SOCRATES-ERASMUS

1

• SOCRATES-ERASMUS
• ECTS TRAINING WORKSHOP
• TURKEY (IZMIR)
• 20-21 FEBRUARY 2003
• ECTS
• THE DIPLOMA SUPPLEMENT
• THE BOLOGNA PROCESS
• TUNING EDUCATIONAL STRUCTURES IN EUROPE

2

• Thursday 20 February
• Session A Introduction
• Who am I?
• - John Reilly
• - Director of UK Socrates-Erasmus
• - Director of UK Tempus Information Office
• - Director of Administration, University of Kent
• Who are you?

3

• Context
• - 1978-1987 Joint Study Programme
• - 1987-1994 Erasmus
• - 1995-1999 Socrates 1
• 2000 - 2006 Socrates 2

4
Socrates 2 Actions - Comenius (Schools) -
Grundtvig (LLL) - Lingua (Languages) - Minerva
(ODL, ICT) - Observation and innovation in
education systems and policies - Arion,
Eurydice, NARIC - Joint actions with Leonardo da
Vinci Youth - Accompanying measures - ERASMUS
5

• SOCRATES - ERASMUS
• Centralised Actions
• - Curriculum Development
• - Intensive Programmes
• - Thematic Networks

6

• SOCRATES - ERASMUS
• Decentralised Actions
• - Teacher Mobility
• - Student Mobility
• - Organisation of Mobility

7

• Some Facts 2001/2002 budgets
• - Share of Socrates budget, minimum 51 113.6 M
  
• - Student mobility 89.5 M
• - Teacher mobility 9.5 M
• - Organisation of mobility 14.6 M

8

• Some Facts 2001/2002 Mobility
• - Number of Teachers
• 2001/02 16,000

9

• Some Facts 2001/2002 Mobility
• - Number of Students
• 2001/02 120,000 (est.)
• TOTAL since 1987 1 MILLION ERASMUS STUDENTS

10

• Some Facts 2001/2002 Mobility
• - From/to countries

• Poland
• Romania
• Slovakia
• Slovenia
• EEA
• Iceland
• Liechtenstein
• Norway
• TURKEY

• Associated Countries
• Bulgaria
• Cyprus
• Czech
• Republic
• Estonia
• Hungary
• Latvia
• Lithuania
• Malta

• EU
• Austria
• Belgium
• Denmark
• Germany
• Finland
• France
• Greece
• Ireland

• Italy
• Luxembourg
• Netherlands
• Portugal
• Spain
• Sweden
• UK

11

• Some Facts 2001/2002 Mobility

Erasmus Teacher Mobility Outgoing and Incoming by
Country (1)
12

• Some Facts 2001/2002 Mobility

Erasmus Teacher Mobility Outgoing and Incoming by
Country (2)
13

• Some Facts 2001/2002 Mobility

Erasmus Student Mobility Outgoing and Incoming by
Country (1)
14

• Some Facts 2001/2002 Mobility

Erasmus Student Mobility Outgoing and Incoming by
Country (2)
15

• Some Facts 2001/2002 Erasmus Teacher Mobility
  by Subject Area

16

• Some Facts 2001/2002 Erasmus Student Mobility
  by Subject Area

17

• SOCRATES-ERASMUS - ENTRY TICKET?
• - Erasmus University Charter (EUC)
• - Application deadline 1 November 2003
• - What is needed?
• - European Policy Statement what does it
  cover?

18

• Key Features of the EUC
• gives entry to the Socrates/Erasmus programme
• sets out the basic principles and quality
• requirements of Erasmus
• entitles the recipient universities to apply
• to the NA for Erasmus decentralised funds
• to the Commission for Erasmus centralised
  projects (CD and IP TNP)
• valid for the lifetime of the programme 4
  years
• non-compliance gt withdrawal of the Charter

19

• What must your university agree to do? (1)
• - Respect observe the principles of Erasmus
  mobility
• - bilateral or multilateral agreements
  between institutions
• - no university fees to be charged to
  incoming students
• - full academic recognition for courses
  specified in the
• Learning Agreements
• - Ensure support for Erasmus Transnational
  Projects
• - Inform its Erasmus students teachers of the
  terms
• requirements for Student Staff mobility
• - Comply with the regulations on mobility set
  out in the
• contract between the institution the
  National Agency

20

• What must your university agree to do? (2)
• - Plan studies abroad, including Learning
  Agreements
• - Provide transcripts to incoming students
  promptly
• - Use ECTS or a comparable system for academic
• recognition
• - Provide adequate information to outgoing
  incoming
• students teachers
• - Provide necessary linguistic preparation
• - Integrate incoming Erasmus students into
  normal courses
• - Ensure integration of teaching of visiting
  staff into
• curriculum
• - Provide housing assistance to incoming Erasmus
  students
• - Facilitate and support teaching staff mobility
• - Acknowledge teaching activities carried out
  abroad

21

• The Erasmus Student Charter
• Rights
• A Learning Agreement
• No fees for tuition in host country
• Full Academic Recognition
• A Transcript of Records
• No interruption of any home country grant or loan
• Responsibilities
• Respect Erasmus student contract
• Agree in writing any changes in Learning
  Agreement
• Spend full study period at host university
• Respect host universitys rules and regulations
• Complete a report on return

22

• Session B
• Questions/discussion
• Workgroup 1
• STUDENT MOBILITY - WHAT DOES IT REALLY MEAN?
• - What do students need/want to know?
• - How do we inform students?
• - What do we want for our outgoing student?
• - What do we want from our outgoing student?
• - How do we tell, partners, students, what we
  require, what we offer?
• - What does the student want?

23

• Session C Feedback
• ECTS - QUALITY
• What do we want FOR our outgoing student?
• - Language?
• - Culture?
• - Academic?

24

• ECTS - QUALITY
• What do we want FOR our outgoing student?
• - Language?
• - Culture?
• - Academic?

25

• What do we want FROM our outgoing student?
• - An Ambassador?
• - Cultural integration?
• - Academic success?
• - Will we make it clear?

26

• What do we expect of the HOST institution?
• - Warm welcome?
• - Accommodation?
• - Good communication?
• - Good teaching?
• - Heavy workload?
• - Rigorous examinations?
• - Do we care?
• - How do we show it?

27

• What do we want FOR the incoming student?
• - Culture?
• - Language?
• - Academic?

28

• What do we require FROM the incoming student?
• - Fluency in Turkish?
• - High academic achievement?
• - Lifelong affection for the host
  institution/Turkey?

29

• How do we tell partners/students
• - What we offer?
• - What we require?

30

• What does the student want?
• - Good time?
• - Money?
• - Friends?
• - Academic recognition?

31

• How do we avoid misunderstanding
• a) between Institutions and
• b) between the Institution and the Student?

32

• What answers does ECTS offer?

33

• ECTS, an instrument for quality for
  institutions
• academics
• students

34

• ECTS
• - Institutional commitment
• - Long-term investment
• - Champions make it happen
• - Institutional Co-ordinator
• - Departmental Co-ordinator
• both need strong institutional support

35

• Quality ECTS - the student
• - What do students need/want to know?
• - How do we inform students?

36

• Key Features of ECTS
• - Information Package
• - Transparancy
• - Learning Agreement
• - Transcript of Records
• - Course catalogue to include
• Information on the Institution
• Information on degree programmes
• General description
• Description of individual course units
• General information for students

37

• The Information Package?
• - What is it?
• - Key features?
• - General information
• - Academic information

38

• Curriculum Transparency/allocating ECTS credits
  
• - What does this mean in practice?

39

• The Learning Agreement
• - What is it?

40

• Session D
• Workgroup 2
• UNDERSTANDING THE ELEMENTS OF ECTS
• Information Package (1)
• - What key factors do you think visitors ought to
  know?
• - Will it be necessary to produce something
  entirely new for ECTS or could standard
  handbooks be used?
• - Is it possible to imbed ECTS in all Institution
  information?
• - How will you ensure that an academic
  departmental
• Co-ordinator at a Partner Institution has a
  satisfactory picture/understanding of the
  structure of the department, its research, its
  teaching?
• - How will you provide/ensure a clear description
  of the degree structure?
• - How will you ensure that Course descriptions
  are adequate and informative?
• - How will you indicate level and number of
  credits?
• - How will you explain the method of teaching?

41

• Workgroup 2
• UNDERSTANDING THE ELEMENTS OF ECTS
• Information Package (2)
• - How will you explain the system of examination
  and assessment and gradings in a way which is
  comprehensible to anyone who does not know the
  Turkish system?
• - Imagine that you are a student how will you
  provide a good picture of the University?
• - What key facts do you think they will want to
  know?
• - Will your information indicate
• The level of a Course?
• Whether it is compulsory or optional?
• Pre-requisites
• Co-requisites
• Other requirements
• Who teaches it
• - Does the Internet provide the answer to all the
  problems associated with the Information
  Package?
•  

42

• Workgroup 2
• UNDERSTANDING THE ELEMENTS OF ECTS
• Allocating Credits
• - What problems do you anticipate in allocating
  ECTS credits and how will you resolve them?
• - Will credits be allocated throughout the
  University or in select departments?
• - Will this cause problems?

43

• Workgroup 2
• UNDERSTANDING THE ELEMENTS OF ECTS
• Learning Agreements
• - Who will be responsible for Learning Agreements
  in your University?
• - Will your colleagues respect it?
• - Will the University respect it?
• - What will you say to the response Do not worry
  they can sort it out when they arrive?
• - Will your students understand what it means?
• - How will you ensure that Host Institutions
  implement it?
• - How will you deal with changes to the Learning
  Agreement?
• - Who should have copies of the Learning
  Agreement?

44

• Session E ECTS A - Z
• Understanding the elements of ECTS
• - Transparency
• - Information Package
• - Credit Allocation
• - Learning Agreements
• - Transcript
• - Academic Recognition

45

• Who does what?
• Institutional Roles?
• - Institutional Co-ordinator
• - Departmental Co-ordinator

46

• The Information Package
• Whose responsibility?
• - Academic or Administrator?
• - What information?
• - How?
• - When?
• - For whom?

47

• Allocating Credits
• On what basis?
• - A Departmental/Faculty/University decision?
• - What are the implications?
• - What do you do if you already have a credit
  system?
• - Are all credits compatible?

48

• Learning Agreements
• - Whose responsibility?
• - When should they be completed?
• - What are the implications?
• - How can Course changes be managed?

49

• Transcripts
• - What information?
• - When?
• - For whom?
• - How is it used?

50

• Academic recognition
• - What does it mean in practice?
• - How are grades/marks used/assimilated?
• - How can the ECTS grading scale help?

51

• ECTS Grading Scale

ECTS grade of students achieving the grade
A 10
B 25
C 30
D 25
E 10
FX FAIL- some more work required before the credit can be awarded
F FAIL- considerable further work is required
52

• ECTS Introduction Grant
• - What is it?
• - How do you apply?

53

• ECTS Introduction Grant
• Eligibility
• - Erasmus University Charter
• - No previous ECTS Grant
• Application to the National Agency

54

• ECTS Introduction Grant
• Funding
• - Normally 2 years, maximum 3 years
• - Values to be determined
• - Minimum expected to be 1500
• - Maximum 4500

55

• ECTS Introduction Grant
• Reporting
• - Annual monitoring
• - Guidance visits from ECTS Counsellors

56

• ECTS Label
• - What is it?
• - Criteria?

57

• ECTS Label
• CRITERIA FOR LABEL
• - INFORMATION PACKAGE
• - includes student guide
• course catalogue
• other forms of information (both general
  and detailed course information)

58

• ECTS Label
• INFORMATION PACKAGE
• - Expectation
• ECTS requirements incorporated in the normal
  information package produced by the
  institution.
• May be in hard copy and/or on web.

59

• ECTS Label
• INFORMATION PACKAGE
• Must contain
• - information on the institution
• - general information for students
• - information on all degree programmes (first
  and second cycle)

60

• ECTS Label
• INFORMATION PACKAGE
• Hoped that other programmes will be shown to
  utilise ECTS e.g.
• - doctoral programmes
• - continuing professional development courses
• - life-long learning
• - diploma certificates

61

• ECTS Label
• INFORMATION PACKAGE
• The Information Package must be available in full
  both in the National Language and in a second
  European Language.

62

• ECTS Label
• WHAT WILL BE REQUIRED?
• Institutions will be required to submit current
  Information Package (for 2003/2004) or the
  immediate previous Information Package for
  2002/03 in hard copy and/or through a website.

63

• ECTS credits
• 60 per year
• allocated to all degree programmes
• clearly indicated on module descriptions on the
  basis of student workload

64

• ECTS credits
• NB Not sufficient to have a general statement
  showing arithmetical translation of national or
  local credits into ECTS.
• ECTS credits must be shown alongside national
  credits wherever these are quoted.

65

• ECTS credits
• ACADEMIC RECOGNITION
• ECTS facilitates Academic Recognition through the
  Learning Agreement and the Transcript of Records.

66

• CREDIT TRANSFER - ACADEMIC RECOGNITION
• Clear information on how ECTS is utilised for
  credit transfer
• REGULATIONS
• PROCEDURES
• CONTACT PERSONS
• DEADLINES

67

• ACADEMIC RECOGNITION
• WHAT WILL BE REQUIRED?
• Four examples/copies of completed, signed,
  individual Learning Agreements, involving four
  partner institutions from at least two different
  countries.
• The students must come from at least two
  different degree programmes/departments.

68

• ACADEMIC RECOGNITION
• WHAT IS REQUIRED?
• Four examples/copies of completed signed
  Transcripts of Record with ECTS credits and
  grades awarded to four incoming students at the
  end of their study period in at least two
  different degree programmes/departments.

69

• ECTS LABEL
• ASSESSMENT PROCESS AND MONITORING
• All the ECTS material will be assessed by the
  European Commission with the assistance of
  independent experts
• co-ordinated by the European Universities
  Association.

70

• ECTS LABEL AWARD
• Institutions which satisfy all the
  criteria/quality requirements of the Label will
  be awarded the ECTS Label and the list published
  on the EUROPA Website.

71
The Label award will be valid for a maximum
period of three years. During that period ECTS
Counsellors may undertake site visits. Where it
is evident that the requirements of ECTS are not
being fulfilled the Label may be
withdrawn. Criteria and procedures for
withdrawal of the Label will be published by the
Commission.
72

• ECTS Label
• SUBSEQUENT APPLICATION
• - Deadline for first round - 1 November 2003
• - Universities may apply in subsequent years on
  the
• same date for the award of the ECTS Label

73

• ECTS LABEL - WHY?
• - SIGN OF QUALITY
• - RELATIVELY SMALL NUMBER OF INSTITUTIONS
• - HELP TO RAISE PROFILE
• - AS A TRANSPARENT - RELIABLE PARTNER
• - VIA WWW
• - PREPARATORY TO DEVELOPMENT OF ECTS AS A
• CREDIT ACCUMULATION SYSTEM
• - APPLICATIONS IN SPRING 2004

74

• ECTS helpline
• - ECTS / Diploma Supplement Counsellors
• - to advise newcomers and more experienced ECTS
  users
• - advice on introduction of the Diploma
  Supplement
• - coordinated by the EUA (European University
  Association
• - National teams led by an ECTS/DS Coordinator
• - site visits to selected institutions
• - apply to National Agency when preparing for
  ECTS label
• application

75

• ECTS as an accumulation system
• - credit accumulation credits for lifelong
  learning
• - grant for institutions with ECTS label
• - apply to National Agency if have ECTS label

76

• ECTS Web sites
• - ECTS on the Commissions Europa server
• http//europa.eu.int/comm/education/socrates/ects
  .html
• - Model transcripts and learning agreements on
  the Commissions Europa server
• - Transcript
• http//europa.eu.int/comm/education/socrates/mode
  n2.doc
• - Learning Agreement
• http//europa.eu.int/comm/education/socrates/mode
  n3.doc

77

• Session F
• Workgroup 3
• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• Allocation of Credits
• - What factors will be taken into account in
  allocating credits?
• - What problems do you envisage?
• - How will you resolve them?
• - What approval mechanism will you need to use?
• - What will you do if incoming students find that
  60 credits is too great a load?
• - How can ECTS be used as an accumulation system
  in your Institution?

78

• Workgroup 3
• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• Transcripts
• - Who will produce transcripts?
• - Will it be necessary to write special software?
• - Who will sign them and send them to students?
• - Will you provide your outgoing students with a
  transcript?
• - Will you use ECTS grades on your transcripts?
• - See also below
• - Do you envisage any problems in preparing
  individual transcripts for incoming students?
• - How will you resolve these?

79

• Workgroup 3
• ECTS - MORE PRACTICAL ISSUES FOR INSTITUTIONS
• ECTS Grading System
• - Will you use the ECTS grading system?
• - Do you anticipate that it will present
  problems?
• - How will these be resolved?
• - How will you calculate the ECTS grades?
• Academic Recognition
• - How will you incorporate credits from the Host
  Institution into your programme?
• - How will you use the grades received from the
  Host Institution?
• - Do you anticipate problems and how will you
  resolve these?

80

• Session G
• Feedback and discussion

81
SORBONNE BOLOGNA PRAGUE
BERLIN
82

• The Bologna Process
• - Bologna Declaration June 1999
• - Prague communique May 2001
• - Berlin conference September 2003

83

• Bologna Declaration
• Adoption of a system of easily readable and
• comparable degrees
• Diploma Supplement
• Adoption of a system based on two main cycles
• Undergraduate
• Postgraduate
• Establishment of a system of credits
• such as ECTS

84

• Bologna Declaration
• Promotion of European co-operation in Quality
  Assurance
• Elimination of obstacles to mobility
• Promotion of European Dimension in Higher
  Education

85

• Prague Communiqué
• Three additional Action lines
• Lifelong Learning
• Higher Education institutions and students
• Promoting the attractiveness of the European
  Higher
• Education Area

86

• The Bologna Process Web sites
• - Documents on Bologna Process from the homepage
  of the Berlin Summit on 18/19 September 2003
• http//www.bologna-berlin2003.de/en/basic/haupt.h
  tm
• - Bologna Declaration on the Commissions Europa
  server
• http//europa.eu.int/comm/education/socrates/eras
  mus/bologna.pdf

87

• RECOGNITION
• INCREASINGLY CENTRAL ISSUE
• FOR
• TEACHERS
• STUDENTS
• EMPLOYERS
• GOVERNMENT

88

• The Diploma Supplement
• Recognition and Transparency
• The Diploma Supplement
• UK Progress File

89

• The Diploma Supplement
• Introduction What is it? (1)
• This Diploma Supplement follows the model
  developed by the European
• Commission, Council of Europe and UNESCO/CEPES.
  The purpose of
• the supplement is to provide sufficient
  independent data to improve the
• international transparency and fair academic
  and professional recognition
• of qualifications (diplomas, degrees,
  certificates, etc). It is designed to
• provide a description of the nature, level,
  context, content and status of
• the studies that were pursued and successfully
  completed by the
• individual named on the original qualification to
  which this supplement is
• appended. It should be free from any
  value-judgements, equivalence
• statements or suggestions about recognition.
  Information in all eight
• sections should be provided. Where information is
  not provided, an
• explanation should give the reason why.
• (NOTE The above is designed to be reproduced on
  all Diploma Supplements)

90

• The Diploma Supplement
• Introduction What is it? (2)
• - An information model developed by the European
  Commission, Council of Europe and UNESCO/CEPES.
• - A supplement providing extra information on any
  qualification.
• - A description of the nature, level, context,
  content and status of qualifications.
• - A way to improve transparency and recognition.

91

• The Diploma Supplement
• WHAT IT CAN DO
• - Promote transparency in higher education.
• - Accommodate rapid changes in qualifications.
• - Aid mobility, access and lifelong learning.
• - Facilitate academic and professional
  recognition.
• - Protect national/institutional autonomy.
• - Promote informed judgements about
  qualifications.
• - Reduce cost.
• - Increase the mobility of qualifications.
• WHAT IT IS NOT
• - A Curriculum Vitae.
• - A substitute for the original
  qualification/transcript.
• - An automatic system that guarantees
  recognition.

92

• The Diploma Supplement
• BACKGROUND TO THE INITIATIVE
• - The Diploma Supplement is also a direct product
  of the Council of Europe/UNESCO Convention on
  the Recognition of Qualifications Concerning
  Higher Education in the European Region adopted
  in Lisbon 1997.
• - In 1996 the European Union Council of Ministers
  in 1996 invited the European Commission to
  develop a new Diploma Supplement model.
• - In December 1998 a Joint European Commission -
  Council of Europe - UNESCO working party reported
  on the outcomes of its testing of the Supplement.

93

• The Diploma Supplement
• WHY IS IT NEEDED?
• - New qualifications proliferate worldwide.
• - The non-recognition of qualifications is now a
  global problem.
• - Mobile citizens seek fair recognition of their
  qualifications.
• - Original credentials provide insufficient
  information.
• - Many barriers to recognition exist.

94

• The Diploma Supplement
• FOUNDING PRINCIPLES
• - A flexible non-prescriptive adaptable tool.
• - National and international applications.
• - Aids academic and professional recognition.
• - Excludes claims and value-judgements.
• - A simple yet sensitive tool.
• - A device designed to save time, money and
  workload.

95

• The Diploma Supplement Sections and sub-sections
  (1)
• 1 INFORMATION IDENTIFYING THE HOLDER OF THE
  QUALIFICATION
• 1.1 Family name(s)
• 1.2 Given name(s)
• 1.3 Date of birth (day/month/year)
• 1.4 Student identification number or code (if
  available)
• 2 INFORMATION IDENTIFYING THE QUALIFICATION
• 2.1 Name of qualification and (if applicable)
  title conferred (in original language)
• 2.2 Main field(s) of study for the
  qualification
• 2.3 Name and status of awarding institution (in
  original language)
• 2.4 Name and status of institution (if different
  from 2.3) administering studies (in original
  language)
• 2.5 Language(s) of instruction/examination

96

• The Diploma Supplement Sections and sub-sections
  (2)
• 3 INFORMATION ON THE LEVEL OF THE QUALIFICATION
• 3.1 Level of qualification
• 3.2 Official length of programme
• 3.3 Access requirements(s)
• 4 INFORMATION ON THE CONTENTS AND RESULTS GAINED
• 4.1 Mode of study
• 4.2 Programme requirements
• 4.3 Programme details (e.g. modules or units
  studied), and the individual grades/marks/credits
  obtained
• (if this information is available on an
  official transcript this should be used here)
• 4.4 Grading scheme and, if available, grade
  distribution guidance
• 4.5 Overall classification of the qualification
  (in original language)

97

• The Diploma Supplement Sections and sub-sections
  (3)
• 5 INFORMATION ON THE FUNCTION OF THE
  QUALIFICATION
• 5.1 Access to further study
• 5.2 Professional status (if applicable)
• 6 ADDITIONAL INFORMATION
• 6.1 Additional information
• 6.2 Further information sources
• 7 CERTIFICATION OF THE SUPPLEMENT
• 7.1 Date
• 7.2 Signature
• 7.3 Capacity
• 7.4 Official stamp or seal

98

• The Diploma Supplement Sections and sub-sections
  (4)
• 8 INFORMATION ON THE NATIONAL HIGHER EDUCATION
  SYSTEM
• (N.B. Institutions who intend to issue Diploma
  Supplements should refer to the explanatory
  notes that explain how to complete them.)

99

• The Diploma Supplement Supplement Guidelines
• It is recommended that Supplements
• - Follow a common structure.
• - Accompany the original qualification.
• - Have key information in the originating
  language of the institution.
• - Are free from value judgements.
• - Are centrally produced by institutions.
• - Contain information on the local higher
  education system.
• - Are issued automatically.
• - Are translated accurately.
• - Are linked to quality assurance systems.
• - Are evaluated with sensitivity.

100

• The Diploma Supplement Summary
• - A joint initiative taken by the European
  Commission, Council of Europe and UNESCO/CEPES.
• - It provides information on the function, level
  and status of any higher education
  qualification.
• - It promotes transparency and facilitates
  recognition, mobility, access and lifelong
  learning. This benefits the citizens, employers
  and educational institutions.
• - It is needed as recognition problems are
  getting worse.
• - Credentials alone do not provide sufficient
  information on the level and function of
  qualifications.
• - It is an efficient device that saves time,
  money and work.
• - Important for the progress of convergence
  foreseen by the Sorbonne and Bologna
  Declarations.

101

• The Diploma Supplement Web sites
• - Diploma Supplement on the Commissions Europa
  server
• http//europa.eu.int/comm/education/recognition/d
  iploma.html
• - Example Diploma Supplement from the homepage of
  the Joint Diploma Supplement Working Party
• http//www.aic.lv/ds/UK_example.htm

102
TUNING EDUCATIONAL STRUCTURES IN
EUROPEObjectives

• Develop professional profiles and learning
  outcomes
• Facilitate transparency in educational structures
• Reach high levels of Europe-wide convergence in 5
  subject areas
• Build bridges and act in co-ordination
• Design ways to identify problems for convergence
  and areas of consensus
• Reach out to other subject areas

103
Outcomes

• A methodology for tuning European higher
  education structures
• A set of learning outcomes in 5 subject areas
• A methodology for measuring student workload
• Identification of obstacles to convergence
• Platform for discussion with professional bodies
• Final report based on experience gained
• Recommendations for use in a wider context

104
Participants

• Pilot Groups
• 78 universities in 5 subject areas
• Synergy Groups
• Thematic networks in other, identified subjects
  acting in synchrony with Tuning
• Professional Bodies
• European University Association
• European Network of Quality Agencies
• National Rectors Conferences
• Other professional bodies
• Other interested institutions

105
Pilot Group Participants in the UK

• Business - Loughborough University
• Education Sciences - University of Bristol
• Geology - Imperial College
• - University of Edinburgh
• History - University of Wales, Swansea
• Mathematics - University of Bath

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Websites
http//europa.eu.int/comm/education/tuning.html w
ww.relint.deusto.es/TuningProject www.let.rug.nl/
TuningProject
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TUNING EDUCATIONAL STRUCTURES IN EUROPEPhase II

• Consolidate the findings of the Phase I
• Extend scope to pre-acceding and candidate
  countries, and to other fields - Nursing
• - European Studies
• Transfer methodology to the Socrates-Erasmus
  Thematic Networks
• Special attention to the role of learning,
  teaching, assessment performance in relation to
  quality assurance evaluation

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• Session H
• Plenary discussion
• Questions