Re-introducing the fruits of the Tuning Asia-Southeast Project: the Reference Points for Design and Delivery of Degree Programmes

The TA-SE project for Southeast Asia’s key objective is to contribute to the development of common goals within the region in curriculum development, implementation, and in human resource capacity, these three books provide the readers with the TUNING Philosophy of Outcome-Based Education (OBE), the use of the methodology set by the Tuning Academy for each subject area in Civil Engineering, Medicine and Teacher Education, and how the participating universities utilized the methodology to design their respective curricula, and how it has affected them respectively.

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Book Abstracts

Teacher Education

With the aim to develop higher education in Southeast Asia, the Tuning Asia South East Project implements the Bologna tools in ASEAN universities by building a framework of comparable and compatible qualifications. 10 universities from 5 ASEAN countries are in this TA-SE Teacher Education Subject Areas. Educational experts from all over Southeast Asia have designed a set of tools that are beneficial for our current work and future needs as well as contexts and global changes in the 21st century. Three core themes have been developed: the qualification profile; the curriculum and syllabus; and routes of those who learn. Teacher education that represents a system for designing quality qualifications to be shared by all the members and beyond. We are open to the possibility of creating networks with other Tuning regions within the field of Teacher Education. The Tuning methodology of crafting comparable and compatible competency-based standards in education is an approach that allows the synergy among higher education institutions. The TA-SE project brings the possibility of pursuing directions in research and the chance of collaborative work among participating teacher education institutions.


The TASE Medicine SAG involves representatives of medical schools from Cambodia, Indonesia, Malaysia, Myanmar, Philippines and Vietnam, and the experts from France, the Netherlands and Italy acted as facilitators. With the aim to design a relevant curriculum, the Tuning Academy proposes two essential competencies that include generic and subject-specific competencies. All schools had developed competencies in terms of their national competencies that were mandated by policies, and dictated by the professional, national and qualification agencies of the respective countries. With the competencies at hand, the TA-SE Medicine Framework was developed that consisted of six domains of which include patient care, family-community-population care, ethics and professionalism, knowledge and skills, communication, and quality assurance. The report further discusses the implementations of the framework, the convergence of the meta-profile and degree profiles, and the successful experiences of some implementing universities in using the Tuning Methodology.

Civil Engineering

21st century graduates, or the gen-Alpha learners, are generally less desirous of pursuing science, technology, and mathematics; however, the need to produce engineers from these set of graduates with the desired attributes has significantly risen. Guided by the TUNING Methodology, the Civil Engineering Subject Area Group (SAG) involves eleven universities from Thailand, Philippines, Malaysia, Vietnam, Cambodia and Indonesia that will apply a competency-based curriculum bearing 14 different specific competencies that would serve as a criteria for students participating in the project. The participating universities shared and described their experience from the start until the “designing” stage of the methodology.