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The Bologna Process and studying with a disability

Gilles Verschoore Coordinator esdon. The Bologna Process and studying with a disability. The BP in a few words. Intergovernmental process From 29 to 46 countries (Cultural Convention of the CoE) The Bologna Declaration 1999-2010-2020 Creation of a European Higher Education Area (EHEA)

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The Bologna Process and studying with a disability

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  1. esdon esdon@esdon.org +32 485/376 434 Gasmeterlaan 134 B-9000 Gent Belgium Gilles Verschoore Coordinator esdon The Bologna Process and studying with a disability

  2. The BP in a few words • Intergovernmental process • From 29 to 46 countries (Cultural Convention of the CoE) • The Bologna Declaration • 1999-2010-2020 • Creation of a European Higher Education Area (EHEA) • A process to harmonise European HE

  3. Start and evolution • 1998: Sorbonne • 1999: Bologna • 2001: Prague • 2003: Berlin • 2005: Bergen • 2007: London • 2009: Leuven/Louvain-la-Neuve

  4. Sorbonne • Celebration 800 years Sorbonne • France, Germany, Italy and the United Kingdom • Sorbonne Joint Declaration • More cooperation in the field of HE

  5. Bologna • 29 countries • Harmonisation of HE • Comparability • Compatibility • Promotion of mobility • Not a binding international treaty • 3 dimensions • Comparability • Employability • Attractiveness • Social cohesion??

  6. The Bologna Declaration • Easily readable & comparable degrees (+ implementation of DS, to promote employability & international competitiveness) • Two main cycles (undergraduate (min 3 years) & graduate) • System of credits, such asECTS • Promotion of mobility • European cooperation in quality assurance • Promotion of the necessary European dimension in HE

  7. Action lines Qualifications Frameworks / Three-Cycle System Joint Degrees Mobility Recognition Quality Assurance Social Dimension Employability Lifelong Learning EHEA in a global context Stocktaking Bologna Beyond 2010

  8. A pedagogical revolution? • Teaching => Learning • Tutor-oriented => Student-centered • Year => Semester • Class hours => ECTS • Class content => Learning outcomes

  9. How does studying (and working) with a disability fits in the Bologna Process?

  10. BP and disability (1/8) • 3-cycle system and ECTS • Flexibilisation => flexible and individual pathways REMARK: Is this inclusive for all? Maybe some students like ex cathedra classes? => Yes, both systems can exist in a parallel way

  11. BP and disability (2/8) • Mobility • Disabled students (and staff) must be able to be mobile as well • Should focus on a free choice of institution and be based on the educational opportunities an institution can offer a disabled student, not just based on the availability of specialised services • => Study abroad without limits

  12. BP and disability (3/8) • Quality assurance • Embed student services in general and services for disabled students in the quality assurance review process • Monitoring of the impact of the quality assurance system • Continuous professional development of staff (‘teaching the teachers’, ‘training the trainers’)

  13. BP and disability (4/8) • Lifelong learning • Flexible, individual and alternative pathways to enjoy higher education

  14. BP and disability (5/8) • Employability • HE must prepare students to function properly in a working environment • => disabled students as well • Raising awareness amongst employers, empowerment of people with disabilities and provision of specialist career and guidance services

  15. BP and disability (6/8) • Social dimension • => start to act, clear goals and benchmarks regarding accessibility, services, guidance and counseling, reasonable adjustments and non-discrimination legislation

  16. BP and disability (7/8)

  17. BP and disability (8/8) • Stocktaking • => put accessibility, services, guidance and counseling and reasonable adjustments in the stocktaking under the social dimension • Data collection!

  18. Thank you for your attention!

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