

30. THE TUNING QUESTIONNAIRE FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS) TARGET GROUPS: • GRADUATES • EMPLOYERS • ACADEMICS WHAT ARE THE MOST IMPORTANT COMPETENCES REQUIRED TO BE EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA?

31. Data 7 Areas & 101 university depart. & 16 Countries • Business • Geology • History • Mathematics • Physics • Education • Chemistry • Austria • Belgium • Denmark • Finland • France • Germany • Greece • Iceland • Ireland • Italy • Netherlands • Norway • Portugal • Spain • Sweden • United Kingdon • Total number of respondents: • 5183 Graduates • 944 Employers • 998 Academics

32. 6 • Capacity for organisation • and planning 5 • Teamwork 4 • Ability to work autonomously 4 • Information management skills 3 • Concern for quality 3 • Capacity to adapt to new situations 2 • Capacity for applying knowledge in practice 1 Problem solving 1 • Capacity to learn 1 • Capacity for analysis and synthesis Results Combined ranking: First ten competences Comparing Graduates and Employers Instrumental Interpersonal Systemic

33. 3. Translation into curriculaThis is what the MOCCA project is about!

34. 4. Translation into modules and approaches towards teaching, learning and assessment

35. Each course unit or module will require particular teaching methods, learning approaches, and methods of assessment.

36. 5. Programme quality assurance: built in monitoring, evaluation and updating procedures

37. Mobility • Mobility and recognition are two of the key features of the Bologna process • Mobility must be actively promoted at both Bachelor and Master level • Consortia will find it much easier to solve the problem of the variation of teaching periods in Europe

38. Thanks for listening!