students

Using the Tuning Methodology to
enhance the Asia-EU Cooperation
Frederik De Decker
Head of International Relations Office
Ghent University (Belgium)
Ghent University ‐ International Relations Office
From Project to Process
The TUNING Project is a project by and for
Higher Education Institutions.
It started in 2000 as the Universities’
response to the challenge of the Bologna
Process, but has evolved into a world wide
Process
TUNING MOTTO:
Tuning of educational structures and
programmes on the basis of diversity and
autonomy
Tuning received and receives financial and strong moral support from the European Commission
What is Tuning
• Developed by and for academics and students
• It offers:
– A transparent way to (re-)design degree programmes based
on the concept of student-centred learning
– A language understood by all stakeholders (employers,
professionals and academics)
– An approach respecting and allowing for differentiation /
diversity
– An approach for developing flexible and diverse degree
programmes in a Life Long Learning context
– Shared reference points (not standards) at subject area level
– Methodology for high standard degree programmes in terms
of process and outcomes
From staff-oriented to studentcentred degree programmes
• Student-Centred Learning (SCL) is a process of qualitative
transformation for students and other learners in the
learning environment, aimed at enhancing their autonomy
and critical ability through an outcome-based approach
• Key elements of SCL:
– Reliance on active rather than passive learning;
– Emphasis on critical and analytical learning and understanding;
– Increased responsibility and accountability on the part of the
student;
– Increased autonomy of the student;
– A reflective approach to the learning and teaching process on the
part of both the student and the teacher.
Æ A change in learning paradigm
From staff oriented to student centred
degree programmes
•
•
•
•
Key factors in this necessary change of paradigm:
Focus on employability and citizenship
International and National cooperation in higher education:
recognition of periods of studies
Development of transnational integrated programmes (“Joint
degrees”)
Introduction and acceptance of cycle level descriptors as a
basis for degree programmes and Qualifications Frameworks
Æ Reflected in Tuning methodology
Methodology based on 5 consistent
features
•
•
•
•
an identified and agreed need
a well described profile
corresponding learning outcomes
the correct allocation of ECTS credits to units
• appropriate approaches to teaching, learning and
assessment
TUNING focuses on:
“fitness OF purpose” (meets expectations)
and
“fitness FOR purpose” (meets aims)
A well described profile
From the Tuning glossary:
“A description of the character of a degree
programme or qualification. This description gives
the main features of the programme which are
based on the specific aims of the programme,
how it fits into the academic map of disciplines or
thematic studies and how it relates to the
professional world”.
Æ Strongly linked to qualifications frameworks
A well described profile
Qualifications Frameworks in Europe
Æ “Bologna” framework
A Framework of Qualifications for the
European Higher Education Area
Æ “Copenhagen” framework
European Qualifications Framework for
Lifelong Learning (EQF-LLL)
Î basis for sectoral (Tuning) & national frameworks
A well described profile
3rd
cycle
2nd
cycle
1st
cycle
Degree profile (Doctorate)
Third cycle learning outcomes defined in terms of
generic and subject specific competences
Degree profile 2nd cycle (MA)
Second cycle learning outcomes defined in terms of
generic and subject specific competences
Degree profile 1st cycle (BA)
First cycle learning outcomes defined in terms of
generic and subject specific competences
Ass.
Degree
Degree profile Associated degree
Associated Degree / Certificate learning outcomes defined in
terms of competences
Based on 5 consistent features
•
•
•
•
an identified and agreed need
a well described profile
corresponding learning outcomes
the correct allocation of ECTS credits to units
• appropriate approaches to teaching, learning and
assessment
TUNING focuses on:
“fitness OF purpose” (meets expectations)
and
“fitness FOR purpose” (meets aims)
Corresponding Learning outcomes
Learning outcomes
• are statements of what the individual knows,
understands and is able to do on completion of a
learning process
• its achievement has to be assessed through
procedures based on clear and transparent criteria
• are attributed to individual educational components and
to programmes as a whole
• are also used in European and national qualifications
frameworks to describe the level of the individual
qualification
Example of a Learning outcome
(based upon “Core 2”)
The nurse autonomously
builds a professional
relationship with a person
demanding care, also in
non-familiar and/or complex
care situations, focused on
the somatic, social, psychic
and existential wellbeing of
that person in a
multicultural environment.
5 key elements:
• Active verb (cfr. Bloom)
• Type of learning outcome:
- Knowledge
- Skill
- Cognitive process
- Broader competence
(integration)
• Domain of learning outcome
• Level-indicator
• Scope and/or context of LO
CoRE2-project: "A Guide to Formulating Degree Programme Profiles“, as part
of Tuning Methodology (www.core-project.eu)
Based on 5 consistent features
•
•
•
•
an identified and agreed need
a well described profile
corresponding learning outcomes
the correct allocation of ECTS credits to units
• appropriate approaches to teaching, learning and
assessment
TUNING focuses on:
“fitness OF purpose” (meets expectations)
and
“fitness FOR purpose” (meets aims)
The correct allocation of ECTS-credits
“ Allocation of credits in ECTS is the process of assigning a
number of credits to qualifications, degree programmes
or single educational components. Credits are allocated
to entire qualifications or programmes according to
national legislation or practice, where appropriate, and
with reference to national and/or European qualifications
frameworks. They are allocated to educational
components, such as course units, dissertations, work
based learning and work placements, taking as a basis
the allocation of 60 credits per full-time academic year,
according to the estimated workload required to achieve
the defined learning outcomes for each component”
From ECTS Users’ Guide 2014 (under development)
The correct allocation of ECTS-credits
• Correspondence of the full-time workload of an academic
year to 60 credits is often formalised by national legal
provisions
• In most cases, workload ranges from 1,500 to 1,800
hours for an academic year
• This means that one credit corresponds to 25 to 30 hours
of work (= lectures, seminars, projects, practical work,
work placements and individual study)
• This represents the “typical workload” - for individual
learners the actual time to achieve the learning outcomes
will vary
The Tuning dynamic quality
development circle
Definition of
academic and
professional profiles
Identification
of resources
Programme design: definition of
learning outcomes /
competences
Evaluation
and
improvement
(on the basis of
feed back and
feed forward)
Selection of types of
assessement
Construction
of curricula:
content and
structure
Selection of teaching and
learning approaches
A collective responsability
Tuning model
Degree programme according to
the Tuning methodology:
EX.: FIRST CYCLE PROGRAMME OF 180 credits
• Programme based on profile,
desired learning outcomes to be
achieved, ECTS credits to be
awarded
60 ECTS
60 ECTS
60 ECTS
• Programme design is team work,
based on consultation, discussion,
cooperation
• Learning outcomes are the basis for
credit allocation
• Teaching, learning and assessment
approaches respect credit allocation:
feasibility is key factor
COURSE UNIT
•The learning is student-centred
Advantages for international
cooperation, e.g. ASIA - EU
• Tuning can offer
– a framework for mutual trust based on quality
– a common language
– a set of concepts that are not linked to a
specific context
– a student-centred approach
• Resulting in
– programmes with a clear profile
– programmes linked to (European /
international) qualifications frameworks
Advantages for international
cooperation, e.g. ASIA - EU
• Facilitates easier, better and fairer comparison
– Learning outcomes in stead of content
– ECTS-Credits in stead of hours (50-60
minutes?; contact hours or workload?;…)
– Clear levels (Ba-Ma) and profiles in stead of
different degree names of which the level and
profile are unclear
– A perfect basis for benchmarking
• Conclusion: an interesting instrument to
enhance the ASIA – Europe cooperation
Contact
Frederik De Decker
Head of International Relations Office
Ghent University
Sint-Pietersnieuwstraat 25
B - 9000 Ghent
Frederik.DeDecker@UGent.be
www.ugent.be/en
Ghent University ‐ International Relations Office
Workshop on Academic Recognition
and Credit Transfer
14 & 15th November 2014
1
THE JOURNEY BEGINS…
INTRODUCTION
Majlis Amanah Rakyat (MARA), or the Council
of Trust for the People, an agency under the
purview of the Ministry of Rural and Regional
Development, was established on 1 March
1966 as a statutory body by an Act of
Parliament as a result of the first Bumiputera
Economic Congress resolution in 1965.
The Council is responsible for developing,
encouraging, facilitating and fostering the
economic and social development in the
federation, particularly in rural areas.
2
VISION
MISSION
SHARED VALUES
To be an outstanding Organization of Trust upholding the nation’s pride Spearheading the fields of entrepreneurship, education and investment to enhance Bumiputera equity holding
Amanah Rakyat (People’s Trust)
MOTTO
3
OBJECTIVE
1
4
To develop successful and innovative entrepreneurs 2
To produce a globalized human capital with integrity
3
To contribute towards equity ownership To facilitate the delivery system 4
The MARA Strategic Plan 2011 – 2015 (PSM 2011‐2015) is an effort to transform MARA to meet globalization challenges.
This road map is in line with the Government’s transformation programme
RURAL TRANSFORMATION
PROGRAMME
PSM 2011 – 2015 will focus on the 12 National Key Economic Areas (NKEA) in line with the Economic Transformation Programme (ETP).
To stimulate sustainable rural growth and development
5
MINISTRY OF
RURAL AND
REGIONAL
DEVELOPMENT
MARA
STRATEGIC
TRANSFORMATION
FRAMEWORK
2011-2020
ENTREPRENEURSHIP
SECTOR
MARA
COUNCIL
EDUCATION
SECTOR
DIRECTOR GENERAL
INVESTMENT
SECTOR
Council Secretariat
Coordination Unit
Integrity Unit
Strategic Policy & Planning Division
Corporate Communication Division
Research & Innovation Unit
Internal Audit Division
Legal Affairs Division
POLICY
MANAGEMENT
SERVICES SECTOR
PROGRAMME
IMPLEMENTATION
ENTREPRENEURSHIP
SECTOR
EDUCATION
SECTOR
INVESTMENT
SECTOR
MANAGEMENT SERVICES
SECTOR
•
•
•
•
•
•
•
Entrepreneur Development
Industry and Business Development
Business Infrastructure Development
Business Financing
FITEC
Glocal Link
Design Development Centre (DDEC)
•
•
•
•
•
•
•
•
•
•
Secondary Education
Higher Education
Skills and Technical
Education Sponsorship
Education Technology
Yayasan Pelajaran MARA
Universiti Kuala Lumpur
German Malaysia Institute
Kolej Poly-Tech MARA
GIATMARA Sdn Bhd
•
•
•
•
•
Investment and Subsidiary Development
Transport Industry
Credit Control
MARA Incorporated
Pelaburan MARA Bhd
•
•
•
•
•
•
Human Resource
Finance
Property Management and Procurement
Information Technology
Construction and Maintenance
Monitoring and Inspectorate
PROGRAMME IMPLEMENTATION
• MARA State Office
• MARA District Office
• Maktab Rendah Sains
MARA (MRSM)
• Kolej MARA
• Kolej Profesional MARA
(KPM)
• Institut Kemahiran
MARA (IKM)
• Kolej Kemahiran Tinggi
MARA (KKTM)
IMPLEMENTOR
STRATEGY
Innovation
Driven
i-entrepreneur
i-worker
i-investment
i-organisation
OBJECTIVE
To develop
successful and
innovative
entrepreneurs.
To produce a
globalized human
capital with integrity.
To contribute to
equity ownership.
To facilitate the
delivery
system.
MISSION
Spearheading the
fields of
entrepreneurship,
education and
investment to
enhance equity
holding of
Bumiputera.
VISION
To be an
outstanding
organization of
trust, upholding
the nation’s
pride
25 DIVISIONS IN HEADQUATERS
14 MARA STATE OFFICES
112 MARA DISTRCIT OFFICES
1 INSTITUT LATIHAN KECEMERLANGAN MARA (ILKM)
1 PUSAT KEPIMPINAN PELAJAR (PUSKEP)
MARA
USA
(Washington)
MARA
Ireland
(Dublin)
MARA
UK
(London)
MARA
Russia
(Moscow)
MARA
German
(Frankfurt)
MARA
Mesir
(Iskandariah)
10
13
6
MARA
Indonesia
(Jakarta)
MARA
Australia
(Sydney)
14 STATES
49
5
231 CENTRES
10
COMMERCIAL SERVICE & TRAINING CORPORATION UNDER SECTION 25 OF MARA ACT
LIMITED BY GUARANTEE
ASSOCIATE
23
27
4
11
MAJLIS AMANAH RAKYAT
Nation’s LARGEST CONTRIBUTOR for Human Capital Development
12
ENTREPRENEURSHIP
SECTOR
EDUCATION
SECTOR
INVESTMENT
SECTOR
DRIVER
VISION
MISSION
OBJECTIVE
SHARED VALUES
MOTTO
ENABLER
MANAGEMENT
SERVICES SECTOR
Entrepreneurial‐
Based
Organization for Wealth Creation
EXCELLENT
SCHOLARS
Secondary
Education (MRSM)
Semi‐professional (KPTM & KPM)
Pre‐university
(KM)
Values, skills,
knowledge and entrepreneurship
Certificate
(GIATMARA)
STRATEGY
PROFESSIONALS
Graduate
(local & overseas)
/Professional
POST GRADUATE
(LOCAL & OVERSEAS)
UNIKL Certificate on Competency (IKM)
EDUCATION SPONSORSHIP
TECHNOLOGY IN EDUCATION
QUALITY EDUCATION
ACADEMIC
TOP
UNIVERSITIES
BUSINESS AND COMMUNITY LEADERS
TECHNOPRENEURS
Graduate/Meister Craftsmanship
Diploma (KKTM/GMI/UniKL)
EXPERTS
(MEISTER)
TECHNICAL AND VOCATIONAL
GLOBAL COMPETENT TECHNOLOGISTS
PROGRAMME
GOAL
PROFILING
15
TOP 50 U 2014
UK
World Ranking
CANADA
World Ranking
UNIVERSITY
Degree
Master
20
UNIVERSITY OF TORONTO
19
‐
31
35
UNIV. OF BRITISH COLUMBIA
MC GILL UNIVERSITY
11
UNIVERSITIES
DEGREE
PHD
TOTAL
3
UNIVERSITY OF OXFORD
‐
4
4
7
UNIVERSITY OF CAMBRIDGE0
1
6
7
10
IMPERIAL COLLEGE LONDON
2
5
8
15
21
UNIVERSITY COLLEGE LONDON
21
4
8
33
32
THE LONDON SCHOOL OF ECONOMICS
2
1
1
4
38
KING'S COLLEGE (UNI. OF LONDON) 2
5
6
13
39
UNIVERSITY OF EDINBURGH
27
6
11
44
55
21
44
120
TOTAL
1
Master
1
CHINA
World Ranking
45
UNIVERSITY
Master
PEKING UNIVERSITY
1
KOREA
World Ranking5
13
15
16
18
19
22
25
29
30
40
47
49
50
UNITED STATES OF DEGREE MASTER PhD TOTAL
AMERICA
COLUMBIA 2
2
UNIVERSITY
JOHN HOPKINS UNIVERSITY‐
1
1
2
BALTIMORE
UNIVERSITY OF 1
1
PENNSYLVANIA
UNIVERSITY OF 19
1
20
MICHIGAN
CORNELL UNIVERSITY
1
1
NORTHWESTERN 1
1
2
UNIVERSITY
UNIVERSITY OF 13
13
WASHINGTON
UNIV. OF ILLINOIS AT 20
20
URBANA CHAMPAIGN
UNIV. WISCONSIN 21
1
22
MADISON
UNIV. OF CALIFORNIA 1
1
‐ SAN DIEGO
UNIVERSITY OF MINNESOTA‐TWIN 25
1
1
27
CITIES
PENNSYLVANIA STATE 107
107
UNIVERSITY
BOSTON UNIVERSITY
3
3
6
TOTAL
211
10
3
224
World Ranking
44
UNIVERSITY
Pra U
SEOUL NATIONAL UNIVERSITY
14
SINGAPORE
World Ranking
26
UNIVERSITY
Degree
NATIONAL UNIVERSITY OF SPORE
1
AUSTRALIA
World Ranking
34
48
UNIVERSITIES
UNIVERSITY OF MELBOURNE
THE AUSTRALIAN NATIONAL UNIVERSITY, CANBERRA
TOTAL
DEGREE MASTERS
Ph TOTA
D
L
66
28
2
96
20
6
4
30
86
34
6
126
16
SECONDARY EDUCATION
Total students 2013 :
24,750 students
Total students as of June 2014:
35,573 students
IGCSE and Ulul Albab
IGCSE was introduced as a value-added
programme to provide MRSM students with
international exposure
Ulul Albab is a programme that integrates
science with religious studies and Al-Quran
memorization
17
PRE-UNIVERSITY
IB
A‐Level
Foundation
KM Banting
KM Seremban
KM Seremban
KM Antarabangsa MARA-Ketengah
KM Kuala Nerang, KM Kulim
Total students 2013: 3,950 students
Total students as of June 2014: 2,574 students
18
HIGHER EDUCATION
Total students 2013 : 5,664 students
Total as of June 2014: 5,759 students
6 BRANCHES
-KPM Seri Iskandar, Perak
-KPM Beranang, Selangor
-KPM Bandar Melaka, Malacca
-KPM Ayer Molek, Malacca
-KPM Indera Mahkota, Pahang
-KPM Bandar Penawar, Johor
Programmes offered:
-Diploma (9)
-HND (4)
-Certificate (1)
19
HIGHER EDUCATION
Total students 2013 : 20,334 students
Total as of June 2014 : 23,319 students
9 BRANCHES:
-KPTM Alor Star, Kedah
-KPTM Ipoh, Perak
-KPTM Bangi, Selangor
-KPTM Cheras, Wilayah Persekutuan
-KPTM Batu Pahat, Johor
-KPTM Kuantan, Pahang
-KPTM Kota Bharu, Kelantan
-KPTM KESEDAR, Kelantan
-KPTM Semporna, Sabah
Programme offered:
-Certificate (2)
-Diploma (37)
-Degree (7)
-Professional (4)
20
TECHNICAL AND VOCATIONAL EDUCATION
Total trainees 2013 : 23,190 trainees
Total as of June 2014 : 16,290 trainees
12 Cluster Certificate Level
231 Centres Nationwide
21
TECHNICAL AND VOCATIONAL EDUCATION
IKM – 13 branches
KKTM – 10 branches
Total students 2013 : 15,394 students
Total as of June 2014 : 15,339 students
Programmes offered:
-Certificate (34)
-Diploma (48)
-HND (1)
22
TECHNICAL AND VOCATIONAL EDUCATION
Total students 2013 : 22,467 students
Total as of June 2014 : 22,066 students
13 branch campuses
PhD (5)
Master (8)
Degree (57)
Diploma (44)
Foundation (4)
23
To develop a dynamic infrastructure conducive for learning and
business to enable cross fertilization and the creation of an
entrepreneurship ecosystem that offers beneficial returns to MARA.
24
WORKSHOP ON ACADEMIC RECOGNITION
AND CREDIT TRANSFER
Siem Reap, November 14-15, 2014
Overview of Vietnamese government
scholarship: Project 911
Tran Thi Phuong
Deputy Head of Project Division
Vietnam International Education Development (VIED)
Ministry of Education and Training of Vietnam (MOET)
CONTENTS
1. Background
2. Objectives
3. Budget
4. Implementation
2
Background
` Resolution No.14/2005/NQ-CP dated November 2nd 2005 of the
Government on Vietnam comprehensive, fundamental higher education
reforms in Vietnam for period 2006-2020:
Staffs
• 35% of the faculty hold doctorate degrees,
• 60% of the faculty hold Master's
Ratio of
lecturer/
students
• less than 1/20
Ratio of
students/
people
• 450 students/ ten thousand people
Background
• 2000 – 2014
• 5,000 PhD and
Masters
Project
322/356
Project
165
• 2008 – 2013
• 700 PhD and
Master's overseas
and sandwich
• 3,500 study tour
• 1,000 intensive
foreign languages
Government
scholarship
Project
599
• 2012 – 2020
• 1,800 Master's
and 200
Bachelors
overseas
Project
911
• 2010 – 2020
• 23,000 PhD
Project 911: Objectives
y
y
Training of trainers (TOT) for University lecturers at
doctorate level.
Target group: Faculty and researchers at university and newly
graduate students who commit to work for universities after
earning PhD.
2010 – 2020:
23,000 PhD
Overseas
10,000
In – Country
10,000
Sandwich
3,000
Project 911 budget:
560 million USD for overseas training
Tuition fee
(maximum:
15,000 USD/
year)
Airfare
Student
Scholarship
(3 years)
Living
Expenses
Accomodation
Health care
insurance
Project 911: Implementation
y
y
-
Requirements for foreign HE institutions:
Legally licensed to operate and accredited
High ranking
MoU with VIED
Recruit and select eligible candidates:
2011-2013: selected 1500 candidates
2014 - 2020: 1000-1200 candidates/year
Project 911: Implementation
Recruitment: country-wise (2011-2020)
Thank you
The Agence universit aire de la
Francophonie in t he world
The AUF is one of the most important higher education and research
associations in the world:
776 institutional members in 98 countries on 5 continents
The AUF has also been La Francophonie’s operating agency for higher
education and research since 1989.
This Francophone project aims to establish a French-language
international academic community that produces and transmits
knowledge.
The Agence universitaire de la Francopho
in the Asia Pacifi c
Tasks of AUF
. To promote scientific cooperation
. To provide training in key future development sector
. To support high quality research and training activities
. To assist program evaluation
particularly our strategic objectives in the region
. To improve the position of member universities delivering study
programs in French
. To support francophone universities coopération with universities in the
Asia-Pacific région
The Agence universitaire de la Francopho
in the Asia Pacifi c
Proven experience in international and regional training programs
between the Asia Pacific region and the European Union
· 25 delocalised master degree programs ofered by European higher
education institutions in the ASEAN region, 637 studients, 25
nationalities (2014)
· 14 of which are ofered by higher education institution members of the
AUN (ASEAN University Network)
· 80 university programs are supported by the AUF in the ASEAN region
· other information : 60 bachelor programs, 6 655 students (2014)
The Agence universitaire de la Francopho
in the Asia Pacifi c
Proven expertise in implementing interregional and
international student mobility programs, particularly for
studying in the European Union
3789 scholarships granted since the beginning of the program
Today, the AUF use a project-based approach (call for tender, timelimited, evaluation, etc.
And in this way all academic mobilities must be within the framework of
these projects
The Agence universit aire de la
Francophonie in t he Asia Pacifi c
- Leader of a network of partner universities in the ASEAN countries, as
well as in China and Japan
Some member universities belonging to both the AUF and the AUN
Cambodia: Royal University of Law and Economics, Institute of Technology of
Cambodia..
Lao PDR: National University of Laos
Vietnam: National University of Vietnam in Hanoi, National University of Vietnam in
Ho Chi Minh City
73 member universities of the AUF in the Asia Pacific region
218 member universities of the AUF in European Union
The Agence universitaire de la Francopho
in the Asia Pacifi c
- Ability to mobilise expertise from the AUF members:
Europe: through the Regional Office of Western Europe (France,
Belgium) and through the Regional Office of Central and Eastern Europe,
(Romania Bulgaria, Croatia)
ASEAN: through the Asia Pacific regional office (Cambodia, Lao PDR,
Thailand and Vietnam)
The Agence universitaire de la Francopho
in the Asia Pacifi c
- The AUF is present in 3 ASEAN countries:
1 regional office in Hanoi
3 branches (Ho Chi Minh City in Vietnam, Phnom Penh in
Cambodia, Vientiane in Lao PDR)
6 Francophone digital campuses
Resources: videoconferencing equipment, computers, web network, rooms,
servers to be used for hosting platforms and web mail
www.auf.org/bureau-asie-pacifique/
អគុណ (orkun)
Merci
Danke
ευχαριστώ (efharisto)
Obrigado
mulţumesc
dank je
thint ko
grazie
thank you
ขอบคุณครับ
khob chai
Gracias
cám ơn
Gràcies
謝謝
terima kasih
dankon