Transcript Diapozitiv 1 - University of Ljubljana

Seminar šolskega polja
Ljubljana, 6. maj 2009
O nekaterih rezultatih
novih “bolonjskih študij”
Pavel Zgaga
Univerza v Ljubljani, Pedagoška fakulteta
Nove “bolonjske študije”
BFUG: The Bologna Process Stocktaking Report 2009 (28. april).
Eurydice: Higher Education in Europe 2009 – Developments in the
Bologna Process.
Eurostat & eurostudent.eu: Key indicators on the social dimension
and mobility. April 2009.
EUA: Davies, H., Survey of Master Degrees in Europe. EUA
Publications, April 2009.
ESU: Bologna With Student Eyes 2009. Leuven: ESU – The
European Students' Union, April 2009.
“Zunanja” študija: Adelman, C., The Bologna Process for U.S.
Eyes: Re-learning Higher Education in the Age of Convergence.
Institute for Higher Education Policy Boston, April 2009.
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Fokusi predstavitve
1. “Strukturna dimenzija”
1.1 Dvostopenjski sistem in njegova “orodja”
1.2 Zagotavljanje kakovosti
1.3 Mobilnost v strukturnem kontekstu
2. “Socialna dimenzija”
2.1 Dostop do visokega šolstva
2.2 Financiranje visokega šolstva
2.3 Mobilnost v socialnem kontekstu
3. Nekaj specifičnih vprašanj
3.1 Rezultati visokega šolstva
3.2 Zaposljivost
3.3 Priznavanje visokošolskih kvalifikacij
4. “Zunanja dimenzija”: “bolonja” v ameriških očeh
5. Zaključek: iz Komunikeja 2009
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Evropski visokošolski prostor (EHEA), 2009
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1. Strukturna dimenzija
1.1 Dvostopenjski sistem in njegova
“orodja”
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Stocktaking 2009
Figure 1. Degree system: number and percentage of countries in each
colour category for indicators 1-3
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Stocktaking 2009
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Figure A1: Student workload / duration for the most common Bachelor
programmes in the Bologna signatory countries, 2008/09
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Figure A2: Student workload / duration for the most common Master
programmes, 2008/09
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Figure A3: Two-cycle structure models most commonly implemented,
2008/09
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Stocktaking 2009
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Survey of MA Degrees in Europe (EUA, 2009)
“Master-level provision takes three principal forms.
• First, taught Master courses with a strong professional
development application, available in full-time, parttime, distance and mixed modes.
• Secondly, research-intensive Master programmes,
many of which are integrated into innovation and
knowledge transfer activities and function as predoctoral studies for the career researcher.
• Thirdly, Master-level courses of varying duration
delivered mainly to returning learners on in-service,
executive release or self-referral bases.” (p. 12)
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Survey of MA Degrees in Europe (EUA, 2009)
‘Endogenity’ vs. selection: […] ‘own-institution’ students,
whose profiles are familiar, may be preferred to those
applying from other HEIs. The alternative to recruiting
Master students endogenously is to welcome applications
from all quarters, to limit the places available and to
introduce a selection procedure. (p. 35)
Pre- and post-Master Master: Bologna legislation in
Wallonia provides for a one-year master complémentaire,
which adds a professional focus to the Bachelor-Master
sequence. […] In Italy, the Master Universitario di primo
livello is also a first cycle qualification. These,
effectively, are pre-Master Masters. (pp. 36-37)
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Survey of MA Degrees in Europe (EUA, 2009)
Inter-cycle mobility: Responding to the on-line
questionnaire, 16% of students said that they had changed
their field of study between first and second cycles, while
30% reported that they had changed institutions. (p. 52)
Employability: The Bologna three-cycle system cannot be
said to be in place until this process is complete. In other
words, until all 46 countries have evolved beyond the
position in which the Master is the sole point of initial
entry into the market for high-skilled labour. […] the
definition of the Bologna Master awaits the full fleshing
out of the Bologna Bachelor.(p. 56)
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Survey of MA Degrees in Europe (EUA, 2009)
Binary system: In many countries, binary systems have
become more flexible […] The softening of binarism
raises the question of whether the term ‘professional
Master’ […] continues to have any real content. […] It is
therefore hard to predict a prosperous future for the
‘professional Master’. (p. 58)
Why undertaking Master:. Students responding to the EUA
on-line questionnaire were asked to give the most
important reason for undertaking a Master programme.
48% cited preparation for the labour market; 30% said that
they wished to complete the first cycle with a more
specialised course; 15% intended to prepare for the
doctorate. (p. 64)
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Bologna With Student Eyes, 2009
fig. 26—Perception of the national unions about the degree structures reform
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Figure B2: Level of implementation of ECTS, 2008/09
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Stocktaking 2009
Indicator 9: Stage of implementation of ECTS. Number of countries
in each colour category - 2007 and 2009
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Stocktaking 2009
To score “green” or “light green”, it is now required to
demonstrate links between ECTS credits and learning
outcomes. (p. 78)
One-third of the countries stated that all HEI s have linked
credits with learning outcomes; another quarter said that
most HEI s have done so. However, in nearly half the
countries only some HEI s are piloting linking credits with
learning outcomes and in a small number of countries it
has not been started. Given that the whole issue of
learning outcomes is still quite unclear in many countries
(cf. comments in the section on internal quality assurance
above), the progress on linking credits with learning
outcomes may be overestimated. (p. 79)
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Bologna With Student Eyes, 2009
fig. 28—Changes to student workload after the implementation of ECTS
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Figure C1: Level of implementation of the Diploma Supplement, 2008/09
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Figure C2: National monitoring of the usage of the Diploma Supplement, 2008/09
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Bologna With Student Eyes, 2009
fig. 34 / 35 — Awareness about the Diploma Supplement as anticipated by
NUSes (2007 vs. 2009)
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Stocktaking 2009
Indicator 3: Implementation of national qualifications frameworks.
Number of countries in each colour category – 2007 and 2009
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Stocktaking 2009
Figure 8. Number of countries having fulfilled each step
in implementing the national qualifications framework
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Stocktaking
2009
Indicator 3:
Implementation of
national
qualifications
framework
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Figure D1: Starting date of the process towards establishing
a National Qualification Framework
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Figure D2: Stage towards establishing a National Qualification Framework, 2008/09
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NQFs – Conclusions
Stocktaking 2009 (p. 41):
The deadline to have completed the implementation of NQFs for
HE by 2010 appears to have been too ambitious.
It seems that there is not enough integration at national level
between the qualifications framework, learning outcomes and
ECTS.
[…] the existence of two overarching frameworks may have
caused delays.
Communiqué 2009:
12. The development of national qualifications frameworks is an
important step towards the implementation of lifelong
learning. We aim at having them implemented and prepared for
self-certification against the overarching Qualifications
Framework for the European Higher Education Area by 2012.
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Stocktaking 2009
Linking programmes with learning outcomes
An aspect of the internal QA: According to the national
reports, in a quarter of the countries all HEI s have
described their programmes in terms of learning outcomes
(Fig. 15), while slightly more than a further quarter of the
countries said that most HEI s have done it. (p. 53)
Too optimistic about learning outcomes: they have been made
an obligatory component of the programme description; yet
those learning outcomes “are not related to Dublin
descriptors” or “not in the understanding of Tuning”. (p. 55)
[…] a learning outcomes-based culture across the EHEA still
needs a lot of effort, and it will not be completed by 2010
(p. 56)
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1. Strukturna dimenzija
1.2 Zagotavljanje kakovosti
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Stocktaking 2009
Figure 18. Quality assurance: number and percentage of countries
in each category for indicators 4-6
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Stocktaking
2009
Indicator 4:
Stage of
development of
external quality
assurance system
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Stocktaking 2009
One-third of the countries have already carried out an
external review of their QA agencies and another 22
countries say they have set a date for the review. (p. 60)
Just under two-thirds of the countries involve students in
governance of their QA agencies. (p. 61) […] in about
one-third of cases, students are observers rather than full
members of the teams. (p. 62)
Quality assurance agencies from only 22 countries are full
members of ENQA. (p. 64)
ESG are not yet fully implemented in the countries that are
not full members. (p. 65)
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Bologna With Student Eyes, 2009
fig. 11—Quality assurance systems‘ compliance with the ESG
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1. Strukturna dimenzija
1.3 Mobilnost v strukturnem kontekstu
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Figure E1 (a): Incoming Student Mobility
in the European Higher Education Area, 2008/09
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Figure E1 (b): Outgoing Student Mobility
in the European Higher Education Area, 2008/09
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Figure C.1a: Outbound mobility rate: number of students who are nationals of a given
country, studying in another country in Europe (EU-27, EFTA and candidate countries)
as a percentage of the total enrolment in that country, ISCED 5A and 6 – 2006
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Figure C.1b: Number of students who are nationals of a given country, studying in
another country in Europe (EU-27, EFTA and candidate countries) as a percentage
of the total enrolment in that given country, ISCED 5A and 6 — 2000–2006
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Figure C.1c: Incoming mobility: number of foreign students (world and Bologna
Area) studying in a given country, as a percentage of the total enrolment in that
country, ISCED 5A and 6 — 2006
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Figure C.4a: Teacher mobility in the framework of the Erasmus programme:
total number of stays abroad, by home and host country, as a percentage of
total number of academics and academic staF, ISCED 5-6 — 2006
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2. Socialna dimenzija
2.1 Dostop do visokega šolstva
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Figure A.2a: Entrants at ISCED 5A as a percentage of qualifying graduates of
secondary schooling (ISCED 3A and 4A) the year before — 2006
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Figure A.3a: Students with non-traditional routes to higher education as a
share of all ISCED 5A students (%), narrow definition — 2006
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Figure A.4a: Percentage of students studying part-time, by age group (15–29,
30+, all), ISCED 5A — 2006
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Figure A.4c: De facto student status: students with full-time status by size of
efective workload for study-related activities per week (%), ISCED 5A — 2006
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2. Socialna dimenzija
2.2 Financiranje visokega šolstva
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Figure B.1a: Annual public expenditure allocated to tertiary education, as a
percentage of GDP and of total public expenditure, ISCED 5-6 — 2005
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Figure B.1c: Annual total expenditure on tertiary educational institutions per
full-time equivalent student (in EUR PPS) including and excluding
expenditure on research and ancillary services, ISCED 5-6 — 2005
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Figure B.1e: Annual total expenditure per full-time equivalent student (in
EUR PPS) compared to public expenditure on tertiary education as a
percentage of GDP, ISCED 5-6 — 2005
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Figure B.2a: Higher education institutions’ income from private sources
(households and other private entities) as a percentage of all public and private
sources, ISCED 5-6 — 2005
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Figure B.2d: Students’ monthly contributions to higher education institutions, in
percentage of total expenditure of students living away from their parental
home, ISCED 5A —2006
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Figure B.3a: Public financial aid to tertiary students, by type (loans and grants), as
a percentage of public expenditure on tertiary education, ISCED 5-6 — 2005
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Figure B.3c: Income sources (job, state, family) as a percentage of total student
income (students living away from the parental home), ISCED 5A — 2006
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Bologna With Student Eyes, 2009
Conclusions and Recommendations on the Social Dimension
Only a few countries have worked out a real social dimension
strategy and most unions were not included in the drafting of the
national action plan for the social dimension. (p. 18)
Ministries must deliver on their National Action Plans and all
Bologna signatory countries should develop a strategy to improve
the social dimension of their higher education. (p. 19)
Tuition fees are a financial barrier to higher education and they
therefore must be abolished. Where tuition fees exist, they should
be evaluated critically and where there are currently no tuition
fees, they should not be introduced. This critical evaluation should
also include other fees associated with studying. (p. 19)
Ministers must work towards a generous, parent-independent system
of grants that supports the student as a learner, meaning that
money to cover the costs associated with living and learning as a
student is guaranteed. (p. 20)
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2. Socialna dimenzija
2.3 Mobilnost v socialnem kontekstu
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Figure C.3b: Main barriers to studying abroad (%), ISCED 5A — 2006
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Figure C.3c: Main barriers to studying abroad, by fathers’ educational level
(%), ISCED 5A — 2006
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Bologna With Student Eyes, 2009
fig. 17— Portability of grants and loans
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Bologna With Student Eyes, 2009
fig. 18—Situation of national students spending a period abroad that encounter
problems meeting their living expenses from their grant or loan
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Bologna With Student Eyes, 2009
fig. 21—Situation of national students returning from a period of study abroad
encountering problems with the recognition of their credits
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3. Specifična vprašanja:
3.1 Rezultati visokega šolstva
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Figure D.2a: Gross graduation rate and net entry rate (%), ISCED 5A — 2006
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Figure D.2b: Gross graduation rate and net entry rate (%), by sex, ISCED 5A
— 2000–2006
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Figure D.2c: Completion rates (%), ISCED 5A (at least first 5A programme)
— 2005
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3. Specifična vprašanja:
3.2 Zaposljivost
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Figure D.3c: Unemployment rate of tertiary education graduates (ISCED 5-6),
by field of study and age (%) — 2003–2007, cumulated
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Figure D.5b: High educational attainment (ISCED 5-6) and vertical mismatch
— 2007
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Figure D.5c: Percentage of people aged 25–34 with tertiary education (ISCED
5-6) who are vertically mismatched (not in ISCO 1, 2 or 3), by field of study
and sex — 2003–2007, cumulated
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Stocktaking, 2009
The Employability WG has defined employability as “the
ability to gain initial meaningful employment, or to
become self-employed, to maintain employment, and to be
able to move around within the labour market”. (p. 43)
[…] the employment of graduates with first cycle: where the
data were available, most “professional type” BA graduates were in employment and only a small proportion of
them chose further studies, while the reverse situation
was observed for holders of “academic” BA degrees.
[…] the fact that BA graduates successfully enter the labour
market in countries where the BA-MA system has been in
place already for a longer time. (p. 45)
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Stocktaking, 2009
Figure 10. Measures taken to ensure that first cycle graduates are
able to pursue careers in the public service
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3. Specifična vprašanja:
3.3 Priznavanje visokošolskih kvalifikacij
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Stocktaking, 2009
As regards the practical implementation of the main principles of the Lisbon Recognition Convention – namely
applicants’ right to fair assessment; recognition if no
substantial differences can be proven; demonstration of
substantial differences where recognition is not granted;
provision of information about the country’s HE
programmes and institutions – all or almost all countries
answer positively. However, the analysis of the National
Action Plans for Recognition (NAPs), which countries
submitted before the London Ministerial conference,
shows that the interpretation of these principles, as well
as recognition procedures and even the terminology used
in different countries, differ enormously. (p. 75)
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Bologna With Student Eyes, 2009
fig. 42— Availability of recognition of prior learning
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4. “Zunanja dimenzija”:
“Bolonja” iz ameriških oči
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“the United States ignorance of the BP” (2006)
In 2005, U.S. Secretary of State Margaret Spellings announced the
formation of the Commission on the Future of Higher Education.
[…] Surprisingly, from a European perspective, and probably from
a non-American perspective in general, the document does not
make any detailed reference to the issue of internationalisation and
globalisation of higher education, which is high on agendas in
other world regions! […] One might probably just ask why there is
no direct reference to the emerging European Higher Education
Area and to the Bologna Process? […] “Ignorance is always
dangerous, but the United States ignorance of the Bologna Process
– outside of some educational experts – may be particularly
dangerous.” (Catharine R. Stimpson, 2006)
P. Zgaga, Looking out (2006; pp. 83-86)
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C. Adelman, 2009
“Former Secretary of Ed., Margaret Spellings’ Commission
on the Future of Higher Education paid no attention
whatsoever to Bologna, and neither did the U.S. higher
education community in its underwhelming response to
that Commission’s report. Such purblind stances are
unforgivable in a world without borders.
But since the first version of this monograph, a shorter
essay entitled The Bologna Club: What U.S. Higher
Education Can Learn from a Decade of European
Reconstruction (IHEP, May 2008), U.S. higher education
has started listening seriously to the core messages of the
remarkable and difficult undertaking in which our
European colleagues have engaged.” (p. viii)
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C. Adelman, 2009
“In terms reaching across geography and languages, let
alone in terms of turning ancient higher education
systems on their heads, the Bologna Process is the
most far reaching and ambitious reform of higher
education ever undertaken. It is still a work in
progress, but as it has attracted both considerable
attention and imitation of some of its features by
former colonial countries in Latin America, Africa,
Southeast Asia, and Australia, it has sufficient
momentum to become the dominant global higher
education model within the next two decades.” (p. 2)
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Tuning USA, April 2009
Adelman, 2009 (p. viii): “in fact, three state higher education
systems—Indiana, Minnesota, and Utah—have established
study groups to examine the Bologna “Tuning” process to
determine the forms and extent of its potential in U.S.
contexts. Scarcely a year ago, such an effort would have
been unthinkable.”
Lumina Foundation “has initiated Tuning USA, a facultyled pilot project designed to define what students must
know, understand and be able to demonstrate upon degree
completion in a specific field. Tuning USA methodology is
based upon similar work to increase the transparency
around what a degree represents under Europe's Bologna
Process.”
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5. Zaključek:
iz Komunikeja 2009
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Leuvenski komunike, 2009
3. Naše družbe se trenutno soočajo s posledicami globalne
finančne in ekonomske krize. […] menimo, da so javne investicije
v visoko šolstvo kar najvišja prednostna naloga.
9. Študentska populacija mora znotraj visokega šolstva odražati
raznolikost evropskega prebivalstva.
10. Vseživljenjsko učenje podleže načelu javne odgovornosti.
16. Pozivamo evropske visokošolske ustanove, da svojo dejavnost
še naprej internacionalizirajo in da se posvetijo globalnemu
sodelovanju za vzdržen razvoj.
18. Leta 2020 bi moralo vsaj 20% tistih, ki bodo diplomirali v
državah evropskega visokošolskega prostora, del študija ali
usposabljanja opraviti v tujini.
24. V prihodnje bosta bolonjskemu procesu sopredsedovali država
nosilka predsedstva EU in ena izmed držav nečlanic EU.
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