Transcript Vier pijlers Europese Rectorenconferentie

The Bologna Declaration and its
implementation at Katholieke
Universiteit Leuven (Belgium)
JEP UM -18094-2003
Zagreb, 28 October 2004
An Huts
International Relations Office
K.U.Leuven
Katholieke Universiteit Leuven
(Belgium)
Leuven
K.U.Leuven
• Founded in 1425
• Founding member of the Coimbra Group of the
European universities (1987)
• Founding member of the League of European
Research Universities (2002)
• A « complete » university: 14 faculties and
university hospital
• A research university: basic and applied, spin offs
• An international university: +3000 international
students (non-Erasmus) from 130 countries
K.U.Leuven
• 30.000 students
• 7571 staff at the university:
1424 professors
851 assistant professors
2624 researchers
2672 administrative staff
• 7365 staff at the university hospital
• yearly university budget: 442 Mio euros
K.U.Leuven :
former degree structure
• « Kandidaat » first cycle: two years (120 ECTS)
• Licentiate/Engineer/pharmacist second cycle:
two years (120 ECTS) or
three years (180 ECTS)
depending on the discipline
• Medical doctor first cycle: 3 y.
second cycle: at least 4 y.
• PhD programmes in each faculty
4 years
• Semester system
• ECTS is applied
K.U.Leuven :
New degree structure (2004- …)
• Academic standards for all
master degrees
• PhD degrees in all faculties
• New legal framework:
academic bachelors and masters
at universities, professional
bachelors at polytechnics
• 6 associations in Flanders
The institutional response to
Bologna: institutional objectives
• Re-think and optimize the
curricula: large scale and
comprehensive innovation,
convergence of all recent
reforms in one adapted
development plan (educational
concept, curriculum
development, ICT and
innovation, semester system)
• Profile its international mission
and position: attractiveness,
competitiveness
The institutional response:
overview
•
•
•
•
from 1998: discussion in the faculties (Sorbonne)
2001-2004: preparation of the reform
2004-2010: implementation into practice
Working method:
- Setting up a Steering Committee to create an institutional
framework and to prepare the implementation
- Large scale and deep level operation
- Contribution to the national decision making process
Structures for the Bologna reform
• The Standing Programme Committees:
programme directors, reform
of the programmes
• The strategic framework:
the Steering Committee
and its Working Groups
• The faculties: coherence
with regard to content
and structure
• The Academic Council
Summary of the approach
• Awareness raising: systematic information
and dialogue with the faculties since the
Sorbonne Declaration
• General approach: innovation of all the
programmes
• Criteria for internal recognition of
programmes
• Respecting the dynamics of each faculty
Specific options at K.U.Leuven
Three main objectives:
• Central educational
concept: guided
independent learning
• General principles for
all curricula
• Internationalisation
Central educational concept:
guided independent learning
Five objectives of guided independent learning,
reconciling teaching and research:
– knowledge of results of scientific research
– understanding of procedures of scientific research and
critical scientific attitude
– interpretation of new information
– active contribution to knowledge development
– evaluation of scientific information and development of
a personal view on issues in society
Guided independent learning
Guidance:
– learner centered vs
teacher centered
(constructive learning)
– collaborative learning
– well-balanced
– monitoring diminishing
over time (scaffolding fading)
General principles
for all curricula
• Educational capacity as a key criterium:
– academic staff:
• quality (competence)
• quantity (number of staff available)
– intake of students
– outflow of certified students
• Total number of curricula: not more than at
present
General principles
for all curricula
• Priorities :
- re-engineer existing curricula
- create multidisciplinary
programmes
– propose entirely new
curricula
• Total length of studies:
– not longer than before
– exceptions to be motivated
(educationally/resources
available)
Bachelor programmes
• Features:
–
–
–
–
general academic education
basic competencies in a scientific discipline
preparation for a study at the master level
180 ECTS
• Bachelors not free-standing, prepare for a master
Master programmes
• Features:
– preparing for a research or professional career
– more profound approach, research-based master project
(at least 20 ECTS)
• Structure:
– entrance requirements: at least one specific bachelor
degree; in some cases a prior master degree;
– 60 or 120 ECTS
– access for international students (FL policy)
– various main subjects within one master
Master in advanced studies
• Features:
– very specialized
– research-based
– international context
• Structure:
– entrance requirements: master degree
– access for international students
Stage 1:
Design and selection of proposals
• Who: the Standing Programme Committee,
a faculty, any group of academics
• What: general proposals based on a template
(target group, level, objectives, content, staff,
capacity,…)
• Consultancy on demand
• Motivation based on information of the market
(stakeholders) and international comparison
• When: October 2001 - May 2002 (selection in
October): 250 proposals were processed
Stage 2: Selection of proposals:
Results
Existing
programmes
Restructured/new
programmes
Rest. New Total
First cycle
51
Second cycle 63
Third cycle 111
Total
230
Bachelor
52
Initial master 84
Non-initial ma 59
Total
195
1
1
16
18
53
85
75
213
Stage 2: Development and
approval of curricula
•
•
•
•
Who: the Standing Programme Committees
What: Elaboration of the curricula
Educational guidelines of the Academic Council
Consultancy on demand
by central support service
(6 specialized staff)
• Result: recognition by
Academic Council
• When:
October 2002 - May 2003
Stage 3: Implementation of the
Programmes
Implementation in cohorts:
• guidance by special service
• October 2004:
– start first Ba-programmes
– start post-Ma programmes (master level)
– start Ma in advanced studies
• October 2007: start of first Ma-programmes
• October 2008: start most Ma-programmes
• October 2010: start last Ma-programmes
Internationalisation of curricula
• Horizontal and vertical mobility, physical and virtual
mobility
• Co-operation at the programme level: international course
teams, joint programmes and degrees, international
seminars,…
• Master in advanced studies
• PhD students
• Programmes taught in a
foreign language
• Attractiveness
and competitiveness
Evaluation (2003)
• Focus on curriculum reform, bachelor-master structure and
ECTS, quality assurance and accreditation (conditions for
success)
• European orientation is to be elaborated : mobility,
university co-operation,
European competitiveness/
attractiveness
• Complementarity with the
curricula of the polytechnics
in the K.U.Leuven Association.
Further development plan
(2003-2006): focus
• Guided independent learning
• Flexibility (access; study progress
planning; method; curriculum)
• Internationalisation