TUNING EDUCATIONAL STRUCTURES PROJECT

The ‘Tuning Educational Structures in Europe’ project is co-ordinated by the universities of Groningen (Netherlands) and Deusto (Bilbao, Spain) and is a University lead response to the Bologna process initiated in 1999 and crucial in the development of the European Higher Education Area contributes actively to the achievement of the Lisbon objectives which seeks to ‘enhance the attractiveness and competitiveness of higher education institutions in Europe’ by the creation of the European Higher Education Area by 20101. The Tuning project addresses several of the Bologna action lines, notably the ‘adoption of a system of easily readable and comparable degrees (line 1)’, the ‘adoption of a system based on two cycles (line 2)’ and the ‘establishment of a system of credits- ECTS (line 3)’

Phase one of the project (2000-2002)2 has aimed at identifying points of reference for generic and subject specific competences for first and second cycles in 7 subject areas: Business Administration, Chemistry, Education Sciences, Earth Science (Geology), History, Mathematics and Physics. In phase two of the project (2003-2004) European Studies and Nursing were added and the work of phase one was further refined. Phase three (2005) will, with the help of the Thematic Networks expand the Tuning approach into a greater range of subject areas such as Radiography to identify points of reference for generic and subject specific competences for first and second cycles. It is also envisaged that third cycle descriptors for each of the pilot subject areas will be added.

The Tuning project describes learning outcomes in terms of competences3 and regards them as points of reference for curriculum design and evaluation, not as straightjackets. They allow flexibility and autonomy in the construction of curricula. At the same time, they provide a common language for describing the curricula. In the framework of Tuning ‘a methodology’ has been developed to understand and improve curricula. Five lines of approach have been developed:
Line 1: Generic competences
Line 2: Subject specific competences
Line 3: The role of ECTS as a credit transfer and accumulation system
Line 4: Approaches to learning, teaching, assessment
Line 5: The role of quality enhancement in the educational process

In consultation with graduates, employers and academics it has evaluated the importance of 30 generic competences and their existence in HEI first cycle qualifications.
It has developed subject-specific competences (knowledge, understanding and skills) a learner is expected to know/understand/demonstrate for each of the subject areas that focus on what each area has in common and what are the most relevant elements in the design, construction and assessment of qualifications. In effect, it has mapped subject areas and developed common reference points and subject specific competences for each of the pilot disciplines (similar to the UK benchmark statements) and it has begun to explore the relationship between learning outcomes and teaching, learning and assessment.

The HENRE Thematic Network is committed to developing according to the Tuning approach, a state of the art in radiography education at the European level. A pilot survey looking at first cycle generic and subject-specific competences was carried out by HENRE partner members at the annual conference in October 2004. This survey was based on the UK QAA Benchmark statements for Radiography, 2001. Since then, Subgroup 1 has put together a final version of the questionnaire [FIRST CYCLE SUBJECT-SPECIFIC QUESTIONNAIRE – Click here] for completion on-line. The survey is also available for completion on-line at the [TUNING- click here] website. Logins for the Tuning site survey can be obtained from Jo Barnes at henre@ucsm.ac.uk

1. For Information on Bologna Process: http://europa.eu.int/comm/education/policies/educ/bologna/bologna_en.htm
2. For detailed Tuning information/reports: www.relint.deusto.es/TuningProject/index.html or http://europa.eu.int/comm/education/tuning.html
3. For information on Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing ‘learning outcomes’ at the local, national and international levels; Stephen Adam, University of Westminster, June 2004.