TUNING AFRICA PHASE II Cairo 12-14 October 2015 Tuning Educational Structures in Europe, Africa and the World Update on Tuning and associated developments in various contexts Robert WAGENAAR, University of Groningen (NL) Joint coordinator Tuning Process Director International Tuning Academy Groningen
Outline Setting the stage: 1. Role of the Economic crisis 2. Wider acceptance of competence approach in Higher Education 3. Integration of domain / subject specific and generic competences 4. Major trends in Higher Education 5. Contribution of TUNING 6. Tuning in global context: Central Asia, China, Europe Deusto and Groningen Tuning teams The Tuning Process is coordinated by the University of Deusto, Bilbao, Spain and the University of Groningen, the Netherlands
1. Role of the economic crisis High level of unemployment (e.g. 26 million in Europe) Vacancies / job openings: experience required Tenures / Jobs for life have become exceptional Life Long Learning: Mismatch capacities and needs: role of companies / organizations Tendency to prolong studies: knowledge related, less skills and wider competences but in contrast also more intense studying and avoiding part time work Social cohesion of societies challenged Individual tolerance and self-confidence under pressure Are there other relevant tendencies not mentioned?
2. Wider acceptance of competence approach in Higher Education Required modernization process develops very slowly Most degree programmes still not student-centred: expert/teacher based not student-based Discourse of the relevance of generic competences has spread More attention towards number of basic competences: analyzing and synthesizing, writing and oral skills Use of instrument of (work) placements is growing Development of competences such as entrepreneurial skills, creativity, teamwork, project work, leadership, intercultural competences, conflict management obtain still no or very limited attention Main challenge: How to train and assess many of these competences when expertise and experience is missing
3. Integration of domain / subject specific and generic competences Well understood by now that graduates need generic competences and these need to be trained; however, academic staff is missing the expertise; staff development not being a priority Only sensible way forward is to relate generic competence development to a domain of knowledge: forces academic staff to re-think their modes of teaching, learning and assessment Is there an alternative approach? Suggestions? Bringing in external experts? Employers? Graduates? Implication for informal and non-formal contexts
4. Major Trends in Higher Education Key developments that have changed the Higher Education sector throughout the World: Obvious need for reliable instruments for: Reforming HE degree programs Recognition of Studies in national and international perspective (Meta-Profiles for disciplines, Qualifications Frameworks) Measuring Learning Time and Level (Credits and Learning Outcomes) Comparing Learning (Qualifications Frameworks) Quality Enhancement and Assurance
5. Contribution of TUNING Facilitator National and International Cooperation of Higher Education Institutions and its academics (globally) Application of bottom-up approach to reform International referencing of levels and approaches: Development and use of international conceptual frameworks / meta-profiles at disciplinary and sectoral level (reference points / standards) Development and use of methodology for reforming and enhancing degree programs
6. Tuning is in global context Europe Latin-America Russia Japan Africa Central Asian Republics United States Middle East and North Africa 146 publications! Feasibility studies: Australia, Canada, China, Thailand, India
Tuning Europe TuCAHEA: Towards a Central Asian Higher Education Area Tuning América Latina CALOHEE Tuning Russia Tuning Africa
TuCAHEA is a Tuning project for Central Asia, supported by the European Commission through TEMPUS (2012-2016) It comprises 47 partners: 5 Central Asian Ministries of Education, 34 CA Universities and 8 EU Universities, experts in Tuning. The Grantholder is the University of Groningen, the scientific Coordination by the University of Pisa. The countries involved are Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan. The objective: to build a Central Asian Higher Education Area, aligned with but not identical to the EHEA.
To this end: elaboration of a Central Asian list of generic competences elaboration of subject specific competences for eight Subject Areas (Business, Economics, Education, Engineering, Environmental Protection, History, Language, Law) consultation (20463 responses) with academics, students, graduates and employers about the importance and level of achievement of the competences creation of «Guidelines and Reference Points» for each of the Subject Areas elaboration of competence-based tools for trasparency, mobility, recognition communiqué by ministerial representatives (Rome, June 2014; Riga, June 2015) Pilot student mobility within Central Asia
Tuning China Tuning EU-China Study Following the first conference of EU-China High Level People-to People Dialogue on 18 April 2012 in Brussels, both sides decided to launch an EU-China Tuning Joint Study. The General objectives: Strengthen the compatibility of EU and Chinese Higher Education and draw on the experience and detailed understanding of the Tuning approach developed in the EU Enhance outcome-based education Establish commonly acknowledged quality criteria Develop tools for mutual recognition Overcome obstacles to mobility of students, graduates and academic staff between China and the EU To enable closer ties between higher education policy makers in China and the European Union
Outcomes of Study The Tuning student-oriented and competences based approach is in compliance with the Chinese reform policy for Higher Education The theories and methods of Tuning have obvious value as reference for the planned reform process of the talent training model of Higher Education in China The lack of a credit mechanism to compare and recognize periods of studies between China and Europe (ECTS) proves to be a substantial obstacle for the extension and deepening of cooperation This observation is supported by the experiences of the Erasmus Mundus Chinese Lots
Follow-up (1) On the basis of the outcomes of the three subject Pilot Study it is recommended to set-up an Extended Study : 1. Disseminate and discuss the outcomes of the Pilot Study among HE institutions in China which offer degrees in the three disciplines covered: Business, Civil Engineering and Education 2. Widen the group of disciplines to cover other key academic domains of Higher Education (e.g. Natural Sciences, Health Care, and Arts and Humanities)
Follow-up (2) 3. Align the EU and Chinese credit systems by focusing on the outcomes of the learning process and the workload of students, which might imply to move forward the reform process of the present credit system(s) in China. 4. Align the quality assurance mechanisms in China and the EU to facilitate recognition and mobility. 5. Disseminate outcomes of Pilot Study in Europe by publication of book and articles in English and on Tuning Website and offer presentations at designated conferences http://tuningchina.org
Follow-up (2) 3. Align the EU and Chinese credit systems by focusing on the outcomes of the learning process and the workload of students, which might imply to move forward the reform Is a crucial element for developing successful joint programmes between European and China universities process of the present credit system(s) in China. 4. Align the quality assurance mechanisms in China and the EU to facilitate recognition and mobility. 5. Disseminate outcomes of Pilot Study in Europe by publication of book and This articles should in English lead to a and better on Tuning Website and offer presentations at designated conferences understanding and appreciation of the Chinese Higher Education system and its degree programmes
CALOHEE: Measuring and Comparing Achievements of Learning Outcomes in Higher Education in EUROPE Intended Learning Outcomes Implemented Learning Outcomes Achieved LO Press Release: Do students enrolled in higher education around Europe develop the competences they need? Are study programmes delivering their promises? Can we learn to compare student's achievements in different countries in a meaningful way? A new EU funded project, called CALOHEE, will help to find the answers to these questions by developing the infrastructure that will eventually make it possible to test bachelor and master students performance Europe-wide across a range of fields in a way that satisfies the needs of the various stakeholders in the European higher education community. The project will start this autumn and first results are expected in spring 2017. The project will initially cover five subject areas, representing five significant academic domains: Engineering (Civil Engineering), Health Care (Nursing), Humanities (History), Natural Sciences (Physics) and Social Sciences (Education). After this initial stage, the outcomes can be used to examine many other degree programmes as well. Supported by EU Consortium Partners: 10 universities European Associations and Organisations: ESU, ECA, EURASHE, ENAEE (in advisory board also: EUA and ENQA) European University networks: Coimbra, Santander, UNICA, Utrecht, Compostela Open Call of Interest will be launched in October 2015 to identify another 60 universities to involve!
A globally compatible Credit system as common denominator and challenge From the above it can be learned that the student-centred approach is spread globally. General challenge: Omission of a student workload / learning outcomes based credit system in many regions USA: initiative to develop a system based on learning credits parallel to Carnegie credit hours system Latin America: testing of Credit System for Latin America (CLAR) China: initiative to develop a workload based credit system Also the Challenge for AFRICA as a crucial element for developing an harmonized African Higher Education Area!
In conclusion: TUNING s Global Significance Tuning methodology is of global significance: more than 100 countries involved CLEAR CONCEPT Including also again the countries of continental Africa! Welcome (back) to the TUNING EASY TO UNDERSTAND family! WORLDWIDE ACCEPTANCE RESPECTS DIVERSITY