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Gives Academics a leading role in Quality Enhancement of degree programmes Offers:

Tuning of Higher Education Programmes on the Basis of Profiles, Competences and Learning Outcomes WHY HOW WHAT.

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Gives Academics a leading role in Quality Enhancement of degree programmes Offers:

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  1. Tuning of Higher Education Programmes on the Basis of Profiles, Competences and Learning OutcomesWHY HOW WHAT

  2. The TUNING Project is a project by and for Higher Education Institutions.It started as the Universities’ response to the challenge of theBologna Process, but has evolved into a world wideProcessTUNING MOTTO:Tuning of educational structures and programmes on the basis of diversity and autonomy

  3. WHY TUNING ? • Gives Academics a leading role in Quality Enhancement of degree programmes • Offers: • A transparent way to (re-)design degree programmes based on the concept of student centred learning • A language (competence development) understood by all stakeholders (employers, professionals and academics) • An approach respecting and allowing for differentiation / diversity • An approach for developing flexible and divers degree programmes in a Life Long Learning context • Shared reference points (not standards) at subject area level • Methodology for high standard degree programmes in terms of process and outcomes

  4. From staff oriented to student centred degree programmes • Key factors for a necessary change of paradigm: • Focus on employability and citizenship • International and National cooperation in higher education: recognition of periods of studies • Development of transnational integrated programmes • Introduction and acceptance of (the Dublin / LLL) cycle l evel descriptors as a basis for degree programmes and Qualifications Frameworks • Reflected in Tuning methodology: degree programmes based on academic and professional profiles, cycle level descriptors, learning outcomes / competence and workload based and time-related (ECTS) credits

  5. HOW? • Focus on learning outcomes and • competences • Tuning approach based on 6 consistent features for degree programmes: • an identified and agreed need • a well described profile • key competences - corresponding learning outcomes • the correct allocation of ECTS credits to units • appropriate approaches to teaching, • learning and assessment • methodology for quality • enhancement TUNING focuses on: << fitness of purpose >> (meets expectations) and << fitness for purpose >> (meets aims)

  6. The Model Source: Jeremy Cox (Polifonia Network) for Tuning

  7. Degree profile (professional and/or • academic) • Key elements: • A. Purpose • B. Characteristics • C. Employability & further education • D. Education style • E. Key Programme competences • F. List of programme learning outcomes • As part of the CoRe-project a Template as been developed which also contains guidelines for formulating Programme Competences and good Programme Learning Outcomes.

  8. Tuning model to define Learning Outcomes A Learning Outcome should normally contain 5 elements:

  9. WHAT? • Set of practical tools for academics / • institutions to implement the three cycle • system: • A methodology to design / enhance, deliver student centred degree programmes (for all three cycles) based on the Competences and Learning Outcome approach • A methodology to calculate ECTS workload • Conceptual Frameworks / Reference points for a growing number of Subject Areas • A Guide to formulating degree programme profiles. Including Programme Competences and Programme Learning Outcomes • A platform for academics to discuss the implications of higher education reforms • And many more ....

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