TUNING METHODOLOGY

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Berlin Communiqué (19 September 2003) Degree structure: adoption of a system essentially based on two main cycles “Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the Higher Education Area.” Management Committee Management Committee
<strong>TUNING</strong> <strong>METHODOLOGY</strong>: learning outcomes and competences General tendencies in higher education: • Shift of paradigm: moving from a staff oriented approach to a student centred approach • Less specialised academic education in the first cycle • More flexibility in first and second cycle programmes What should a student know, understand and be able to do to be employable? Management Committee Management Committee
Page 1 and 2: TUNING PROJECT 2000 - 2004 GENERAL
Page 3: WHY TUNING? The objectives: • To
Page 7 and 8: Why Focus on competences? 1. Furthe
Page 9 and 10: THE TUNING QUESTIONNAIRE TYPES OF C
Page 11 and 12: THE TUNING QUESTIONNAIRE TYPES OF C
Page 13 and 14: Methodology and Results Procedure o
Page 15 and 16: Results Comparing Graduates and Emp
Page 17 and 18: Results: Country effect STRONG Know
Page 19 and 20: Tuning definitions TUNING DEFINITIO
Page 21 and 22: Tuning definitions How are competen
Page 23 and 24: A methodology for designing, planni
Page 25 and 26: Tuning model for European comparabl
Page 27 and 28: LEARNING OUTCOMES AND COMPETENCES I
Page 29: Websites http://europa.eu.int/comm/

TUNING METHODOLOGY

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