1. Tuning IV: 2006 - 2008 European Physics Education Network (EUPEN) Julia González & Robert Wagenaar (Joint coordinators of the Socrates-Erasmus, Tempus and Alpha Tuning projects) Ghent, 15th September 2006

2. Tuning (Phase IV: 2006-2008): çDeepening the process çWider validation and dissemination çImplementation çFurther extension and development

3. Deepening the process çThe meaning of subject specific reference points in the new context ç The relationship between level descriptors and reference points çReference points: learning outcomes expressed in competences. A competence based dynamic system

4. Qualification frameworks classify types of qualifications (on the basis of general descriptors) Academics formulate the learning outcomes (reference points) of an HE qualification Subject specific reference points: are central to qualification frameworks identify the competences and level of qualifications in their international context are a core element for quality enhancement, assurance, accreditation and recognition make qualifications transparent and where possible comparable and compatible in their international context Deepening (1): The meaning of subject specific reference points in the new context

5. In Higher Education: general cycle level descriptors (Dublin descriptors): òAcquiring knowledge, understanding, skills and abilities òApplying knowledge, understanding, skills and abilities in practice òMaking informed judgements and choices òCommunicating knowledge and understanding òCapacities to continue learning Tuning distinguishes: - subject specific reference points - subject specific cycle level descriptors - subject specific sublevels (within a cycle) Tuning reference points are global by definition because the HE sector is international: regarding both education and research Deepening (2): The relationship between level descriptors and reference points

6. Define the learning outcomes and competences Define The pathway we have followed leads us to recognise that we have jointly found a way to: Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

7. Identify the generic competences and their relevance in a changing world Build consensus on the specific competences and their value to identify each subject area Definir Define Identify Build consensus Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

8. Consult the different social stakeholders (importance – achievement) Definir Define Identify Build consensus Consult Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

9. Analyse the results of the consultation and redefine the different degrees Definir Define Consult Identify Build consensus Analyse Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

10. Design the professional profiles and build consensus on the most relevant competences for each of them, combining both what is common for academic recognition and what is different (the specific features) Definir Define Consult Design Analyse Identify Build consensus Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

11. Measure the required student workload to reach competence levels (Credits) Definir Define Consult Measure Design Analyse Identify Build consensus Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

12. Develop the teaching and learning processes of competences Definir Define Consult Measure Develop Analyse Design Identify Build consensus Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

13. Formulate the required assessement processes Definir Define Consult Measure Develop Analyse Design Identify Build consensus Formulate Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

14. Incorporate the learning competences and outcomes in the programme quality enhacement Definir Define Consult Measure Develop Analyse Design Identify Build consensus Formulate Incorporate Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

15. Definir Define Consult Measure Develop Analyse Design Identify Build consensus Formulate Incorporate A coherent system based on learning outcomes and competences have been jointly developed. Deepening (3): Reference points: learning outcomes expressed in competences. A competence based dynamic system

16. Wider validation and dissemination (1): òEuropean wide conferences: medical sector, natural sciences, social sciences and humanities òFour international conferences: çLearner centred and competence based programmes çLearning, teaching and assessment methods in competence based programmes çLearning outcomes and competences in programme enhancement and quality assurance çRecognition of different types of learning (informal, non- formal and formal, work placement) on the basis of learning outcomes and competences (with ENIC-NARIC).

17. Wider validation and dissemination (2): òECTS as an integral part of the Tuning approach. ECTS is a corner stone for quality enhancement and assurance and a key element for an EQF for HE and LLL as well as for National Qualification Frameworks. òTuning as a tool at faculty, school and subject area level leading to a comprehensive internal quality enhancement model òDissemination conferences in each Tuning country òTuning Information Points (TIPs) operating in each country with Ministries of Education and Rectors Conferences.

18. Implementation òProduce material and guidelines on how to use the Tuning approach and tools and products òTranslation of key documents òSet up information and counselling facilities as well as workshops for teaching staff, administrative staff (higher education planning and organisational officers), as well as student representatives òDevelop teaching staff training programmes òCreate implementation models at institutional level

19. Further extension and development òReference points for common curricula on the basis of agreed competences and learning outcomes as well as cycle level descriptors for a further 20 major subject areas. òExtension to further countries and regions (Latin America, Russia, India, Turkey, Canada, North America). òDevelopment of a model of intermediate level indicators for first and second cycle programmes. òIndication of best practice regarding assessment and assessment criteria, including grading. òExamples of good practice in using learning outcomes and competences in quality assurance and accreditation procedures at programme level. òInitiate the Tuning Journal