General introduction about Tuning GE project; aims, achievements and activities Reforming Curricula – Preparing for one European Higher Education Area Robert Wagenaar / Pablo Beneitone Project co-ordination Tuning Educational Structures Projects – Universities of Bilbao and Groningen – TUNING GEORGIA

Tuning Georgia The TUNING project 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 Tuning is morally and financially supported by the European Commission

Tuning Georgia Outline of presentation 1.Tuning Educational Structures Process introduced 2.Role of Degree Programme Profiles: Diversity and Differentiation 3.Tuning in Georgia: Aims, Achievements and Activities 4. Outcomes of stakeholders survey

1. Tuning Educational Structures Process introduced TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES WHY TUNING? (1) Develop best ways to introduce the two / three cycle system Promoting transparency in Higher Education degree programmes Responds to growing demands of a lifelong learning society which requires more flexibility and differentiation Transfer of ECTS into a student workload based European credit accumulation and transfer system Raising awareness of the importance of quality in process and delivery Implementation of the Bologna Process at subject area level Focus on employability and citizenship Tuning Georgia

TUNING INITIATIVE A PROJECT BY AND FOR UNIVERSITIES WHY TUNING? (2) Focus on professional and academic profiles Introduction of a common language Europe wide introduction of Learning Outcomes and Competences approach Distinction between generic and subject specific competences Change of paradigm: from staff centred to learner centred teaching, learning and assessment (input to output based) Development of internationally accepted reference points for subject areas Tuning has identified key issues, has developed a consistent approach on the basis of synthesizing theories and methodologies for purpose Tuning Georgia

TUNING’s point of view Role of HE sector: to create, enhance and guarantee best and most appropriate experience for students: student centred programmes Many actors / stakeholders play a role in that process But in final analysis responsibility for developing, maintaining and increasing quality in TLA lies with HEI and their staff TUNING’s task: develop common understanding and appropriate tools for Universities to develop, maintain and enhance quality in HE programmes in the context of the EHEA context (as well as in other regions). TUNING project is the Universities’ contribution to the Bologna Process

Tuning Europe ( ): ITS SIZE AND STRENGTH 2001 EU + EFTA countries (Socrates - Erasmus) 2003 New EU member states + Candidate countries (Socrates – Erasmus) 2005 Ukraine + countries South- East Europe (Tempus) and Kyrgyz Republic (Tempus-Bologna.KG2) 2006/7 Russia (Tempus) 2007/9 Georgia (Tempus) Other countries and regions? Tuning Georgia

Tuning Europe ( ): ITS SIZE AND STRENGTH 2001 EU + EFTA countries (Socrates - Erasmus) 2003 New EU member states + Candidate countries (Socrates – Erasmus) 2005 Ukraine + countries South- East Europe (Tempus) and Kyrgyz Republic (Tempus-Bologna.KG2) 2006/7 Russia (Tempus) 2007/9 Georgia (Tempus) 2008/9 Turkey (Socrates-Erasmus) Other countries and regions? Tuning Georgia Tuning América Latina Tuning in the USA Exposure in USA: Exposure in Japan:

2. Role of profiles: diversity and differentiation Degree profile (Doctorate) Third cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 2 nd cycle (MA) Second cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 1 st cycle (BA) First cycle learning outcomes defined in terms of generic and subject specific competences 1 st cycle 2 nd cycle 3 rd cycle Tuning Georgia

What is a competence according to Tuning? Tuning definition of competences Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages. [competences are obtained by the student] Tuning Georgia

What is a learning outcome according to Tuning? Level of competence is expressed in terms of Learning outcomes: Statements of what a learner is expected to know, understand and be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the requirements for award of credit. [learning outcomes are formulated by academic staff] Tuning Georgia

From the Tuning glossary (November 2006): “ Degree profile “ A description of the character of a degree programme or qualification. This description gives the main features of the programme which are based on the specific aims of the programme, how it fits into the academic map of disciplines or thematic studies and how it relates to the professional world ”. Tuning Georgia

Profiles has to serve different purposes A good profile takes into account different users ’ perspectives & interests Profile Tuning Georgia

Degree profile (professional and/or academic) Key elements: Orientation: theoretical or applied Level of qualification (role of descriptor(s)) Subject related knowledge/ know how (mono, multi, inter) Generic competences Subject specific skills Employability (regulated / non-regulated) Social and professional responsibility Particular focus / specialisation Approach(es) towards TLA Tuning Georgia

Academic area vs. professional area and competences Academic field Employment profile Competence Circle Academic field Tuning Georgia

Research Application Doctorate BA MA Profile orientation Tuning Georgia Competences circles

Tuning Georgia 3. Tuning in Georgia: Aims, Activities and Achievements Main Aim : ‘Bologna’ proof (re-)designed curricula in 10 subject areas Expected outcomes: Re-trained University Staff Enhancement of the quality of Georgian HE Better preparation of graduates for national and international labour market

Tuning Georgia Main activities: Launch conference (Tbilisi, March 2008) Monthly SAG-meetings Consultation of stakeholders: survey on competences Participation in 2 Tuning EU consultation conferences (Brussels, April and June 2008) 2 Training seminars on Profile and LO (Groningen) and TLA of competences (Bilbao) Translation and printing of Tuning key documents Outcomes and dissemination conference (Tbilisi, 28 Feb. 2009)

Tuning Georgia Achievements: Outcomes stakeholders consultation First results of work done by Subject Areas on profiles

General introduction of Tuning Georgia: Outcomes of the stakeholders survey Tbilisi, 28 February 2009

Generic Competences (31) 3 variables: Importance, Achievement and Ranking Total number of respondents 2629:  689 Graduates  571 Employers  577 Academics  762 Students Data

Importance Ab. to undertake research Commitment to safety

Importance AGREE DISAGREE

3 Common Competences in Top 5: Ability to apply knowledge in practical situations Capacity to learn and stay up-to-date with learning 2 Common Competences in Bottom 5: Ability to show awareness of equal opportunities and gender issues Ability to communicate with non-experts of one´s field Importance Ability to work autonomusly

Much higher for academics than employers: Ability to undertake research at an appropriate level Much higher for employers than academics: Determination and perseverance in the tasks given and responsabilities taken Importance

Achievement

AGREE DISAGREE

2 Common Competence in Top 5: Knowledge and understanding of the subject area and understanding of the profession 2 Common Competences in Bottom 5: Ability to communicate with non-experts of one’s field Ability to show awareness of equal opportunities and gender issues Achievement Ability to work autonomusly

Lower for employers and graduates than academics: Spirit for enterprise, ability to take initiative Achievement Much higher for graduates than academics: Ability to work in a team

 As usual, Achievement is lower than Importance  Employers, Students, Graduates and Academics: one of the greatest gaps between Achievement and Importance corresponds to: Importance vs Achievement Ability to apply knowledge in practical situations High importance, low achievement

Importance vs Achievement Academics Ab. to apply knowledge Ab. to make decisons Cap. to generate new ideas Ap. and respect for diversity

Importance vs Achievement Employers Ab. to apply knowledge Ab. to plan and manage time Ap. and respect for diversity

Importance vs Achievement Graduates Ab. to apply knowledge Ab. to plan and manage time Ab. to work in a team

Importance vs Achievement Students Ab. to apply knowledge Ab. to plan and manage time Ab. to work in a team

Ranking AGREE

4 Common Competences in Top 5: Ability to apply knowledge in practical situations Ability for abstract thinking, analysis and synthesis Capacity to learn and stay up-to-date with learning 2 Common Competences in Bottom 5: Ability to work in an international context Ability to communicate with non-experts of one´s field Ranking Knowledge and understanding of the subject area and understanding of the profession

Much higher for academics than employers: Ability to undertake research at an appropriate level Much higher for employers than academics: Ability to work in a team Ranking

EUROPE 2008GEORGIA 2008 Comparison

AGREE DISAGREE Georgia versus Europe Ability to identify, pose and resolve problems Ability to work in a team

EUROPE GEORGIA ALL GROUPS: Ranking, Top 5 Common 3 competences equal: Ability for abstract thinking, analysis and synthesis Ability to apply knowledge in practical situations Knowledge and understanding of the subject area and understanding of the profession

Tuning Georgia Tuning Georgia: Tuning Europe:

Tuning Georgia Thank you for your attention !