SEM EMINARIO NAZIONALE Promuovere l’apprendimento incentrato sullo studente nelle istituzioni di is istru truzione su supe periore Univ iversità di i Pis isa, 10-11 dice icembre 2015 Aula la Magn gna Fratell lli Pon ontecorv rvo - Via ia Bu Buon onarroti, 2 – Pis isa Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
TUNING MOTTO: PREPARING OUR GRADUATES BEST FOR THEIR ROLE IN SOCIETY The contribution of the Tuning Process around the world: placing the student at the centre Robert Wagenaar, Esperto di Bologna (NL), Co-coordinatore Interntational Tuning Academy, Università di Groningen Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
Content Social-Economic Reality: Financial and Economic crisis, 2008 – 1. present 2. Modernisation agenda in Higher Education 3. TUNING: A global initiative 4. Present State of Affairs: Wider acceptance of competence approach 5. Integration of domain / subject specific and generic competences 6. Need for reliable instruments 7. Contribution of Tuning 8. Tuning Assessment Sector / Subject Area Based Frameworks Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
1. SOCIAL-ECONOMIC REALITY: Financial / Economic Crisis 2008 – present 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? Effects on role of Higher Education? Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
2. Modernization agenda in Higher Education DRIVERS: Paradigm shift: from expert-driven teaching and learning to student-centered learning (input to output) Basing curricula on programme and module/unit learning outcomes Preparing graduates for employability and citizenship (developing competency) Internationalization of Higher Education and the Labor market Autonomy – Accountability – Quality Assurance – Accreditation of Higher Education Institutions and their programmes European / National / Sectoral Qualifications Frameworks Need felt to compare achievements of learning in (inte)rnational perspective Tuning Educational Structures in Europe and beyond initiatives: Methodology for developing outcome based degree programmes and transnational Frameworks of Reference Points at Subject area and Sectoral level since 2000 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
3.TUNING: A global initiative Is a university / academics driven process established in 2000 involving more than 100 countries / 1000 nds of institutions and 10.000 nds of academics Offers a universal approach to reform higher education at the level of higher educational institutions and subject areas at national, transnational and global level Consists of a methodology to (re-) design, develop, implement and evaluate study programmes for each of the three cycles Serves as platform for developing reference points at subject area and sector level , based on a wide stakeholder consultation, including employers, graduates, students and academic staff. The reference points – fully respecting diversity and autonomy - are relevant for making programs of studies comparable, compatible and transparent Contributes to the development and enhancement of high-quality competitive study programmes by focussing on fitness of purpose (to meet expectations) and fitness for purpose (to meet aims): Placing students in the centre Transcends "delivery" and encompasses all learners Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
4. Present State of Affairs: Wider acceptance of competence approach Required modernization process develops very slowly Most degree programmes still not student-centred but expert/teacher driven 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 Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
5. 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? Implications for informal and non-formal contexts Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
WHY choose for an integrated approach of generic and subject specific competences ? The Tuning experience shows: Generic competences are developed as part of the body of knowledge and skills of a subject area (integrated approach) Only a limited number of generic competences can be developed / trained, which requires choices The core set of generic competences partly differs per sector / subject area Application of generic competences differs between sectors / subject areas: e.g. analyzing and synthesizing, teamwork, communication skills, entrepreneurship, etc. Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
6. Obvious need for reliable instruments for: Reforming HE degree programmes Recognition of Studies in national and international perspective (Meta-Profiles for disciplines, Sector and Meta Qualifications Frameworks) Measuring Learning Time and Level (Credits and Learning Outcomes) Comparing Achievement of Learning (Assessment Frameworks) Quality Enhancement and Assurance Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
7. Contribution of Tuning A. Global facilitator National and International cooperation of Higher Education Institutions and their academics B. Application of bottom-up approach to reform Development and use of methodology for reforming and enhancing degree programmes C. International reference frameworks of levels and approaches: Development and use of international conceptual frameworks / meta-profiles at disciplinary and sector level (reference points / standards) NEXT Step: Development of Assessment Frameworks to compare and to measure learning achievements (as an instrument for quality enhancement) Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
7-A. Contribution of Tuning Europe Latin-America Russia Japan Africa Central Asian Republics United States Middle East and North Africa Feasibility studies: Australia, Canada, China, Thailand, India Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
TuCAHEA: Tuning Europe Towards a Central Asian Higher Education Area Tuning América Latina CALOHEE Tuning Russia Tuning Africa
7-B. Tuning Golden standard for enhancing / designing degree programmes: 10 steps approach + Guide to Formulating Degree Profiles 1. Determine need and potential 2. Define the profile and the key competences 3. Formulate the Programme Learning Outcomes 4. Decide whether to ‘ modularise ’ or not 5. Identify competences and formulate learning outcomes for each module 6. Determine the approaches to teaching, learning and assessment 7. Check whether the key generic and subject specific competences are covered 8. Describe the programme and the course units 9. Check balance and feasibility 10.Implement, monitor and improve Erasmus+ (KA 3) - “Consolidating Higher Education Experience of Reform: norms, networks and good practice in Italy (CHEER )”
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