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Impacts of the Bologna Process in Education: Insights from Europe

This document explores the various consequences of the Bologna Process on higher education across several European countries, including Belgium, Sweden, and the UK. It examines key aspects such as the legislative framework, qualifications, organization of study programs, curriculum content, teaching methods, and evaluation techniques. The study highlights both opportunities for improvement, such as the shift toward active learning and ICT use, and challenges, including frequent legislative changes and varying implementation across countries.

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Impacts of the Bologna Process in Education: Insights from Europe

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  1. 2. Consequences of the Bologna process Working group 1 Belgium (Flem. C.), Sweden, Great Britain, Bulgaria, Croatia, Estonia, Hungary, Italy, Romania, Switzerland, Austria

  2. Aspects to consider • Legislative framework • Qualifications • Organisation of the study program • Contents of the study program • Teaching methods • Evalution methods

  3. Legislative framework • New laws – New regulations to take into account • Too frequent changes – a heavy burden for institutions

  4. Qualifications • BA and MA-levels have been/are about to be adjusted to a European standard (3+1 year or 3+2)(with exceptions...) • Variations: Master in History; Master in History Teaching; Master in Education; Teacher Diploma

  5. Organization of the study program • Changes in different directions! - Generally, there seems to be a change towards a consecutive model (with exceptions...)

  6. Curricula contents • Different changes in different countries! - In a number of countries there are changes towards more subject-studies content and less general didactics • The focus has also shifted from historical content to historical skills and competences

  7. Teaching methods • A visible trend towards: • Active learning methods • More ICT in history teacher training

  8. Evaluation methods • A trend towards : • more comprehensive forms of evaluation • more self evaluation

  9. Other implications of the changes • New stakeholders, such as NGO’s • The need for revision of text books • The increasing role of school supervisors • The new role of the school itself

  10. Difficulties encountered • Bologna etc.: a work in progress • Different difficulties in different countries • Legislative background can slow down the process of change • New initiatives from publishers, authors…needed • Different directions in organization of the studies • Recognition of the importance of the school = challenging • New approaches in in-service ITT

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