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Bologna Process in Poland

Bologna Process in Poland. Marek Frankowicz Bologna Expert, Poland. Features of Polish HE. Size Diversity Prior experiences – from divergence to convergence Commitment to the Bologna Process. Size and diversity. At present, Poland has 130 public HEIs 315 non-public HEIs,

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Bologna Process in Poland

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  1. Bologna Process in Poland Marek Frankowicz Bologna Expert, Poland Alma Laurea Conference, University of Siena, 25 May 2007

  2. Features of Polish HE • Size • Diversity • Prior experiences – from divergence to convergence • Commitment to the Bologna Process Alma Laurea Conference, University of Siena, 25 May 2007

  3. Size and diversity At present, Poland has 130 public HEIs 315 non-public HEIs, with a total number of 1,953,800 students, including 1,333,000 at public HEIs 620,800 at non-public HEIs. Alma Laurea Conference, University of Siena, 25 May 2007

  4. As of 30 November 2005, the numbers of students enrolled in individual types of HEIs were as follows: • Universities: 563,100 • Technical universities: 331,100 • Agricultural universities/academies: 107,700 • Academies/universities of economics: 407,800 • Teacher education universities/academies: 111,800 • Medical universities/academies: 48,800 • Higher education institutions for maritime studies: 11,500 • Physical education academies: 28,200 • HEIs for art studies: 15,400 • Theological HEIs: 10,400 • Other HEIs: 79,500 • Non-university HEIs: 224,700 • Military HEIs: 12,000 • Government service HEIs: 2,000 Alma Laurea Conference, University of Siena, 25 May 2007

  5. The important developments relating to the Bologna Process, including legislative reforms, since Bergen. • The Act of 27 July 2005 – The Law on Higher Education (Dziennik Ustaw. No. 164, item. 1365) and relevant implementing regulations to the Act, which are a legal basis in particular for: • the establishment of a three-cycle structure on a compulsory basis in all higher education institutions; • the issue of the Diploma Supplement; • the introduction of a credit transfer and accumulation system; • the provision of joint study programmes and the award of corresponding (double or joint) diplomas; • the provision of degree programmes in macro-fields of study and interdisciplinary programmes; and • the establishment of associations of higher education institutions. Alma Laurea Conference, University of Siena, 25 May 2007

  6. The important developments relating to the Bologna Process, including legislative reforms, since Bergen. • The following documents are relevant to the implementation of the Bologna Process: • Regulation of the Minister of Science and Higher Education of 3 October 2006 on the ECTS credit transfer and accumulation system; • Regulation of the Minister of Science and Higher Education of 13 June 2006 on the names of fields of study for degree programmes provided as first-cycle programmes, second-cycle programmes and long-cycle programmes; • Regulation of the Minister of Science and Higher Education of 19 December 2006 laying down the requirements and procedure for the organisation of doctoral programmes by organisational units of HEIs; • A regulation of the Minister of Science and Higher Education on degree programme requirements, which contains rules for the development of curricula in HEIs, is currently being drafted. • Actions are taken to create internal quality assurance systems within HEIs. • A regulation on distance education is currently being drafted. Alma Laurea Conference, University of Siena, 25 May 2007

  7. The structures which oversee the implementation of the Bologna Process in PL The Ministry of Science and Higher Education, supported by: 1. The Council for the Bologna Process, composed of: representatives of the Ministry of Science and Higher Education, the State Accreditation Committee, the General Council for Higher Education, the Conference of Rectors of Academic Schools in Poland, the Conference of Rectors of Non-University Higher Education Institutions in Poland, the Students’ Parliament of the Republic of Poland, two representatives of Poland in the Bologna Follow-Up Group, a representative of the Team of Bologna Promoters, the Bureau for Academic Recognition and International Exchange, the Foundation for the Development of the Education System, the Coordinator of the LLP, and a representative of the National Section for Higher Education and Research of the Independent and Self-Governing Trade Union “Solidarity”. 2. The Team of Bologna Promoters, 3. The Working Group for the National HE Qualifications Framework Alma Laurea Conference, University of Siena, 25 May 2007

  8. The Council for the Bologna Process It is composed ofrepresentatives of • the Ministry of Science and Higher Education, • the State Accreditation Committee, • the General Council for Higher Education, • the Conference of Rectors of Academic Schools in Poland, • the Conference of Rectors of Non-University Higher Education Institutions in Poland, • the Students’ Parliament of the Republic of Poland, • two representatives of Poland in the Bologna Follow-Up Group, • a representative of the Team of Bologna Promoters, • the Bureau for Academic Recognition and International Exchange, • the Foundation for the Development of the Education System, • the Coordinator of the LLP, • and a representative of the Trade Union “Solidarity”. Alma Laurea Conference, University of Siena, 25 May 2007

  9. The main challenges ahead for PL 1)   Implemention of the aims of the Bologna Process, in particular: • development and implementation of the National Higher Education Qualifications Framework; • full implementation of the two-cycle structure based on ECTS; • development of doctoral programmes; • wider opening of HEIs towards international cooperation and internationalisation of education; • increase in student and academic staff mobility 2)   Increase in the number of graduates in mathematics, science and technology 3)   Development of mechanisms ensuring high quality and effectiveness of education Alma Laurea Conference, University of Siena, 25 May 2007

  10. The main challenges ahead for PL (continued) 4)Development of cooperation between HEIs and social and business partners 5)Adaptation of education to the needs of changing labour market, development of entrepreneurship and skills and competencies necessary on the labour market 6)Changes in the system of higher education financing, including increased funding from sources other than the State budget 7)Development of a lifelong learning system 8)Enhancing the role of HEIs in the development of links between education, research and innovativeness 9)Participation of Poland in the creation of the European Institute of Technology 10)Reform of the organisation and financing of scientific research. Alma Laurea Conference, University of Siena, 25 May 2007

  11. London - Priorities for 2009 • Mobility • Social Dimension • Data collection • Employability • The European Higher Education Area in a global context • Stocktaking Alma Laurea Conference, University of Siena, 25 May 2007

  12. London - Data collection • We recognise the need to improve the availability of data on both mobility and the social dimension across all the countries participating in the Bologna Process. We therefore ask the European Commission (Eurostat), in conjunction with Eurostudent, to develop comparable and reliable indicators and data to measure progress towards the overall objective for the social dimension and student and staff mobility in all Bologna countries. Data in this field should cover participative equity in higher education as well as employability for graduates. This task should be carried out in conjunction with BFUG and a report should be submitted to our 2009 Ministerial conference. Alma Laurea Conference, University of Siena, 25 May 2007

  13. London- Employability • Following up on the introduction of the three-cycle degree system, we ask BFUG to consider in more detail how to improve employability in relation to each of these cycles as well as in the context of lifelong learning. This will involve the responsibilities of all stakeholders. Governments and HEIs will need to communicate more with employers and other stakeholders on the rationale for their reforms. We will work, as appropriate, within our governments to ensure that employment and career structures within the public service are fully compatible with the new degree system. We urge institutions to further develop partnerships and cooperation with employers in the ongoing process of curriculum innovation based on learning outcomes. Alma Laurea Conference, University of Siena, 25 May 2007

  14. Operational research for HE: Modelling the dynamics of the Bologna process in European higher education area • European higher education evolves towards an open flexible structure embedded in the space of lifelong learning, parametrized by European Qualifications Framework. OR methodology can be very useful in modeling, analysing and predicting flows between different levels of education (secondary-undergraduate- graduate- postgraduate), different types of education (formal-nonformal, full time-part time etc.) and between education and work (new workers, in-service training, internships etc.). Development of appropriate tools and monitoring of dynamics of these flows can be very important in elaborating national and European strategies for implementation and modification of the Bologna reforms. Alma Laurea Conference, University of Siena, 25 May 2007

  15. Alma Laurea Conference, University of Siena, 25 May 2007

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