using the tuning methodology to enhance the asia … the tuning methodology to enhance the asia-eu...

Frederik De DeckerHead of International Relations Office

Ghent University (Belgium)

Using the Tuning Methodology to enhance the Asia-EU Cooperation

Ghent University ‐ International Relations Office

From Project to Process

Tuning received and receives financial and strong moral support from the European Commission

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

• 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

What is Tuning

• 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.

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

Reflected in Tuning methodology

From staff oriented to student centred degree programmes

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)

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”.

Strongly linked to qualifications frameworks

A well described profile

Qualifications Frameworks in Europe“Bologna” frameworkA Framework of Qualifications for the European Higher Education Area

“Copenhagen” frameworkEuropean Qualifications Framework forLifelong Learning (EQF-LLL)

basis for sectoral (Tuning) & national frameworks



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

1st

cycle

2nd

cycle

3rd

cycle

Degree profile Associated degree

Associated Degree / Certificate learning outcomes defined in terms of competences

Ass.Degree

Based on 5 consistent features




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

The nurse autonomouslybuilds a professional relationship with a person demanding care, also in non-familiar and/or complexcare 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

Example of a Learning outcome (based upon “Core 2”)

CoRE2-project: "A Guide to Formulating Degree Programme Profiles“, as part of Tuning Methodology (www.core-project.eu)

Based on 5 consistent features




The correct allocation of ECTS-credits

“ Allocation of credits in ECTS is the process of assigning a number of credits to qualifications, degree programmesor 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

Definition of academic and professional profiles

Identification of resources

Programme design: definition of learning outcomes / competences

Construction of curricula: content and structure

Evaluation and improvement(on the basis of feed back and feed forward)

Selection of types of assessement

Selection of teaching and learning approaches

The Tuning dynamic quality development circle

60 ECTS

60 ECTS

EX.: FIRST CYCLE PROGRAMME OF 180 credits

COURSE UNIT

60 ECTS

Degree programme according to the Tuning methodology:

• Programme based on profile, desired learning outcomes to be achieved, ECTS credits to be awarded

• 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

•The learning is student-centred

Tuning model

A collective responsability

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 DeckerHead of International Relations Office

Ghent UniversitySint-Pietersnieuwstraat 25

B - 9000 [email protected]

www.ugent.be/en

Ghent University ‐ International Relations Office

1

Workshop on Academic Recognition and Credit Transfer

14 & 15th November 2014

THE JOURNEY BEGINS…

2

INTRODUCTION

Majlis Amanah Rakyat (MARA), or the Councilof Trust for the People, an agency under thepurview of the Ministry of Rural and RegionalDevelopment, was established on 1 March1966 as a statutory body by an Act ofParliament as a result of the first BumiputeraEconomic Congress resolution in 1965.

The Council is responsible for developing,encouraging, facilitating and fostering theeconomic and social development in thefederation, particularly in rural areas.

3

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)

VISION

MISSION

SHARED VALUES

MOTTO

4

OBJECTIVE

To develop successful and innovative entrepreneurs

To produce a globalized human capital with integrity

To contribute towards equity ownership

To facilitate the delivery system

1

2

3

4

5

This road map is in line with the Government’s transformation programme

PSM 2011 – 2015 will focus on the 12 National Key Economic Areas (NKEA) in line

with the Economic Transformation Programme (ETP).

The MARA Strategic Plan 2011 – 2015 (PSM 2011‐2015) is an effort to transform MARA to

meet globalization challenges.

RURAL TRANSFORMATIONPROGRAMME

To stimulate sustainable rural growth and development

Council Secretariat Coordination Unit

Integrity UnitStrategic Policy & Planning DivisionCorporate Communication Division

Research & Innovation UnitInternal Audit DivisionLegal Affairs Division

MARASTRATEGIC

TRANSFORMATION FRAMEWORK

2011-2020

MINISTRY OFRURAL AND REGIONAL

DEVELOPMENT

MARACOUNCIL

DIRECTOR GENERAL

POLICYPROGRAMME

IMPLEMENTATION

ENTREPRENEURSHIP SECTOR

EDUCATIONSECTOR

INVESTMENT SECTOR

MANAGEMENT SERVICES SECTOR

ENTREPRENEURSHIP SECTOR

EDUCATIONSECTOR

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

• MARA State Office

• MARA District Office

• Maktab Rendah SainsMARA (MRSM)

• Kolej MARA

• Kolej Profesional MARA (KPM)

• Institut KemahiranMARA (IKM)

• Kolej Kemahiran TinggiMARA (KKTM)

PROGRAMME IMPLEMENTATION IMPLEMENTOR

i-entrepreneur

i-worker

i-investment

i-organisation

STRATEGY MISSION VISION

Innovation Driven

Innovation Driven To develop

successful and innovative entrepreneurs.

To produce a globalized human capital with integrity.

To contribute to equity ownership.

To facilitate thedelivery system.

Spearheading the fields of entrepreneurship, education and investment to enhance equity holding of Bumiputera.

To be an outstanding organization of trust, upholding the nation’s pride

OBJECTIVE

10

49 5

10 13

14 STATES

231 CENTRES

MARA Russia

(Moscow)

MARAUSA

(Washington)

MARA Ireland(Dublin)

MARA UK

(London)

MARA German

(Frankfurt)

MARA Mesir

(Iskandariah)MARA

Indonesia(Jakarta)MARA

Australia (Sydney)

6

25 DIVISIONS IN HEADQUATERS 14 MARA STATE OFFICES112 MARA DISTRCIT OFFICES1 INSTITUT LATIHAN KECEMERLANGAN MARA (ILKM)1 PUSAT KEPIMPINAN PELAJAR (PUSKEP)

11

COMMERCIAL

23

SERVICE & TRAINING

27

CORPORATION UNDER SECTION 25 OF MARA ACT

LIMITED BY GUARANTEE

ASSOCIATE

4

12

MAJLIS AMANAH RAKYATNation’s LARGEST CONTRIBUTOR for Human Capital Development

MANAGEMENTSERVICES SECTOR

INVE

STMEN

TSECTOR

EDUCA

TION

SECTOR

ENTR

EPRE

NEU

RSHIP

SECTOR VISION

MISSION

OBJECTIVE

SHARED VALUES

MOTTO

ENABLER

DRIVER Entrepreneurial‐Based

Organization for Wealth Creation

EXCELLENTSCHOLARS

BUSINESS AND COMMUNITY LEADERS

TECHNOPRENEURS

PROFESSIONALS

EXPERTS(MEISTER)

GLOBAL COMPETENT

TECHNOLOGISTS

Values, skills,knowledge and entrepreneurship

GOALSTRATEGY PROGRAMME

Graduate/Meister Craftsmanship

Diploma (KKTM/GMI/UniKL)

Certificate on Competency (IKM)

Certificate(GIATMARA)

Graduate(local & overseas)/Professional

Semi‐professional (KPTM & KPM)

Pre‐university(KM)

SecondaryEducation (MRSM)

ACADEMIC

TECHNICAL AND VOCATIONAL

QUA

LITY

EDUCA

TION

TECH

NOLO

GY

IN EDU

CATION

EDUCA

TION

SPONSO

RSHIP

TOPUNIVERSITIES

POST GRADUATE(LOCAL & OVERSEAS)

UNIKL

PROFILING

15

TOP 50 U 2014

World Ranking5

UNITED STATES OF AMERICA DEGREE MASTER PhD TOTAL

13 COLUMBIA UNIVERSITY 2 2

15JOHN HOPKINS UNIVERSITY‐BALTIMORE

1 1 2

16 UNIVERSITY OF PENNSYLVANIA 1 1

18 UNIVERSITY OF MICHIGAN 19 1 20

19 CORNELL UNIVERSITY 1 1

22 NORTHWESTERN UNIVERSITY 1 1 2

25 UNIVERSITY OF WASHINGTON 13 13

29 UNIV. OF ILLINOIS AT URBANA CHAMPAIGN 20 20

30 UNIV. WISCONSIN MADISON 21 1 22

40 UNIV. OF CALIFORNIA ‐ SAN DIEGO 1 1

47UNIVERSITY OF MINNESOTA‐TWIN CITIES

25 1 1 27

49 PENNSYLVANIA STATE UNIVERSITY 107 107

50 BOSTON UNIVERSITY 3 3 6TOTAL 211 10 3 224

UK

World Ranking UNIVERSITIES DEGREE Master 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

TOTAL 55 21 44 120

AUSTRALIA

World Ranking UNIVERSITIES DEGREE MASTERS Ph

DTOTAL

34 UNIVERSITY OF MELBOURNE 66 28 2 96

48THE AUSTRALIAN NATIONAL UNIVERSITY, CANBERRA

20 6 4 30

TOTAL 86 34 6 126

KOREA

World Ranking UNIVERSITY Pra U

44 SEOUL NATIONAL UNIVERSITY 14

SINGAPORE

World Ranking UNIVERSITY Degree

26NATIONAL UNIVERSITY OF SPORE

1

CANADA

World Ranking UNIVERSITY Degree Master

20 UNIVERSITY OF TORONTO 19 ‐

31

UNIV. OF BRITISH COLUMBIA 11

35 MC GILL UNIVERSITY 1 1

CHINA

World Ranking UNIVERSITY Master

45 PEKING UNIVERSITY 1

16

17

IGCSE was introduced as a value-addedprogramme to provide MRSM students withinternational exposure

IGCSE and Ulul Albab

Ulul Albab is a programme that integratesscience with religious studies and Al-Quranmemorization

Total students 2013 :24,750 students

SECONDARY EDUCATION

Total students as of June 2014: 35,573 students

18

PRE-UNIVERSITY

Total students 2013: 3,950 students

KM BantingKM Seremban

KM SerembanKM Antarabangsa MARA-Ketengah

KM Kuala Nerang, KM Kulim

IB

A‐Level

Foundation

Total students as of June 2014: 2,574 students

19

HIGHER EDUCATIONTotal students 2013 : 5,664 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

-Diploma (9) -HND (4)-Certificate (1)

Programmes offered:

Total as of June 2014: 5,759 students

20

HIGHER EDUCATIONTotal students 2013 : 20,334 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

-Certificate (2)

-Diploma (37)

-Degree (7)

Programme offered:

-Professional (4)

Total as of June 2014 : 23,319 students

21

TECHNICAL AND VOCATIONAL EDUCATION

12 Cluster Certificate Level

231 Centres Nationwide

Total trainees 2013 : 23,190 traineesTotal as of June 2014 : 16,290 trainees

22

IKM – 13 branches-Certificate (34)

-Diploma (48)

-HND (1)

Programmes offered:


KKTM – 10 branches

Total students 2013 : 15,394 students

Total as of June 2014 : 15,339 students

23

Total students 2013 : 22,467 studentsTotal as of June 2014 : 22,066 students

13 branch campuses PhD (5)Master (8)Degree (57)Diploma (44)Foundation (4)


24

To develop a dynamic infrastructure conducive for learning andbusiness to enable cross fertilization and the creation of anentrepreneurship ecosystem that offers beneficial returns to MARA.

WORKSHOP ON ACADEMIC RECOGNITION AND CREDIT TRANSFER

Siem Reap, November 14-15, 2014

Overview of Vietnamese government scholarship: Project 911

Tran Thi PhuongDeputy Head of Project Division

Vietnam International Education Development (VIED)Ministry of Education and Training of Vietnam (MOET)

2

CONTENTS

1. Background2. Objectives3. Budget4. Implementation

Background

Staffs

• 35% of the faculty hold doctorate degrees, • 60% of the faculty hold Master's

Ratio of lecturer/ students

Ratio of lecturer/ students

• less than 1/20

Ratio of students/ people

Ratio of students/ people

• 450 students/ ten thousand people

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:

Background

• 2010 – 2020• 23,000 PhD

• 2012 – 2020• 1,800 Master's

and 200 Bachelors overseas

• 2008 – 2013• 700 PhD and

Master's overseas and sandwich

• 3,500 study tour• 1,000 intensive

foreign languages

• 2000 – 2014• 5,000 PhD and

Masters

Project 322/356

Project 165

Project 911

Project 599

Government scholarship

Project 911: ObjectivesTraining 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

Overseas10,000

In – Country10,000

Sandwich3,000

Project 911 budget: 560 million USD for overseas training

Student Scholarship (3 years)

Tuition fee (maximum:

15,000 USD/ year)

Accomodation

Health care insurance

Living Expenses

Airfare

Project 911: Implementation

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: ImplementationRecruitment: country-wise (2011-2020)

Thank you

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 laFrancophonie in the world

The Agence universitaire de la Francophoin 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


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)


Proven expertise in implementing interregional andinternational student mobility programs, particularly forstudying in the European Union3789 scholarships granted since the beginning of the program

Today, the AUF use a project-based approach (call for tender, time-limited, evaluation, etc.And in this way all academic mobilities must be within the framework ofthese projects

- Leader of a network of partner universities in the ASEAN countries, aswell as in China and JapanSome member universities belonging to both the AUF and the AUNCambodia: Royal University of Law and Economics, Institute of Technology ofCambodia..Lao PDR: National University of LaosVietnam: National University of Vietnam in Hanoi, National University of Vietnam inHo Chi Minh City73 member universities of the AUF in the Asia Pacific region218 member universities of the AUF in European Union

The Agence universitaire de laFrancophonie 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 AUF is present in 3 ASEAN countries:1 regional office in Hanoi3 branches (Ho Chi Minh City in Vietnam, Phnom Penh inCambodia, 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)

Obrigadomulţumesc

dank jethint ko grazie

thank youขอบคณุครบั

khob chaiGracias

cám ơnGràcies

terima kasih 謝謝

dankon

using the tuning methodology to enhance the asia … the tuning methodology to enhance the asia-eu...

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