1. EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: Education and Training policies School Education and Higher education Brussels, 24 January 2006 (Rev) FROM BERGEN TO LONDON: The EU Contribution 1.EU policy in higher education – the need for reforms The higher education policy of the European Union Commission aims at reforming higher education systems, making them more flexible, more coherent and more responsive to the needs of society. Reforms are needed in order to face the challenges of globalisation and to train and retrain the European workforce. Reforms should enable universities to play their role in the Europe of Knowledge and to make a strong contribution to the EU Lisbon Strategy. The Commission has identified three big reform areas: –Curricular reform: The three cycle system, competence based learning, flexible learning paths, recognition, mobility –Funding reform: Diversified university income. Tuition fees, grants and loans. EU funding –Governance reform: University autonomy. Strategic partnerships. Quality assurance

2. EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: Education and Training policies School Education and Higher education Brussels, 24 January 2006 (Rev) FROM BERGEN TO LONDON: The EU Contribution 3.The degree system – towards a European Qualifications Framework At higher education level, the preparation of sectoral EQFs has started by groups of academics working together in a Commission supported project called Tuning Educational Structures in Europe. The Tuning project develops reference points for common curricula on the basis of agreed competences and cycle level descriptors for a series of subject areas. In the present phase 2005-2006, it has expanded its scope from the 9 initial fields to 18 more subjects areas, totaling 27 fields of study and work. (Landscape Architecture – in the form of the LE:NOTRE Project is one of these 18 new subject areas)

3. TUNING MOTTO Tuning of educational structures and programmes on the basis of diversity and autonomy A project carried out by and for universities An open call: universities respond to the Bologna challenge

4. Thematic Networks and Tuning: How to adapt and how to adopt the Tuning methodology? Tuning II (2003-2004 )

5. Subject Specific Competences Subject Specific Competences (Knowledge, Skills and Understanding necessary for intervening in the landscape) How should the state of the landscape be described? How does the landscape operate? Is the current landscape functioning well? How might the landscape be altered? What predictable differences might the changes cause? Should the landscape be changed? In what ways can the changes be implemented? e.g. Steinitz Framework Core Competences Core Competences (Relate to the process on intervening in the landscape through planning, design and mamagement) Urban Open Space Landscape Design Vegetation and Plant Materials Landscape Planning Theory and Methods Materials & Construction Etc. etc.

6. Design Studio – Garden Scale Planning Project – Urban Settlement Scale Planning Project – Linear Infrastructure Scale Planning Project – District Scale Rural Landscape Plan Management Project – Landscape Region STUDIO AND PROJECT-BASED TEACHING METHODS Min 50% Procedural issues Urban Open Space Landscape Design Vegetation and Plant Materials Landscape Planning Theory and Methods Etc. etc. Materials & Construction LECTURES, SEMINARS, WORKSHOPS (Max. 50%) Substantive issues Design Studio – Open Space Master Plan Scale Design Studio – Urban Park Scale

8. Subject Area (hierarchical) Content Descriptor Steinitz Framework (Landscape Journal: A Framework of Theory Applicable to the Education of Landscape Architects)Main ThemeSub-themeElement Knowledge - Procedural and Substantive (What?) TIME and SPACE Skills - Procedural and Substantive (How?) TIME and SPACE Understanding - Prodecural and Substantive (Why?) TIME and SPACE Representation Models Process Models Evaluation Models

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10. III. Cooperation as a Core Area Aim: Apply the Tuning Methodology along all five lines for the specific subject area of the Thematic Network. Line 1 and 2: Generic and Subject Specific Competences Objective:Develop academic and professional profiles for a degree programme within the Thematic Network area. Identify the learning outcomes expressed in generic and subject specific competences.

11. Generic and Subject Specific Competences Task 1: Obtain information on the findings and methodology of Tuning. Task 2: Produce a Map of Professions in Europe in relation to the area. Task 3: Choose a degree programme and debate how to find out the importance of generic competences for the degree chosen and select a number of competences from the Tuning list. Task 4: Reflect and debate on Levels particularly in relation to First and Second Cycle Task 5: Identify the most relevant generic competences for the subject area. Task 6: Identify the most relevant subject specific competences, taking into account the input from professional bodies and graduates (stakeholders).

12. Generic and Subject Specific Competences Task 7: Make a questionnaire with the most relevant subject specific competences and distribute it among academic colleagues in Europe. Task 8: Send the set of completed questionnaires (minimum 250) to the coordination team for analysis. Task 9: Discuss the outcomes in the TNP and with stakeholders. Task 10: Write a final report; formulate the learning outcomes (European reference points) expressed in terms of competences by identifying the common, diverse and dynamic elements of the subject area. Distinguish the learning outcomes by level (first and second cycle).

13. Line 3: Use of ECTS as an accumulation system Objective: To build up knowledge and experience on ECTS both as a transfer and accumulation system and to be able to use it in curricula design and delivery in the specific subject area. Task 1: Understanding of ECTS principles, tools and key features through awareness and group debate on ECTS key documents. Task 2: Raise awareness of the relation between ECTS and the concept of learning outcomes and competences for curriculum design and development by using Tuning documentation. Task 3: Identify methods for measuring workload in the subject area and compare these to the Tuning approach. Test examples of good practice. Task 4: Write a report about the findings regarding the implementation of ECTS as an accumulation system and the measuring of workload.

14. Line 4: Approaches to Teaching, Learning and Assessment Objective: Obtain a deeper understanding of competence based - student-centred learning and the impact it has on approaches to teaching, learning and assessment. Task 1: Choose a number of generic and subject specific competences, relevant for the thematic area and debate how to implement them in curricula. Task 2: Collect ideas and examples of good practice of teaching, learning and assessment methods regarding the implementation of generic and subject specific competences in degree programmes. Task 3: Reflect on the outcomes of this exercise. Task 4: Write a report on approaches to Teaching, Learning and Assessment in relation to the subject area.

15. Line 5 – Quality Enhancement Objective: Develop an understanding of the Tuning methodology as an internal system of quality assurance in relation to programme design and programme delivery. Task 1: Raise awareness on the Tuning approach in relation to Quality assurance in programme design and delivery. Task 2: Apply this approach to the subject area. Task 3: Write a report on the experiences.

16. Publication and Dissemination - A report is envisaged at the end of the process for every Thematic Network which has completely followed the Tuning methodology. This publication will consist of the reports of the different lines. It will be a joint publication. (Tuning – X Thematic Network)