The Bologna Process and Tuning Project: Educational Structures in Europe Dag Wiese Schartum

Points of departure The Bologna Declaration of 1999 Overall objectives: Establishment of the European system of higher education Promote the European system of higher education world-wide Important means: Adoption of a system based on two main cycles (undergraduate and graduate) Adoption of a system of easily readable and comparable degrees Establishment of a system of credits (cf ECTS) Promotion of mobility (students, teachers, researchers and administrative staff) Promotion of European co-operation in quality assurance Promotion of the necassary European dimentions in higher education The Bologna - Prague - Berlin - Bergen process Bergen Communiqué (May 2005), with emphasis on: Higher education and research, the social dimention, mobility, cooperation with other parts of the world

Tuning Tuning Educational Structures in Europe follows up the Bologna process, aiming at: contributing significantly to the elaboration of a framework of comparable and compatible qualifications in each of the countries of the Bologna process, described in terms of workload, level, learning outcomes, competences and profile. Organisation: Coordinators, Management Committee, 9 Subject Area Groups, Tematic Networks, Task forces Focuses: Educational systems Educational structures Content of studies (Primarily governments) …where the required academic and professional profiles and needs of society (should) play an important role (Primarily higher education institutions)

Tuning methodology I Motto: Tuning of educational structures and programmes on the basis of diversity and autonomy Lines of approach: Generic (general academic) competences Subject-specific competences The role of ECTS as an accumulation system Approaces to learning, teaching and assessment The role of quality enhancement 2000 - 2002 2003 - 2004

Tuning methodology II Model in eight main steps: (for designing, implementing and delivering curriculas) 1) Meeting basic conditions (social needs, academic interest, common reference points, available necessary resources, institutional commitment, legally recognised) 2) Definition of degree profile 3) Description of programme objectives and learning outcomes 4) Identification of generic and subject-related competences 5) Translation into curriculum: contents and structures 6) Translation into educational units and activities 7) Deciding teaching and learning methods, techniques and formats 8) Development of an evaluation system to constantly enhance quality (feedback and “feed forward”)