International Symposium on Education
Reform 2013
Tokyo, December 10, 2013

2013
2013

TUNING Competences Frameworks:
Key Tools for Educational Reform andthe Assessment and Comparison of
Learning in Global Perspective

12

10

TUNING

Robert Wagenaar
Robert Wagenaar

TUNING Competences Frameworks

TUNING

Content presentation
1. Global challenges

1.

2. Searching for a new paradigm

2.

3. TUNING competences frameworks

3. TUNING

4. Overarching competences frameworks

4.

5. Bridging meta-competences frameworks and Tuning
subject area based competences frameworks
6. Assessment of learning: measuring performance5.

7. Conclusions

7.

6.

TUNING1. Global challenges

1.

Globalization
Information and Communication Technology
Competitive Internationalized Higher Education
market• Academic staff / Researchers• Bachelor, Master and PhD students• Language of instruction
Opportunities on the labor market• Role of economic crises

2. Searching for a new paradigm
Finding responses to the challenges (1):Higher Education structures and programmes andqualifications should be reformed at a large scale to be able
to respond to the needs of society;
Academics should be given a key role in this process;The reform process should require the development ofinternational shared reference points / standards at
disciplinary / subject area level;
A language for communication should be developed which
would be understood by all major stakeholders, that isacademics, students, graduates, (potential) employers ofgraduates as well as professional organisations;

•
•
•
•

2.
1

:

Searching for a new paradigm
Finding responses to the challenges (2):2:

All stakeholders, including (potential) employers andprofessional organisations, but in particular graduates
should be (indirectly) involved in the process of curriculum
design and enhancement;
The focus should be on diversification of degree
programmes by profiling and stimulating flexibility;
The reform should facilitate national and international
mobility and the recognition of periods of study, including
qualifications for obtaining access to the next level ofprogrammes

Searching for a new paradigm

Agreed common language: “Competences” and“Learning outcomes”
Tuning definition of competences:••Competences represent a dynamic combination of cognitiveand metacognitive skills, knowledge and understanding /insight, interpersonal, intellectual and practical skills andethical values.
•Fostering competences is the object of an educational
programmes.
•Competences are formed in various course units andassessed at different stages.
[competences are obtained by the student]

•
•

[

]

Searching for a new paradigm
What is a Learning Outcome according to Tuning?

?

Level of competence is expressed in terms of Learning
outcomes (required or expected achievement):
Statements of what a learner is expected to know, understandand be able to demonstrate after completion of learning.
• They can refer to a single course unit or module or else to aperiod of studies, for example, a first, a second or third cycle
programme.
• Learning outcomes specify the requirements for award of
credit.
•

:
•

1 2 3

•
•

[

]

[learning outcomes are formulated by academic staff]

Searching for a new paradigm
Reforming Higher Education
PARADIGM SHIFT REQUIRED
From Staff Centred to Student Centred Learning !
Student centred learning:
An approach or system that supports the design of learning
programmes which focus on learners’ achievements,
accommodate different learners’ priorities and areconsistent with reasonable students’ workload (i.e workloadthat is feasible within the duration of the learning
programme). It’s accommodates for learners’ greater
involvement in the choice of content, mode, pace and placeof learning.

:3. TUNING competences frameworks

3.TUNING

Developing References Points for the Design and
Delivery of Degree Programmes in …..
Standard setting
Non-prescriptive
Process:•Establish group of 12-15 international
experts•Describe Academic Field•Define list of 30 Generic Competences•Define list of Subject SpecificCompetences•Map typical degrees•Map potential employability field

:
•12

15

•
•
•
•
•

30

TUNING competences frameworks
The procedure:
Defining Competences Statements
Distinguishing Generic and Subject Specific Competences
Consultation of stakeholders: academic staff, graduates,
employers (and students)

Outcomes surveys
input for defining
Tuning Competences
Frameworks

TUNING::

TUNING
1

2

3

100

101

TUNING competences frameworks
Consultation based on different variables:
the degree of importance: the relevance of thecompetence, in the opinion of the stakeholder (for work intheir profession);
the level of achievement: the achievement of thiscompetence as a result of having taken this university
degree.

TUNING
:
:
:
2
1=

2=

To evaluate these two variables, the interviewed had to use a scale: 1 =none; 2 = weak; 3 = moderate; 4 = strong.

EUROPE 2001

EUROPE 2008

5

TUNING

2001

2008

Academics
Correlations

Graduates

0,92
0,89

Employers

4=:and second:ranking of generic competences: based on the
categorisation of the five most important ones according toacademics, graduates, students and employers.

TUNING competences frameworks

3=

0.92
0.89

TUNING competences frameworks

EUROPE 2001

TUNING

2001

EUROPE 2008

2008

Academics, Top 6

6

1

Basic general knowledge

1

Ability for abstract thinking, analysis and synthesis

1

1

2

Cap. for analysis and synthesis

2

Ability to apply knowledge in practical situations

2

2

3

Capacity to learn

3

3

3

4

Creativity

Knowledge and understanding of thesubject area and understanding of theprofession

4

Ability to identify, pose and resolve
problems

5

Capacity to learn and stay up-to-date with learning

6

Capacity to generate new ideas (creativity)

5

Cap. for appl. knowledge in practice6

Critical and self critical abilities

4

5

6

6

TUNING competences frameworks

EUROPE 2001

4

5

TUNINGEUROPE 2008

2001

Employers,
Top 6ratings
Employers:
Importance2008

Employers: Importance
6 ratings

1

Capacity to learn

1Abil. to appl. knowledge in pract.

1

1

2

Cap. for appl. knowledge in practice2

Ability for abstract thinking, analysis andsynthesis22

3Cap. for analysis and synthesis

3

Ability to identify, pose and resolve problems

3

3

4

Problem solving

4

4

4

5

Concern for quality

Knowledge and understanding of thesubject area and understanding of theprofession

5

Ability to work in a team

6

Teamwork

6

Ability to plan and manage time

5
6

5
6

TUNING competences frameworks

EUROPE

AFRICATUNINGAMERICA LATINAALL GROUPS: Ranking, Top 5:

2 competences in common:

5

2

:

Ability to translate knowledge into practice
Ability for conceptual thinking, analysis and synthesis

TUNING competences frameworks

TUNING

From Reference Points to Meta-Profiles
Reference points approach: identifying core or key
competence of academic field
Meta-Profile approach: Clustering of generic and subject
specific competences to derive to meta-competences
Two approaches for grouping:
Clustering followed by labelingLabeling followed by clustering
Meta-competences are a mix of generic and subject specificcompetences
Number of clusters: 5 minimum to 8 maximum

:
:
2

:

5

:

8

5. Overarching competences
frameworks

5.

Complementary instruments:•Meta-Qualifications Frameworks (EQF / QF for EHEA)•National Qualifications Frameworks•TUNING Sectoral Qualifications Frameworks: Social
Sciences, Humanities, Creative and Performing Arts•TUNING subject area meta-profiles or reference points forlarge range of disciplines•Diploma Supplement (as an instrument to publish content
and outcomes of degree programmes)
Under construction:•TUNING Sectoral Qualifications Frameworks for otherdomains/sectors:•••TUNING:•TUNING•:•TUNING

331

341

Overarching competences
frameworks
Word wide perspective: Tuning and Qualifications Frameworks:

International environment
European QFs
NQF
Sectorial QF

NQF
QFs of otherworld
regions

Internationallyestablished (subject
specific) Tuning
reference points

Sectorial QF

OECDAHELO
pilot

OECDAHELO

Overarching competences
frameworks

European Qualifications Framework for Lifelong Learning: Level 7 (Master)
Knowledge

Skills(Wider)Competences- Highly specialised knowledge, some of which is at the forefront ofknowledge in a field of work or study, as the basis for original thinking
and/or research- critical awareness of knowledge issues in a field and at the inter-facebetween different fields- Specialised problem-solving skills required in research and/or innovationin order to develop new knowledge and procedures and to integrateknowledge from different fields- Manage and transform work or study contexts that are complex,
unpredictable and require new strategic approaches- Take responsibility forcontributing to professional knowledge and practice and/or for reviewing
the strategic performance of teams

6. Bridging frameworks

THE
COMPETENCES
FRAMEWORKPYRAMIDE

:

7

-

-

-

6.

QF
descriptors
TUNING
Sectorial Competences
Frameworks

TUNING Subject specificCompetences Frameworks

TUNING

TUNING

Bridging frameworks

Creative andPerforming
Disciplines

Humanities

EngineeringSocialSciences

EQF

NaturalSciences

HealthCare

Bridging frameworks

Structuring Competences and Learning Outcomes by using
Dimensions
Examples of general categories / dimensions:
Qualifications Framework for the EHEA
Acquiring knowledge and understanding

Lumina USA Degree Profile
Broad, Integrative Knowledge

Applying knowledge and understanding

Specialised Knowledge

Making informed judgments and choices

Intellectual Skills

Communicating knowledge and understanding

Applied Learning

Capacities to continue learning

Civic Learning

Contributing to original research (doctorate only):
Lumina USA

Bridging frameworks
Examples of sectoral / subject area dimensions
Humanities
Dimensions
The Human Being
Cultures andSocieties

Creative and Performing
Disciplines
Dimensions
Making, Performing, Designing,
Conceptualising
Re-thinking, Considering andinterpreting the Human

Texts and Contexts Experimenting, innovating &Researching
Theories andTheories, Histories and Cultures
Concepts
Interdisciplinarity Technical, environmental andContextual issues
Communication
Communication, Collaboration& Interdisciplinarity
Initiative andInitiative & Enterprise
Creativity
Professional Development
Professional
Development

Engineering
Dimensions

Basic andEngineering
Sciences

Engineering
AnalysisEngineering
DesignGeneric Skills
Engineering
Practice
Professional
Development

Bridging frameworks
Sector at level 6 EQF

Knowledge

SkillsCompetences

EQF

Advanced knowledge of a fieldof work or study, involving a
critical understanding oftheories and principles

Advanced skills, demonstrating
mastery and innovation,required to solve complex and
unpredictable problems in a
specialised field of wrk or study

CPD: Making,Performing,
Designing,
Conceptualising

Have advanced knowledge ofthe processes and concepts
underlying creation and/or
performance in their specificdiscipline

Have the advanced skills
necessary to create, realise
and express their own creative
concepts

Manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work or study
contexts
Take responsibility for
managing professional
development of individuals
and groups
Be able to draw upon theknowledge and skills gained within
their studies to act and respondcreatively in different situations

CPD: Rethinking,Considering andInterpreting the
Human

Appreciate how the practice
and/or creation generated
within their discipline bothstems from, and shapes, ourhumanity

Demonstrate interpretative skill
and a reflection of the humandimension in their creative
practice6

Be able to draw upon experience
gained within their studies tooperate with an ethical awarenessand to encourage the development
and foster the well - being of otherindividuals and groups

CPD :

CPD :

Tuning Subject Area MetaProfile publications …

TUNING

Other subject area brochures: Business Administration, Educational Sciences,
Gender Studies, History, Mathematics, Nursing, etc.
Recent publications: Art History, Linguistics, Literature and Culture, Theology andReligious Studies.

:
:
AHELO

1

Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)

Bridging frameworks

Degree programme profiles:
Own features
In accordance with Overarching / Metaframework
Based on Sectoral Qualifications
Framework (if available)
Based on Meta-profile / Reference points
subject area / discipline:

Bridging frameworks
Profiles can be based on two types of dimensions: the Learning Process
and the Subject Area. Examples:2

Learning Process
Legend: Bachelor, Master, Doctorate

Bridging frameworks
Key elements academic-professional profile
IDENTITY

gathers the essence of what is - “should be” - thedegree holder.

FUNCTIONS

detects the occupations and tasks which can be
carried out by the graduate.

CONTEXTSEDUCATION

focuses on the environment in which the gaduate isable to function successfully.
defines the main expected learning outcomes interms of competences –generic and specific.

:

,

,

Bridging frameworks
Consequences for degree programme design and enhancement:
Degree programme based on the
Tuning methodology:
FIRST CYCLE PROGRAMMExx credits• Programme design is team work, basedon consultation, discussion, cooperation

xx credits• Learning outcomes / competences to be
developed are basis for credit allocation

xx credits

COURSE UNIT

• Programme based on profile, sets ofcompetences to be obtained, desiredlearning outcomes to be achieved,
student workload based credits to beawardedTop-down

:
1

•

xx

•
•

xx

•

xx

:

• Teaching, learning and assessment
approaches respect credit allocation:
feasibility key factor

6. Assessment of learning:measuring performance

6.

Comparing levels of achievement of learning::

Locally: in and between classes in same institution
Nationally: between institutions / external reviews
Regionally: Limited number of countries, e.g. EU, East-Asia,
Latin America, North America
Globally, e.g. AHELO
Outcome: Reliable way to compare effectiveness of learning
strategies and approaches in relations to level of outcomes(taking into account mission and profile of one own’s degree
programme)

:

:
:
:
AHELO
:

OECD-AHELO

OECD-AHELO

measuring performance
MEASURING ACHIEVEMENT OF COMPETENCES
METHODOLOGY:
Definition of the competence.
Indication of the levels of achievement (mastery)for thatcompetence (General Learning Outcome).
For each level of achievement, determination ofindicators (progression route) (Subdivided Learning
Outcome).
For each indicator, in a matrix, statement of the levelattained from 1 to 5 phrased as descriptors or assessment
criteria.
An example of a generic competence : Critical Thinking

:

.
1

5
:

Measuring performance

Levels of Achievement :CRITICAL THINKING:FIRST LEVEL OF ACHIEVEMENT: Asking oneself
questions about surrounding life and actively participating in
discussions on it, analysing the judgements made andreflecting on the consequences of one’s own and others’
decisions
SECOND LEVEL OF ACHIEVEMENT: Analysing the logicof own and others’ judgements, weighing their personal andsocial implications
THIRD LEVEL OF ACHIEVEMENT: Arguing the pertinenceof judgements made and analysing the consistency of own
behaviour, based on underlying principles and values

LEVELS OF
MASTERY

Ability toasking oneself
questions aboutsurrounding life
and actively
participating in
discussions on it,
analysing thejudgements madeand reflecting ontheconsequences of
one’s own andothers’ decisions

:

2

:

3

:

DESCRIPTORSINDICATORS
1

2

3

Shows critical
Never questions theQuestions certain
attitude towards
situation or conditions
situations in own life. conditions of own
of own life.
life.
First level ofmastery:

1

4
Questions andexplores reality,reflecting on life.

5

Accepts as own
judgements or
decisions based on
opinions, evaluations,etc. as though they
were objective facts.

Accepts without
Questions
Correctly analyses
question judgements
judgements orDistinguishes objective judgements oror decisions based on
decisions based on facts from opinions
decisions based on
opinions, evaluations,
opinions,
and evaluations.
opinions, evaluations,etc. as though theyevaluations, etc.
etc.
were objective facts.

Remains passive
during discussions.

Finds it hard to
Actively
participate inparticipates in
discussion situations. discussion.

Foresees the
Ignores the practical
Unaware of the effects
practical
implications ofof decisions andimplications ofdecisions andproposals.
decisions andproposals.
proposals.

Doesn’t think about
the consequences ofown actions.

Participates
constructively in
discussions,contributing toconstruction of rich,shared reflection.

1

2

3

4

5

Formulates own
judgements andevaluations based on
systematic reflection
on reality.

In discussions serves
as constructive pointof reference for others.

1

:

.

Gives importance toAnalyses the pros and proper evaluation ofcons of the effects of the pros and cons ofdecisions proposed. decisions andproposals.

Reflects on the
Simply accepts
Asks for, weighs andconsequences andothers’ observations
Recognises andtakes into accounteffects that own
and criticisms of own
accepts own mistakes. others’ feedback on
decisions have on
behaviour.
own conduct.
others.

.

Measuring performance
Same approach can be applied for subject area /disciplinary competences:
Define subject area competence
Indicated levels of mastery (achievement) for succeeding course units(Define progression route or pathway) (General Learning Outcome)
Determine the indicators for achievement of (each) level defined(Subdivided Learning Outcome)Define descriptors / assessment criteria:

Outcome: framework to measure disciplinary based
competences / Learning Outcomes:
An example of a subject specific competence in the field ofArchitecture: Conceptualising, Designing, Materialising

Measuring performance
ARCHITECTURE
EQF Categories:

Knowledge

Skills(Wider) Competences

EQF:

Architectural Creation & Architectural Creativity
Level/ Dimension

Graduates of Architecture are expected at level ….

6 / Conceptualising,
Designing, MaterialisingArchitecture

To have advanced knowledgeof theprocesses, concepts andcultural values guiding
architectural creation

7 / Conceptualising,
Designing, MaterialisingArchitecture

To have highly advanced
knowledge of the processes,
concepts and cultural values
guiding architectural creation,some of which will be at theforefront of their field

8 / Conceptualising,
Designing, MaterialisingArchitecture

Knowing in depth all the
relevant methods andtechniques of inquiry
related to a particular field ofstudy ofarchitecture

To have the advanced skills toformulate critically , elaborate
creatively and translateinnovatively into spatial forms
their own
architectural concepts
To have developed to a highprofessional level their ability
as architects to formulate
critically ,elaborate creatively andtranslate innovatively into
spatial forms theirown architectural concepts
Integrating previous
experience so as todemonstrate original creative
insights in the domain ofarchitecture
Functioning with complete
creativeautonomy

To be able to draw upon theknowledge and skills gained within
their architectural
studies so as to act and respondcritically and creatively in different
situations
To emerge as well-developed
personalities, able to draw upon theknowledge and skills gained within
their architectural studies so as to act
and respond critically and creatively
in situations that are complex,
unpredictable
and require new strategic
approaches
Comprehending the transferability of
their research capabilities to otherfields
Displaying professional, creative andscholarly integrity

….
6

3

7

3

8

7. Conclusions

7.

Overarching competences frameworks and Tuning metaprofiles are essential instruments for reforming thehigher education sector and its degree programmes.
Tuning meta-profiles allow for comparison of (the levelof) learning.
Tuning meta-profiles form the backbone of any
instrument for measuring learning at sectoral / subject
area level in a (trans)national setting.
Level descriptors and indicators allow for fair measuringof performance and comparison of learning.
Degree programmes require a facelift to meet thechallenges of todays’ and tomorrows’ world.

Thank you for your attention !

http://www.unideusto.org/tuningeu/

http://www.unideusto.org/tuningeu/