The main objective of the project is to find out whether it is possible to develop a credit points based ‘overarching’ SQF for the Humanities and the (Fine and Applied) Arts which covers the levels 3 to 8 of the EQF for LLL. The HUMART project will build on the outcomes of the successful project the Tuning SQF for Social Sciences.

The most important objectives are the following:

    • mapping of progression routes – on the basis of standardized questionnaire - regarding secondary general education and vocational education and training from the perspective of the sector as well as for each subject area involved. Identification of communalities and differences at national level; identification of entrance and exit points as well as entrance levels at levels 3 and 4 and possibly 5 on the basis of different learning routes taken;
    • establishment of subject area based working groups for Literary Studies, Linguistics, Theology and Art History which are requested to develop their own reference points and level descriptors for the levels 3 to 8;
    • preparation of subject area and sectoral level descriptors for the levels 3, 4 and 5 by the groups which already prepared the level 6 to 8 descriptors as part of the Tuning project, i.e. History, Architecture, Music, Dance and Theatre , Art and Design.
    • identification of communalities and differences at subject area level with regard to all nine subject areas and preparation of sectoral descriptors for the levels 3 to 8. These descriptors should be written in such a way that both the Dublin descriptors and the descriptors of the EQF for LLL are covered;
    • identification of (ECTS) credit ranges for the levels 3 to 5 as well as exploration of the link to the European Credit system for Vocational Education and Training (ECVET) initiative;
    • identification of suggestions for fine tuning and bridging of the Bologna (Dublin) descriptors and the descriptors of the EQF for LLL;
    • testing of the provisional and final results during the running period of the project by admission offices at institutional level as well as (national) entities specialized in the recognition of prior learning.

Cooperation is foreseen with ENIC-NARIC which has completed two succeeding projects – CoRe I and CoRe II – supported by the European Commission to test the Tuning descriptors for recognition purposes and to advise on the language used for formulating sets of competences / learning outcomes. As a result a joint brochure is published in January 2011 entitled A Tuning Guide to formulating Degree Programme Profiles; Including Programme Competences and Programme Learning Outcomes.