1. The TUNING Russia project outcomes Maria Seninets DSTU Tuning Centre

2. What is Tuning? Tuning Educational Structures in Europe started in 2000 as a project to link the political objectives of the Bologna Process and at a later stage the Lisbon Strategy to the higher educational sector. Over time, Tuning has developed into a Process, an approach to (re-) designing, develop, implement, evaluate and enhance quality first, second and third cycle degree programmes. Tuning Project and methodology are fully in line with the Bologna Process and constitute one of the academic tools for creating EHEA.

3. General tendencies in higher education Shift of paradigm: moving from a staff oriented approach to a student centred approach Less specialised academic education in the first cycle More flexibility in first and second cycle programmes What should a student know, understand and be able to do to be employable?

4. Traditional Methodology vs. Tuning Methodology Traditional methodology: developed in a national context largely for mono-disciplinary study programmes intended for educating graduates with a traditional profile focussing on knowledge and content Traditional approach: staff / teacher oriented compulsory subjects to be covered input oriented Tuning methodology and model: appropriate for mono-disciplinary, inter- and multidisciplinary, integrated and joint degree programmes valid for graduates with wide range of profiles focussing on competences Tuning approach: student centred definition of academic and professional profiles definition of learning outcomes identifying generic and subject specific competences output oriented curricula

5. The Tuning Questionnaire TARGET GROUPS: STUDENTS GRADUATES EMPLOYERS ACADEMICS WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA? ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?

6. 5 lines of the Tuning Methodology Line 1: Generic competences Consultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them. Line 2: Subject specific competences (knowledge, understanding and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines. Line 3: ECTS as a European credit accumulation system: new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time. Line 4: Mapping of approaches to teaching / learning and assessment in different countries Line 5: Quality enhancement

7. Programme profile development 1.Determine need and potential 2.Define the profile and key competences 3.Formulate the Programme Learning Outcomes 4.Decide whether to “modularize” or not 5.Identify competences and formulate learning outcomes for each module 6.Determine the approaches to teaching, learning and assessment 7.Check whether the key generic and subject specific competences are covered 8.Describe the programme and the course units 9.Check balance and feasibility 10.Implement, monitor and improve

8. Reference Points for the Design and Delivery of Degree Programmes Content 1.General Introduction 2.Introduction to the subject area 3.Qualifications in the area 4.Typical occupations of graduates in the area 5.Competences 6.Level descriptors and learning outcomes 7.Teaching, learning and assessment 8.Subject area group

9. Tuning Centers Tuning Centers have been established for the continued dissemination of the Tuning methodology, the project outcomes and for information on the Tuning materials that are available for use also after the project period has ended.

10. Tuning centers in Russia 1.Tuning Centre of Don State Technical University 2.Tuning Centre of Astrakhan State University 3.Tuning Centre of Tver State University 4.Tuning Centre of Tula State Lev Tolstoy Pedagogical University 5.Tuning Centre of Moscow State Academy of Business Administration 6.Tuning Centre of North Caucasus Federal University 7.Tuning Centre of N. J. Lobachevski State University of Nizhniy Novgorod 8.Tuning Centre of Yaroslav-the-Wise Novgorod State University 9.Tuning Centre of Udmurt State University 10.Tuning Centre of Moscow State University of Railway Engineering 11.Tuning Centre of Lomonosov Moscow State University 12.Tuning Centre of Russian State University for the Humanities

11. DSTU educational programmes profiles DSTU Tuning Center has developed a form for educational programme presentation according to Tuning methodology The DSTU educational programmes e-guide has been performed.

12. DSTU TUNING CENTER Thanks for your attention! For further collaboration please contact us: e-mail: cmoit@yandex.rucmoit@yandex.ru Phone: +7(863)-238-13-96