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

2. 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

3. 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)

4. 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

5. 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”)