Building Degree Profiles. The Tuning Approach

González, Julia; Yarosh, Maria

doi:10.18543/tjhe-1(1)-2013pp37-69

Cited by 5 publications

(1 citation statement)

References 6 publications

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“…1 (2014): 127, http://dx.doi.org/10.18543/tjhe-1(1)-2013pp127-163. 16 harmonise general degree qualifications, 17,18,19,20 this work focuses on a different need for harmonisation: the need to exploit intra-African economic development opportunities and access larger markets for economies of scale. This further points to the need for the development of regional standards on technology and practice, as part of developing sustainable regional economic sectors.…”

Section: Introductionmentioning

confidence: 99%

Meta-profile and competencies for harmonisation of higher education in sector-specific technology areas: A case study of Renewable Energy in Southern Africa

Zörner¹,

Mahomed²,

Zulu³

et al. 2020

TJHE

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The aim of this study was to develop the profile and competencies of a harmonised curriculum for a multi-country regional sector-specific higher education programme. The study, which was based on a case study of Renewable Energy involving six countries in Southern Africa, was based on established methodologies proposed by previous studies on harmonisation and profiling of higher education programmes. The study uses a general curriculum development approach leading to the definition of generic and specific competencies and feeding into a learning taxonomy to create alignment with specific learning outcomes at the intended qualification level. However, the approach extends the harmonisation concept to include industrialisation potential, which is crucial in the developing-country context. This allows for the exploitation of shared resources in sector-specific technology areas and supports the development of regional standards on technology and practice, as part of developing a sustainable regional economic sector. Twentytwo competencies, encompassing both generic and specific competencies, were defined. These competencies were grouped into six key competence areas, and later transformed into four clusters of competencies: core competencies, hard skills, soft skills and attitudes. These four clusters were then placed on a planetary system to represent the meta-profile for the qualification, which forms the framework for the future design of learning materials for the qualification. Received: 24 June 2019Accepted: 5 October 2020

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Section: Introductionmentioning

confidence: 99%

Meta-profile and competencies for harmonisation of higher education in sector-specific technology areas: A case study of Renewable Energy in Southern Africa

Zörner¹,

Mahomed²,

Zulu³

et al. 2020

TJHE

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Los Main Goals and Principles of Higher Education Systems Integration in Ehea Countries

Новикова¹,

Polyakov²

2020

JoSPoE

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The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

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The Humanitarian Action Qualifications Framework: a quality assurance tool for the Humanitarian Sector

Aardema

Muguruza

2014

TJHE

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The article presents the European Universities on Professionalisation on Humanitarian Action (EUPRHA) Project as an initiative that seeks to contribute to the professionalisation and quality assurance of the humanitarian sector. Its purpose is to explain the approach and the process leading to the development of the Humanitarian Action Qualifications Framework as an example of good practice for other sectors aiming at improving the recognition of qualifications as a precondition of academic and professional mobility. With this aim, it introduces the educational and humanitarian trends that led to this project: the move from transnational qualifications frameworks of which the European Qualifications Framework for Lifelong Learning (EQF) is the best example to sectoral qualifications frameworks and the increasing demand from the sector seeking to determine the competencies and required skills of a professional humanitarian aid worker. Based on the EQF and the Tuning methodology the framework will act as a translating device to make national and sectoral qualifications more readable and promote humanitarian workers’ and learners’ mobility between countries and organisations. It will facilitate inter-system transparency and recognition of (non-)formal and informal learning by linking occupations, skills, competences, and qualifications, thus benefiting the Humanitarian Sector as a whole.

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Building Degree Profiles. The Tuning Approach

Cited by 5 publications

References 6 publications

Meta-profile and competencies for harmonisation of higher education in sector-specific technology areas: A case study of Renewable Energy in Southern Africa

Meta-profile and competencies for harmonisation of higher education in sector-specific technology areas: A case study of Renewable Energy in Southern Africa

Los Main Goals and Principles of Higher Education Systems Integration in Ehea Countries

The Humanitarian Action Qualifications Framework: a quality assurance tool for the Humanitarian Sector

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