Transcript International aspect of the Bologna Process’

‘International aspect of the Bologna
Process’
BALANCE Project Seminar
Barcelona, 13-14 December 2007
Robert Wagenaar* and Luigi F. Donà dalle Rose**
•Chair Dutch team of Bologna Experts, Joint co-ordinator TUNING Projects
**Italian team of Bologna Experts, Tuning Managing Committee
* University of Groningen (Netherlands)
** University of Padova (Italy)
International aspect of the Bologna
Process
Title to be understood in two ways:
1.External Dimension of the Bologna Process
2.The impact of the Bologna Process at
institutional and subject area level for
European and their third country partner
institutions and their learners:
Paradigm Change in European Higher Education
The Bologna Process
• A season of reforms in 45 countries: 1999-2010
• The strength of the process rests on their voluntary
cooperation to create the EHEA – European Higher
Education Area
• Objectives and instruments: new degree structure,
the European Qualification Framework (EQF), quality
assurance (QA), ECTS, Diploma Supplement, … should
be implemented in a coherent and compatible
manner
BOLOGNA ACTION LINES
•Bologna Declaration (June 19th, 1999)
1. Adoption of a system of easily readable and comparable Degrees
2. Adoption of a system essentially based on two cycles
3. Establishment of a system of credits
4. Promotion of mobility
5. Promotion of European cooperation in quality assurance
6. Promotion of the European dimension in HE (higher education)
•Prague Communiqué (May, 2001)
7. Lifelong Learning
8. Higher education institutions and students
9. Promoting the attractiveness of the European HE Area
•Berlin Communiqué (September, 2003)
10. EHEA and ERA - two pillars of the knowledge based society
The social dimension of higher education might be seen as an overarching or
transversal action line
4
International aspect of the Bologna
Process
Findings of Ministerial Working Group on External Dimension (2005-2006)
Competitiveness, attractiveness,……
openness and cooperation ……..
The Strategy for a EHEA in a global setting
guiding principles
• European heritage and values
institutional autonomy, academic freedom, firm belief in democracy, human
rights and the rule of law, cultural and religious dialogue and tolerance
• Participation of all stakeholders in an atmosphere of trust
• Geographical scope: world wide
• 5 core policy areas:
– Improving information on the EHEA
– Promoting EHE to enhance its attractiveness and competitiveness
– Strengthening cooperation based on partnership and solidarity; special
attention to developing countries (balanced exchanges and capacity
building)
– Intensifying policy dialogue (a global HE cooperation?)
– Furthering recognition of qualifications (Lisbon Recognition Convention,
ENIC and NARIC networks)  policy issues (emphasis on Learning
Outcomes, concept of ‘substantial differences’, recognition of prior
learning
Points for attention - 1
• Systems that develop without due regard to
the outside world run a high risk of failure:
– Need for clear and comprehensive information
– Consider seriously and learn from world echoes to
European reforms
• Existence of a general HE modernization
agenda: broadening access, diversifying study
programmes, quality enhancement, employability, links to
economy, mobility, international students, recognition of study
periods and degrees
Points for attention - 2
• The principle of "HE policy development in
partnership" :
virtues of the Bologna Process and echoes from other parts of the
world
• Diversity is an asset and should not prevent
adoption of common denominators.
- Examples in the EHEA:
Overarching framework for qualifications of EHEA,
Standards and guidelines for quality assurance in the EHEA,
ECTS,
Tuning methodology,
…….
- and in the Strategy?
International aspect of the Bologna
Process
Is there a encompassing methodology available to implement Bologna at institutional and subject
area level?
•Comparability
•Transparency
•Compatibility
•Accessibility
•Mobility (enhanced by structural and social means)
•Recognition
The TUNING
•Quality
approach
•Employability
•Competitiveness
•Openness and External dimension
•Relevance
•Cultural diversity
•Promotion of intercultural and inter-religious understanding
•These are the elements on which the EHEA Attractiveness depends
International aspect of the Bologna
Process
Project
TUNING EDUCATIONAL STRUCTURES IN EUROPE
(and beyond …)
•
A project for and by universities (strongly supported by
•
the European Commission: financially and morally)
Large scale project focusing on subject area level
(Business, Chemistry, Earth Sciences, Education, European Studies, History,
Mathematics, Nursing, Physics, etc.)
Tuning Motto
Tuning of educational structures and programmes on
the basis of diversity and autonomy
International
aspect of the
Its strength
and size
Bologna Process
Tuning Europe
Size and Strength
(2000-2008):
1. ITS SIZE AND STRENGTH
• 2001 EU + EFTA countries
(Socrates - Erasmus)
2006
•2003 New EU member states
+ Candidate countries
(Socrates – Erasmus)
•2005 Ukraine + countries
South-East Europe (Tempus),
•2006/7 Russia (Tempus) +
Georgia (Tempus)
• 2007 Turkey (SocratesErasmus)
2007
Tuning America Latina
2003 - 2007
subjects
Argentina
Bolivia
Brasil
Chile
Colombia
Costa Rica
Cuba
Ecuador
El Salvador
Guatemala
Honduras
México
Nicaragua
Panamá
Paraguay
Perú
Dominican Republic
Uruguay
Venezuela
19
countries
(ministries +
Rectors’
Conferences)
+ 186
Universities
Other
regions?
International aspect of the
Bologna Process
Universities’ contribution to the Bologna Process
A PROJECT BY AND FOR UNIVERSITIES
• Implementation of the Bologna Process at subject area
level
• Develop best ways to introduce the two / three cycle
system
• Promoting transparency in Higher Education
• Focus on employability and citizenship
• Focus on professional and academic profiles
Bologna: Make it real !
The Contribution of Tuning (2)
• Europe wide introduction of Learning Outcomes and Competences
approach
• Change of paradigm: from staff centred to learner centred teaching,
learning and assessment (input to output based)
• Introduction of a common language ( Tuning glossary!)
• Distinction between generic and subject specific competences
• Transfer of ECTS from a transfer to a student workload based credit
accumulation and transfer system
Bologna: Make it real !
The Contribution of Tuning (3)
• Raising awareness of the importance of quality in process and
delivery
• Responds to growing demands of a lifelong learning society
which requires more flexibility and differentiation
Tuning has identified key issues, has developed a
consistent approach on the basis of synthesizing theories
and methodologies for purpose
International aspect of the
Bologna Process
The Contribution of Tuning (3)
• Raising awareness of the importance of quality in
process and delivery
• Responds to growing demands of a lifelong learning
society which
workof
of TUNING
is ofis
great
TheThe
work
TUNING
of importance
great for the
development of European, National and Sectoral Qualification Frameworks
importance for the development
• requires more
flexibilityNational
and differentiation
of European,
and
Sectoral Qualification Frameworks
Tuning has identified key issues, has developed a
consistent approach on the basis of synthesizing
theories and methodologies for purpose
Qualification Frameworks
Qualification
Frameworks
EQF for Lifelong
Learning (an EC
initiative)
EQF for Higher
Education
(27 countries)
(46 countries)
National Qualification
Frameworks
Sectoral Qualification
Frameworks
Tuning cycle level descriptors
and reference points for
Higher Education degree
programmes and modules
Qualification Frameworks
International environment
EQF for LLL
NQF
NQF
EQF for HE
Sectoral QF
Sectoral QF
Internationally
established (subject
specific) reference points
in Tuning
International aspect of the
Bologna Process
Key Tuning contributions to the EHEA
• Transparency - Common language understood by all
stakeholders
• Comparability and compatibility - Programme based on
learning outcomes expressed in terms of competences
• Recognition – common reference points
• Employability and relevance - Consultation of stakeholders
• Quality and competitiveness – models for programme
design and quality enhancement
• External dimension – reaching out to other regions
Tuning reference points?
Generic
and
Subject
Specific
competences
Quality
Enhancement
Profile
Level
Descriptors
Tuning
Approaches
to
Teaching,
Learning
and
Assessment
Student
Workload
(ECTS
credits)
Tuning approachInternational aspect of the
Bologna Process
Its marks a shift from:
• Input to output
• Content to competences
• Teacher oriented to
student centred
LEARNING
International aspect of the
Bologna Process
Characteristics of the Tuning reference points
• Commonly developed by consensus
• Open ended to welcome diversity
• Dynamic - subject to development
• Reference points, only reference points
TUNING has developed cycle level descriptors and reference
points for a range of subject areas These are reflected in the
Tuning templates of Summary of Subject Area Findings (bench
mark papers)
International aspect of the
Bologna Process
Profile (of a degree programme)
• Developed from awareness of social needs
• Outcomes of consultation process of stakeholders
• Diversity based on institutional strengths
• In dialogue with European reference points
• Described in competences and learning outcomes
International aspect of the
Bologna Process
What is a competence?
Tuning definition of competences
• Competences represent a dynamic combination of
knowledge, understanding, skills and abilities.
• Fostering competences is the object of educational
programmes.
• Competences are formed in various course units and
assessed at different stages.
[competences are obtained by the student]
International aspect of the
Bologna Process
What is a learning outcome?
Level of competence is expressed in terms of Learning outcomes:
• Statements of what a learner is expected to know, understand and
be able to demonstrate after completion of learning.
• They can refer to a single course unit or module or else to a period
of studies, for example, a first or a second cycle programme.
• Learning outcomes specify the requirements for award of credit.
[learning outcomes are formulated by academic staff]
International aspect of the
Bologna Process
Tuning contribution
European Credit Transfer and Accumulation system (ECTS):
Student workload and learning outcomes based
• Recognition of its importance as a realistic tool
• Best use of student time
• Description of ranges of variation in time in Europe
• Incorporation of learning outcomes
First Cycle (Bachelor) 180 -240 ECTS credits ; Second Cycle (Master) ; typically 90 -120, with a
minimum of 60 at MA-level
One credit corresponds with 25 to 30 hours of student work
Student workload ranges from 1500 to 1800 hours per academic year
International aspect of the
Bologna Process
Levels
• Relation with QF for the EHEA and EQF (both based on
descriptors)
• Progression within programme
• Own (sub) levels according to subject area
International aspect of the
Bologna Process
Other crucial elements:
Approaches to Teaching, Learning and Assessment
(outcome based)
Quality enhancement of degree programme (internal
quality culture)
Tuning dynamic quality
development circle
Definition of academic
Identification
and professional
of resources
profiles
Programme design: definition of
learning outcomes / competences
Evaluation
and
improvement
(on the basis
of feed back
and back
forward)
Programme quality assurance
Selection of types of
assessement
Construction of
curricula:
content and
structure
Selection of teaching and
learning approaches
International aspect of the
Bologna Process
Where are we today?
• Universities have understood the need for change
• Tuning has developed a consistent methodology and series of
reference points at Subject Area level to assist in the process of change
• Process of validation of Tuning approach and Subject Area reference
points
• Dissemination of the Tuning approach at country, institutional and
subject area level as well as in other (non-European) regions and
countries
International aspect of the
Bologna Process
What has been done?
Validation
 Tuning has organized three validation conferences:
• Natural Sciences (23 March 2007)
• Health Care sector (22 June 2007)
• Humanities and Social Sciences (5-6 Nov. 2007)
Very positive comments by renowned international peers
International aspect of the
Bologna Process
What has been done?
Dissemination
• Tuning has published a key publication in English about its
methodology which has been translated in: English, Croatian, French,
German, Italian, ‘Macedonian’, Portuguese, Russian, Serbian, Spanish,
Ukrainian. (Slovenian and Polish in preparation)
• Tuning will publish in 2007 and 2008 some 20 Subject Area brochures
containing Subject Area Findings (including level descriptors and
reference points). Others will follow.
European contribution to the development of global standards
International aspect of the
Bologna Process
Relevance of the Bologna Process as well as the TUNING
approach for the international Higher Education
Community:
• More harmony in European Higher Education
• Better international understanding of national
educational systems in Europe
• International cooperation regarding the development of
global reference points for the minimum level / quality of
subject areas / degree programmes
• One European Higher Education Area based on common
reference points reflected in Qualification Frameworks will
facilitate mobility of students and graduates.
International aspect of the
Bologna Process
Web mail addresses for more detailed
information:
http://tuning.unideusto.org/tuningeu
or
www.rug.nl/let/tuningeu
http://tuning.unideusto.org/tuningeu