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Bologna Declaration

Bologna Declaration. Matthias Hauswirth. Bologna Declaration. On June 19, 1999, in Bologna Pledge by (originally) 29 Countries

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Bologna Declaration

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  1. Bologna Declaration Matthias Hauswirth

  2. Bologna Declaration • On June 19, 1999, in Bologna • Pledge by (originally) 29 Countries • Austria, Belgium, Bulgaria, (not Cyprus), Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Swiss Confederation, United Kingdom • Reform higher education systems to create convergence on European level • Growth and diversification of higher education • Employability of graduates • Shortage of skills in key areas • Expansion of private & transnational education

  3. Context • Europe: a diverse set of peoples and cultures • EU: a way to keep Europe safe, democratic, peaceful, and prosperous • Paths to a better Europe: • Educated citizens • Integration • Competitiveness • Build upon and strengthen following dimensions: • Intellectual • Cultural • Social • Scientific • Technological

  4. TimelineTowards a European Higher Education Area • Sept. 1988 Bologna – Magna Charta Universitatum • Magna Carta / Great Charter / Great Paper / Constitution • Bologna: Oldest University in Europe (MC signed at its 900th anniversary) • Signed by 388 University Rectors • http://www.magna-charta.org/ • May 1998 Sorbonne, Paris Declaration • 4 members (Germany, France, Italy, UK) • June 1999 Bologna Declaration • 29 members • May 2001 Prague Communiqué • 32 members (e.g. Russia, balkan countries) • http://www.bologna.msmt.cz/?lng=EN • Sept. 2003 Berlin Communiqué • 40 members • http://www.bologna-berlin2003.de/ • May 2005 Bergen Communiqué • 45 members (e.g. Ukraine) • http://www.bologna-bergen2005.no/ • May 2007 London • http://www.dfes.gov.uk/bologna/

  5. Convergence of European Higher Education • Convergence is not: • Standardization • Uniformization • Convergence will preserve: • Autonomy • Diversity • Convergence entails: • Coordinated reforms • Compatible systems • Common action Some degree of politics to calm down opponents?

  6. Concrete Objectives(by 2010) • Adoption: Readable and comparable degrees • “Diploma Supplement” • Adoption: Two “cycles” • Undergraduate degree (3 year minimum) • Relevant to labor market • Graduate (master or doctorate) degree • After completion of undergraduate degree • Establishment: ECTS • To promote student mobility • Promotion: Mobility • Students • Teachers, researchers, administrators • Promotion: Co-operation in “quality assurance” (ranking & accreditation) • Promotion: European integration • Co-operation in curricular development • Integrated programs of study

  7. Diploma Supplement

  8. Diploma Supplement

  9. European Credit Transfer and Accumulation System (ECTS) • Credit System • Attach credits to components of educational program • Credits based on: student workload, learning outcomes, contact hours • ECTS • Introduced 1989 (EU Erasmus/Socrates) • Initially for credit transfer (thus ECTS) • Recently also for credit accumulation

  10. ECTS Features • 60 ECTS • Full-time student workload per academic year • 1500…1800 working hours  1 credit = 25…30 working hours • Credits only for successful completion • Including assessment of learning outcomes • Credits for all educational components, incl. • Modules • Courses • Placements (=internships?) • Dissertation work • Workload includes • Attending lectures and seminars • Independent/private study • Preparation of projects and exams • Grades • Local/national • ECTS – graded on a curve (statistical)

  11. ECTS Grading Scale 100% A • A best 10% • B next 25% • C next 30% • D next 25% • E next 10% • F fail – considerable further work required • FX fail – some more work required 90% B 65% C 35% D 10% E 0%

  12. Discussion Questions • Will/should Bologna become a world-wide system? • Is convergence good? • Is a 3-year Bachelor good? • Why do most institutions offer 3-year Bachelors, even though Bologna doesn’t prescribe this? • Are 1500-1800 working hours realistic? • Is giving credits based on workload good (or should we give credits based on grade)? • Is grading on a curve (ECTS grades) good?

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