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The implementation of Bologna in Flanders

The implementation of Bologna in Flanders. Prof. Dr. Dirk Van Damme Prof. Educational Sciences UGent Director of Cabinet of Flemish minister of education. Flemish HE system. Binary system, but with an important mixed category of programmes

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The implementation of Bologna in Flanders

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  1. The implementation of Bologna in Flanders Prof. Dr. Dirk Van Damme Prof. Educational Sciences UGent Director of Cabinet of Flemish minister of education

  2. Flemish HE system • Binary system, but with an important mixed category of programmes • 6 U and 21 ‘hogescholen’ with 60.000 and 100.000 students • Access is a crucial social value • Autonomy of institutions

  3. Bologna - essentials • Reform-process • Both top-down and bottom-up • Support from institutions and students • No democratic deficit, but still resistance • Impressive dynamic • Strong impact on states and institutions • ‘Open method of coordination’ versus national sovereignty and subsidiarity

  4. Bologna - essentials • Ultimate goal: (automatic) recognition of qualifications in EHEA • Objectives • Degree structure and qualifications framework • Credit-system • Quality assurance • Social dimension

  5. Principles of implementation • Integrated Flemish higher education space as part of European HEA: • One integrated system of higher education • Transparency in qualifications structure • Three qualification levels: bachelor, master, doctor (~ EQF) • Strengthening (international) quality assurance: accreditation

  6. Principles of implementation • From a ‘ternary’ to a binary system on bachelor level and a unitary system on master level • ‘Academisation’ and upgrading of 4year programmes in ‘hogescholen’ • Flexible learning trajectories • Universities and ‘hogescholen’: different missions but more cooperation

  7. Programmes and degrees • Objective: an integrated qualifications structure • Vertical dimension ba-ma-dr • Horizontal dimension: differentiation on the continuum professional versus academic • Long two-cyle programmes at ‘hogescholen’ become fully academic

  8. Programmes and degrees • Vertical dimension: • three qualification levels with substantial legal definitions, learning outcomes descriptors and quality requirements • Bachelor: min 180 ECTS • Master: min 60 ECTS • Doctor

  9. Programmes and degrees • Improved possibilities for bridging programmes and mobility between programmes • Also post-initial qualifications: ‘bachelor after bachelor’-, ‘master after master’-programmes of min. 60 ECTS • Besides ba/ma programmes and degrees also other postgraduate programmes, leading to certificates, mainly for professional purposes

  10. Programmes and degrees • Horizontal dimension: why differentiation? • corresponding to differentiated qualification needs in society • avoiding ‘academic drift’ and ‘vocational drift’ • only in bachelor level, not in master level • strengthening flexibility, allowing students to progress from professional to academic programmes

  11. Degree system doctor ma na ma master ba na ba S bachelor prof. bachelor acad. professional academic

  12. Programmes and degrees • Difficult points: • Length of master programmes • Integration of old ‘third cycle’ in masters • Development of new curricula • Transition: ‘big bang’ approach • Language issue

  13. Programmes and degrees • Flexibility • Various study trajectories • Full implementation of credit system • Different study contracts • Procedures of recognition of prior experiential learning • Different kinds of specific bridging programmes

  14. Accreditation • Need for strengthening quality assurance, but building further on merits of existing QA system • Accreditation as Y/N decision whether programme meets quality standards on the basis of public evaluation report of QA • International approach: together with the Netherlands and intensive international cooperation

  15. Associations • Integration of universities and hogescholen into new framework (not new institution) • Functions: optimising programmes, bridges, strengthening research basis of (new) masters, planning research & development, joint development quality assurance, etc. • Framework for further cooperation

  16. Challenges - Flemish • Recognition of qualifications still problematic • Reform of funding system of universities and ‘hogescholen’ • Tackling problem of over-supply of programmes • Sub-bachelor degrees

  17. Challenges – international • Speed and depth of reform movement • Linking Bologna to Lisbon Agenda and ERA • Bergen: more intensive cooperation and convergence in QA is needed • What after 2010 • Benelux is candidate for the 2009 ministerial conference !

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