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Amsterdam, 23 March 2007

Status of Implementation of the Bologna Reforms in the European Higher Education Area. Dr. Sebastian Fohrbeck DAAD, Bonn. Amsterdam, 23 March 2007. Changing Times 1989 - 1999. Europe 1989 - 2007. Europe 1989. Europe 2007. The Bologna Anniversary on 19 June 1999.

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Amsterdam, 23 March 2007

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  1. Status of Implementation of the Bologna Reforms in the European Higher Education Area Dr. Sebastian Fohrbeck DAAD, Bonn Amsterdam, 23 March 2007

  2. Changing Times 1989 - 1999

  3. Europe 1989 - 2007 Europe 1989 Europe 2007

  4. The Bologna Anniversary on 19 June 1999 MAGNA CHARTA UNIVERSITATUM

  5. Bologna Minister‘s of Conference in Berlin 2003

  6. Objectives of the Bologna Process – Bologna Declaration 1999 1999 Bologna • In 1999, Ministers of Education from 29 European countries signed the Bologna Declaration which aims to create a coherent and cohesive European Higher Education Area (EHEA) by 2010. The main objectives outlined in this statement were as follows: • adopt a system of easily readable and comparable degrees • adopt a system with two main cycles (undergraduate/graduate) • establish a system of credits (such as ECTS) • promote mobility by overcoming legal recognition and administrative • obstacles • promote European co-operation in quality assurance • promote a European dimension in higher education

  7. Objectives of the Bologna Process – Bologna Declaration 1999 Current Topics on the Bologna Agenda • - Mobility • - Degree System • - Quality assurance • - Attractiveness of Higher Education Area

  8. Driving forces of Bologna • Internal agenda: • Internal higher education market (integration) • System innovation and preparation fora European labour market • External agenda: • global higher education market • Europe’s higher education no longer unchallenged • «degree jungle» • Aims: Enhance mobility, employability and attractiveness

  9. Some things to keep in mind • Consecutive principle: Bachelor, Master and Doctorate build upon each other • Continuity: students are encouraged to do a Master after their Bachelor in most countries • Specialised from the start: the Bachelor does not have any “general education elements”

  10. The Bologna Process Paris 1998 - Bologna 1999 - Prague 2001- Berlin 2003 - Bergen 2005 45 Signatory States (*since 2005) Albania Latvia Andorra Liechtenstein *ArmeniaLithuania *Azerbaijan Luxembourg Austria Malta Belgium FYR of Macedonia Bosnia - Herzegovina *Moldova Bulgaria Netherlands Croatia Norway Cyprus Poland Czech Republic Portugal Denmark Romania Estonia Russia Finland Serbia and Montenegro France Slovak Republic *Georgia Slovenia Germany Spain Greece Sweden Holy See Switzerland Hungary Turkey Iceland *Ukraine Ireland United Kingdom Italy 6

  11. The Bologna Conference Engine 1999 2001 2003 2005 2007 2009 ? When? ? Where? What? (Paris) Bologna Prag Berlin Bergen London ? 29 States 33 States 40 States 45 States ? Who?

  12. The Bologna Conference Structure Bologna Secretary Chair Host Country EU Commission EU Presidency EUA ERASHE ESIB Bologna Follow up Group Council of Europe EU Ministry of 45 signatory countries ?

  13. European ResearchArea European Higher Education Area Role and Policy of EU in the Bologna Context European Union Lisbon Declaration 2000 "Europe as the most competitive and dynamic knowledge-based economy in the world" Bologna Bologna Declaration 1999 Mobility and Quality  

  14. Role and Policy of EU in the Bologna Context Mobility Quality Attractivess ERASMUS Programme (Third Country Programmes) Recognition of Degrees ECTS European Qualification Framework ERASMUS Mundus EUROPEAN MARKETING Promotion

  15. € 15 Mio. € 877 Mio. ERASMUS Mobility in Europe Erasmus LLP-objectives 2013 • 3 mio. students • higher grants • (200 Eur/months) • full academic recognition • no tuition fees

  16. The Europe of ERASMUS: 144.000 Mobile Students in 2004/2005 EU ERASMUS countries Other ERASMUS countries: Bulgaria, Island, Liechtenstein, Norwey, Romania and Turkey

  17. Quality Assurance in Europe • ENQA (European Association for Quality Assurance in Higher Education) • European Guidelines for Standards for internal and external quality assurance of higher education and quality assurance agencies • Establishment of a European register of quality assurance agencies • European Commission • European Qualification Framework (EQF): a set of eight qualification levels from compulsory education to the highest academic level (for example: tertiary level 5 to 8); describing what a learner knows, understands and is able to do (Knowledge, Skills and Competences); shifting the focus from learning input to learning outcomes • National Level • national quality assurance agencies / accreditation • Quality Assurance in Higher Education institutions

  18. Implementation of BA/MA Degree Structure in Europe 2005 a) Implementation formally completed: Italy, the Netherlands, Norway, Switzerland and the United Kingdom b) Implementation in progress: Austria, Germany and Poland c) Implementation at the beginning: France, Hungary and Spain Predominant Models of Bachelor and Master Programmes in Europe United Kingdom: 3+1 years Netherlands: 3+1 years Germany: 3+2 years France: 3+2 years Spain: 4+2 years Source: DAAD Study 2006

  19. Bologna Reforms in Germany: Degree Structure Before Bologna After Bologna Fachhochschulen (Universities of Applied Science) Fachhochschulen (Universities of Applied Science) Universities Universities PHD3 to 4 years PHD3 to 4 years 2 2 1 1 Assessment 5 MA Magister/ Dipl./ Staatsex. 5 MA 4 5 FH-Diplom 4 4 4 3 3 BA 3 BA 3 2 2 2 2 1 1 1 1

  20. Implementation of Bologna Reforms in Germany 2006: BA/MA Structure 2.300 Bachelor courses 1.800 Master courses 4.094 BA/MA Programs in Germany = 36% of all courses Source: DAAD Survey May 2006

  21. Implementation of Bologna Reforms in Germany 2006:BA/MA Structure • BA and MA study programmes in Winter 06: 5.188 (3.075 BA, 2.113 MA) = of all study programmes 45 % of courses at universities: 39% of courses at FH: 70% of courses at Colleges of Art/Music: 11% • percentage of graduates (2005): 8.4% • students enrolled in BA/MA programmes: 12.5 % • new entrants opting for a BA or MA: 30 %

  22. Implementation of Bologna Reforms in Germany 2006: Accreditation • Primary responsibility for quality assurance in Higher Education institutions • Accreditation as a new instrument of quality assurance • Accreditation to ensure national and international recognition of degrees 1.781 German BA/MA programs accredited (=43,5%)

  23. Bologna Reforms in Germany - The System of Accreditation HRK Rectors‘ Conference KMKKultusminister-konferenz Länder/German states HEI Council AKKREDITIERUNGSRAT 4 repr. of HEIs 4 repr. of the „Länder/German states“ 4 repr. of employment market 2 students 2 international consultants • Accreditation • all new BA/MA have to be • accredited • - costs 10.-20.000 US Dollars • - to be renewed after 5 years The Council accredits the different agencies. The Agencies accredit courses (not institutions so far). AQAS ACQUIN further regional Agencies AHPGS further Agencies ASIIN Higher Educational Institutions (HEI)

  24. Bologna Reforms in Italy • In 2006-07, 98,5% of students below doctoral level are attending Bologna-modelled programmes; 100% at doctoral level are attending structured programmes • 1st cycle: Laurea, 180 Credits over 3 years, all courses contain a period of practical training • 2nd cycle: Laurea Specialistica/Magistrale, 120 credits in 2 years • 3rd cycle: Dottarato di Ricerca, minimum 3 years, universities autonomously decide wether to structure individual DR programmes in credits or not • No direct access from Bachelor to PhD level • 2004: 54% of all graduates of the Bachelor (Laurea) continue their studies • 92% of doctoral candidates go into research (52% within universities, 42% outside universities). Only 6% get engaged in other careers.

  25. Bologna Reforms in Spain • The new Bachelor degrees („Grado“) have 240 credits in 4 years; they are to be implemented in the academic year 2008-09. Thesis optional. • During 2006-07 only 1.000 of the new Master courses are under construction. A Master may have 60 to 120 credits (one to two years). Mandatory thesis. • There is a possibility for immediate access to doctoral studies after the Bachelor (admission to the doctorate training period). • Doctoral studies have a length of 3 to 4 years and consist of a training period (60 credits) and a research period. A Masters degree can be part of the training involved in obtaining a doctorate.

  26. Bologna Reforms in France • Most HE institutions are now working under the new LMD system: • Licence (180 credits, 3 years) • Master (120 credits, 2 years) • No direct access from the Bachelor level to PhD level • 54% continue after the Licence • Doctoral programmes last 3 years after the Master. No ECTS credits whatsoever in doctoral schools (different from Spain). • The 3rd cycle is clearly disconnected from the Master and corresponds to the PhD alone (different from Spain) • 66% of PhD holders continue in research (47% in the public sector, 19% in the private sector) (different from Germany)

  27. Everybody is looking for good Students

  28. Bologna – A threat to student mobility? • The Bologna Process has an official „text“ (creating a European Higher Education Area, enhancing mobility of students) • But there is also a hidden „subtext“ (if you want to put 50% of an age group through Higher Education, you need shorter, more structured versions of study than the traditional continental model) • The Bologna Process is NOT a threat to student mobility if we find the right forms of mobility • These forms include credit transfer, curricula with study periods abroad and highly integrated courses with double or joint degrees.

  29. Bologna-Process in Germany: Facilitating Mobility • BA/MA programmes offering at least partly courses in a foreign language: 66% • BA/MA programmes taught pre-dominantly in a foreign language: 17% (especially MA) • BA/MA programmes with study abroad period: 20% • many of the new programmes with internationally orientated curricula (European Law, Development Cooperation)

  30. Impact of Bologna on Transatlantic Mobility Shorter study periods abroad (1 semester or less) ? Increase of vertical mobility (BA at home – MA abroad) ? Increase of „bridge mobility“ (between BA and MA) ? More organized mobility and less free-mover mobility ?

  31. International students in Germany 1975-2005: Wissenschaft Weltoffen 2005

  32. How to keep abreast of Bologna Changes • Country reports on the Bologna website • Websites of universities, do in general have the curricula of all major programmes (will be mostly in the national language, though) • Trends V Report on the Bologna website • Results of the London Conference on the Bologna website

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