Transcript CLIOHnet/CLIOH

Implementing “Bologna”: the
Italian case and the Tuning
context
Moscow, 16 December 2005
Ann Katherine Isaacs
University of Pisa
ECTS/DS Counsellor, Bologna Promoter,
Tuning Management Committee, CLIOHnet, CLIOHRES.net
Coordinator
Scheme:
Case study: the implementation of the
“Bologna Process” in Italy
The need for a broader context
The Tuning Project, Thematic Networks
Implementation in Italy
Signatory and promoter of the Sorbonne Declaration (1998);
Bologna Declaration (1999)
Before: Very different from any other HE system
Only one four or five year degree only (in practice more);
‘Research doctorate’ level, recently introduced; not well
differentiated
No credits
Based on ‘disciplinary exams’, dissertation, and a strong link
with research
Only viable with full preparation in upper secondary school
Very small percentage obtains final degree
Implementation in Italy
How:
Responsibility of each University to design viable outcome-,
credit-based study programmes within a general framework
established by law:
General definitions established for 38 first cycle “classes”
and 102 second cycle “classes”
Strong differentiation of ‘cycles’ in terms of learning
outcomes and professional profiles
Value of ECTS credits established by law (60 ECTS credit
equals 1680 student hours )
Implementation in Italy:
The laws were designed in such a way as to force university
staff (individuals, Faculties, Departments, Academic Senates)
to rethink completely their teaching structures and strategies;
to design, to debate, and to implement the new curricula,
compatible with those being implemented in the other
signatory countries.
Implementation in Italy:
Now:
Fully implemented 3 cycle credit based programmes
First students complete the five years of the new two cycles
this year (2005-6)
Example of a pioneering, drastic but effective way of
implementing the Bologna structure
Time for review and improvement
The broader context:
Bologna now includes 45 countries
Coordination and exchange of views and insights is the
strength of the Bologna process.
Comparability, compatibility and transparency are at its heart
Innovation in one country is not sufficient
“Tuning Educational Structures in
Europe”
A large scale Pilot Project, now at the end of its third phase,
designed and carried out by more than 150 European
Universities and Higher Education Institutions.
An important tool for the exchange of knowledge and insight
and the common elaboration of the broader ‘Bologna’ HE space.
The challenge: to preserve diversity while allowing compatibility
and encouraging synergy
Tuning is supported by the European
Commission though the Socrates
programme of the Directorate General
for Education and Culture
Tuning is based on the awareness that – in
final analysis – it is the Universities and the
university staff, who, with the students and
the other actors involved, are responsible
for “quality” in higher education.
• Tuning Phase 1 and Tuning Phase 2 reports are
published and available on-line. They contain
findings and guidelines (including checklists and
examples) on generic and subject specific
competences, on credits, on teaching, learning,
assessment and on quality in programme design
and delivery.
• The Tuning Phase 3 book, including guidelines for
the third cycle will soon be published.
• Reference points and guidelines have been formulated and
published for:
Business
Educational Sciences
Geology
History
Mathematics
Chemistry
Physics
European Studies
Nursing
The Tuning process is extending:
•
•
•
•
To all Erasmus Thematic Networks
To the 18 Latin American countries
To Russia…
To other countries and continents
Brazil
Kyrgyzia
The 45 Erasmus Thematic Networks
collaborate with the Tuning Project.
The History Network, CLIOHnet, is
proud to have generated a Sixth
Framework Network of Excellence,
CLIOHRES.net, which includes
Russian partners.
websites
www.bolognaprocess.it
http://europa.eu.int/comm/education/tuning.html
www.relint.deusto.es/TuningProject
www.let.rug.nl/TuningProject
www.clioh.net/www.cliohres.net
[email protected]