Transcript Diapozitiv 1

Univerza v Ljubljani
Kongresni trg 12, 1000 Ljubljana, Slovenia
Tel: (+386 1) 241 86 04
Fax: (+386 1) 241 86 50
E-mail: [email protected]
Rector:
Vice-Rectors:
Secretary General:
Prof Andreja Kocijančič, Ph.D.
Prof Julijana Kristl, Ph.D.
Prof Peter Maček, Ph.D.
Prof Ivan Svetlik, Ph.D.
Mihaela Kranjc, univ. grad. iur.
Neva Šlibar
The Triple Responsibility for Bologna
 Introduction and Presentation – Ljubljana
University in the Slovenian HE Area
 The Bologna Process in Slovenia:
achievements and shortcomings
where we are and where we are heading to
 The Triple Responsibility – deliberations on
how to make the Bologna Process a success
A brief history of the university
Despite tradition going back to 1595 and 1619, the existing University
of Ljubljana was founded as a Slovenian university only in 1919 after
the disintegration of the Austro-Hungarian Empire. The university
began to develop rapidly after WW2 and has been gradually growing to
the present size and complexity. Because of its historical development,
UL is not a campus type university; the premises have been built in
different periods and are well spread all over Ljubljana. The National
and University Library and the Central Technical Library are associate
members.
University of Ljubljana in numbers
University of Ljubljana is a large comprehensive
traditional European type research oriented
university with more than:
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58 000 undergraduate students,
5 200 postgraduate students,
4 000 teaching and research staff
1 450 administrative staff on 26 members schools:
 22 faculties covering social, natural and technical
sciences
 3 academies of art
 1 university college for health care
Faculties, colleges and academies
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Academy of Music
Academy of Theatre, Radio,
Film and Television
Academy of Fine Arts
Biotechnical Faculty
Faculty of Economics
Faculty of Architecture
Faculty of Social Sciences
Faculty of Electrical
Engineering
Faculty of Pharmacy
Faculty of Civil Engineering
and Geodesy
Faculty of Chemistry and
Chemical Technology
Faculty of Mathematics and
Physics
Faculty of Maritime Studies
and Transport
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Faculty of Computer and Information
Science
Faculty of Social Work
Faculty of Mechanical Engineering
Faculty of Sport
Faculty of Administration
Faculty of Arts
Faculty of Medicine
Faculty of Natural Sciences and
Engineering
Faculty of Education
Faculty of Law
Theological Faculty
Veterinary Faculty
University College of Health Care
Filozofska fakulteta –
Faculty of Arts and Humanities
Filozofska fakulteta in numbers: founded in
1919 as part of 1st University in SLO
 21 departments: 31 programmes (subject
areas), 16 postgr. programmes
 one-degree and two-degree studies
 teacher training programmes
 over 700 combinations of two-degree studies
(also with TeoF and FDV)
 ca. 7000 students, ca. 600 staff
University size: difficult to agree on anything!
Before Bologna: 1997-2000
(re)designing curricula introducing ECTS,
course-options, course-types
 Joint project: envolvement of the whole
faculty in (re)designing curricula/programmes
according to:
1. ECTS – 60 credits: not contact hours, but
partly work load
2. New: 4 „pillars“, i.e. types of courses (basic,
intensifying, optional: internal – external)
3. New: possibility for students to choose
modules and combine options according to
their interests and needs (employment)
The never ended story: 2001- 2003 accreditation
process failed due to QUALITY
 decision of the University and Council for HE:
ECTS – model of allocating credits to number
of hours
 FF-model considered exemplary, but too
thorough changes: new programmes,
therefore not validated
 Exercise for Bologna part two
 ESF: ca. 180.000 € for Bologna-projects
Bologna at the University of Ljubljana and in
Slovenia: 2004 – 2005
 3 faculties forced in december 2004 Bologna like
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programmes through accreditation – actual legal
problems and practical problems with implementation
no obligatory cycle structure – differences:
conservative – radical change
quantity for quality?
legal framework developed too slowly and not
consistently
partial interests tend to destroy positive challenges
and good solutions
Bologna II at FF and many other faculties: 2004-2006
Tuning methodology, learning outcomes, competences,
profiles, 3 cycle-structure
 FF decisions: 3+2 for one-degree programmes
4+1 for two-degree programmes
5+0 for teacher training,
esp. two-degree programmes
 Learning outcomes: defining profiles and
competences
 Consultation with stakeholders: students, graduates,
employers
 Employability: greater flexibility through optional
courses
Bologna at UL now: achievements
 Diploma Supplement
 Erasmus-Socrates exchange growing
 Legal framework – work in progress: new
proactive attitude of UL (2 standards for
accreditation and ECTS were passed)
 Recognition frameworks and agencies
 Interuniversitary accreditation: formal
framework, evaluation process specified
 General awareness raising – students,
employers
Bologna at UL now and in the near future:
general problems
 Balance between academic qualities and
economic demands
 University autonomy – accountability employability
 Teaching – Research – Practise
 Macroeconomic demands - national interests
– academic values
 Improve and invest into teacher training along
the whole vertical axis
Bologna at UL, FF now and in the near
future: concrete problems
 Financing:
1. change to individualized studies calls for
more staff
2. better equipment – IKT – change in HE
didactics
3. space !!!
 Logistics: technical, administrative
 Accreditation
 Quality Asessment and Self-Evaluation
 Student and graduate envolvement
Bologna Process a Success:
Necessary Partnership of 3 Spheres
Higher Education Institutions
Stakeholders/Partners:
Students/Graduates
State/Local
Authorities
“Economy”
Employers
Public responsibility of HE and for HE
 OF HEI – Universities: (A. Schoenenberger)
 AUTONOMY - ACCOUNTABILITY
 Three core functions of Universities:
 Learning and teaching
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Scientific research
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increase of human capital (investment)
entertainment services (consumption)
knowledge production (theoretical/empirical)
information storage
Provision of services to third parties
Public responsibility of HEI…
 …and their impacts (missions) e.g. World
Declaration on Higher Education (UNESCO)
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qualified and responsible citizens to meet the
needs of all sectors of human activities;
optimal range of choice and flexibility for the
individual development;
provision of relevant expertise to society in
cultural, social, economic development;
help protect and enhance societal values that
form the basic democratic citizenship.
Public responsibility FOR HEI
 Triple responsibility of:
PR of national, regional, local authorities and public
NGOs (professional and social)
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Legal: create the framework regulations,
accreditation and quality assurance agencies,
ensure the cooperation of all 3 spheres
Financial: provide the resources; helas, hidden
agenda: diminuishing not increasing of the budget for
HE; misunderstanding of the importance of economical
investmest in education and research – knowledge
based society (see papers by Luc Weber and Alain
Schoenenberger)
Moral: create equal opportunities, social cohesion,
democratic culture, economic development etc.
Responsibility of the Economic
Sectors, „World of Work“
 Opening up of universities and HEIs: curriculum
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design, mobility, employability, applicability, LLL:
OUTPUT-driven
Profiles and competences
Change in self-awareness of HEIs: accountability and
empowerment
Dialogue with stakeholders and partners:
communicational problems
Active co-operation of all three spheres
necessary for the Bologna process to become a
success story for Europe
Thank You for Your attention!
“But since there is but one aim for the entire
state, it follows that education must be one
and the same for all, and that the
responsibility for it must be a public one, not
the private affaire which it now is”.
Aristotle (The Politics).