23 juin 2014

Bologna-Bilanz: Was von der Baustelle übrig blieb

http://www.spiegel.de/static/sys/v10/logo/spiegel_online_logo_460_64.pngVon . 15 Jahre nach Unterzeichnung der Bologna-Erklärung haben sich Studenten an Druck und Vorschriften gewöhnt, doch sie trauen dem Bachelor nicht. Auch Auslandserfahrung und kritisches Denken kommen an Hochschulen seitdem zu kurz.
Sie wurde kritisiert und gelobt, verwünscht und beworben: Vor 15 Jahren unterzeichneten die Bildungsminister von 29 europäischen Staaten die Bologna-Erklärung. Die Studienreform krempelte das Hochschulwesen komplett um. Das Ziel: Es sollte schneller, strukturierter und internationaler studiert werden. Mehr...

Posté par pcassuto à 00:58 - - Permalien [#]


Verliebt, versagt und zwangsexmatrikuliert

Von . "Ich habe eine Diplomarbeit abgegeben und den Bachelor bekommen": Nach 15 Jahren verursacht die Bologna-Reform Frust und auch Freude. Zehn persönliche Geschichten. Mehr...

Posté par pcassuto à 00:54 - - Permalien [#]

Wer ist Mister Bologna?

Von Marion Schmidt. Vor 15 Jahren wurde das Bachelor-Master-System beschlossen. Was kaum jemand weiß: Die größte europäische Studienreform hat ein deutscher Beamter im Alleingang eingefädelt. Eine Begegnung mit Hans Rainer Friedrich. Mehr...

Posté par pcassuto à 00:51 - - Permalien [#]

21 juin 2014

15th Anniversary of the Bologna Declaration

Bologna ProcessOn 19 June 1999 about 30 countries came together and signed the Bologna Declaration expressing their commitment to enhance the European area for higher education and to promote the European system of higher education worldwide. The day earmarked the laying of the cornerstones of the pan-European process.

Happy Anniversary to all of us!

Posté par pcassuto à 22:46 - - Permalien [#]

15 juin 2014

Bologna Seminars 2010-2012

Bologna Process - European Higher Education AreaBologna Seminars 2010-2012. More...

10-12 February 2010 Quality Assurance of Education and Research in Nordic Universities – Same topic, different methods? Faroe Islands
12-13 February 2010 After Tuning There Is Articulation Ghent
17 February 2010 Recognition of Prior Learning – sharing European principles and practice Brussels
19 February 2010 EQAR General Assembly Madrid
7-12 March 2010 European Student Summit Vienna
9-10 March 2010 Convention by EURASHE and ACA on the impact of the Bologna Process on the professional HE and institutions Budapest
11-15 March 2010 Eurodoc Annual Conference Vienna
18-19 March 2010 New Perspectives of Legal Education in Europe Berlin
15 April 2010 Qualifications Frameworks Conference Dublin
19-20 April 2010 Seminar on the Internationalization of HE Madrid
24-25 May 2010 The Social Dimension and Responsibility of Universities Malaga
4-5 June 2010 Third Annual Meeting of the EUA Council for Doctoral Education Berlin
7-9 June 2010 Bologna Experts’ Seminar on Recognition in HE Tallinn
17-18 June 2010 Universities, Knowledge and Development for the next decade Salamanca
17-18 June 2010 The Power of Lifelong Learning Amsterdam
17-18 June 2010 Doctoral Studies in the EHEA Warsaw
21-22 June 2010 Annual Meeting of the ENIC-NARIC Networks Sèvres
28-29 June 2010 Seminar on the Bologna Process, European Construction, European Neighbourhood Policies Batumi
15 September 2010 Bologna 2010 – the European Higher Education Area: proposals for the future Bologna
27-28 September 2010 Access to success: final dissemination conference Brussels
5-6 October 2010 Mobility Conference Antwerp
14.- 15 October 2010 20th EURASHE conference (Tallinn) Tallinn
14- 15 October 2010 Bologna Ireland Conference: Placing Bologna in Context (Dublin) Dublin
16-17 October 2010 20th European Student Convention - T4SCL Stakeholders Forum Leuven, Belgium
1-2 November 2010 Board Meeting 59 Seminar – Quality Assurance Jerusalem, Israel
22-24 November 2010 The Social Dimension of Higher Education: Building Excellence and Equity Nicosia, Cyprus
6 December 2010 Quality and Transparency as Interface between Vocational Ed. and Training, Higher Education and Schools  Bruges, Belgium
20-21 January 2011 Embedding short-cycle HE in the (higher) education system Budapest, Hungary
16-17 February 2011 Student-Centred Learning: A Bologna Process International Conference Qawra, Malta
14 March 2011 The European Dimension of Quality Assurance Berlin, Germany
31 March 2011 – 1 April 2011 EURASHE 21st Annual Conference Nice, France
28-29 March 2011 From imbalanced to balanced Mobility in the EHEA – current Challenges and Perspectives for the Future Aghveran, Armenia
14 April 2011 The 3rd Annual Symposium on University Rankings and Quality Assurance in Europe 2011 Brussels, Belgium
28-29  April 2011 Stakeholders’ Conference on Recognition Riga, Letonia
2-3 June 2011 New stages of the Bologna Process – instruments and practical implementation Moscow, Russia
6-7 June 2011 Modernization of curricula Seminar Oslo, Norway
15 June 2011 Conference on the Bologna Implementations in Turkey after 10 Years Istanbul, Turkey
27-29 June 2011 Reimagining Democratic Societies: a New Era of Personal and Social Responsibility? Oslo, Norway
6-7 August 2011 Eastern Dimension of Mobility Conference Warsaw, Poland
11-13 August 2011 Stocktaking and Future Perspectives of Student Services/Student Affairs in the European Higher Education Area Berlin, Germany
8-9 September 2011 Funding of Higher Education International Conference Yerevan, Armenia
12 October 2011 Mini - seminar (Transparency Tools WG) Cracow,  Poland
17-19 October 2011 Future of Higher Education - Bologna Process Researchers' Conference Bucharest, Romania
25-26 October 2011 New Perspectives for Master Study Programmes in Europe. Implementing the Second Cycle of Bologna – A European Success story? Berlin, Germany
17-19 November 2011 European Quality Assurance Forum Antwerp, Belgium
18 November 2011 Exploring the possibilities of an internet-based admission system in the EHEA Berlin, Germany
8-9 December 2011 Bologna Seminar on Student Participation in Higher Education Governance Aghveran, Armenia
14-15 December 2011 Quality Assurance International Conference Brussels, Berlin
17 January 2012 Mapping the implementation and application of the ESG in the EHEA - Launch conference Copenhagen, Denmark
24-25 May 2012 Kick-off workshop EUROSTUDENT V Berlin, Germany

 

Posté par pcassuto à 10:27 - - Permalien [#]


Bologna Process - National Reports

Bologna Process - European Higher Education AreaBologna Process - National Reports

  National Report 2003 National Report 2005 National Report 2007 National Report 2009 National Report 2012
Albania Albania available available available available  available
Andorra Andorra   available available available available
Armenia Armenia   available available available available
Austria Austria available available available available available
Azerbaijan Azerbaijan   available available available available
Belgium Belgium/Flemish Community available available available available available
Belgium Belgium/French Community   available available available available
Bosnia-Herzegovina Bosnia-Herzegovina available available available available available
Bulgaria Bulgaria available available available available available
Croatia Croatia available available available available available
Cyprus Cyprus available available available available available
Czech Republic Czech Republic available available available available available
Denmark Denmark available available available available available
Estonia Estonia available available available available available
Finland Finland available available available available available
FranceFrance EN / FR available available EN / FR available
 Georgia   available available available available
Germany Germany available available available available available
Greece Greece available available available available available
Holy See Holy See available available available available available
Hungary Hungary available available available available available
Iceland Iceland available available available available available
Ireland Ireland available available available available available
Italy Italy available available available available available
Kazakhstan Kazakhstan       available* available
Latvia Latvia available available available available available
Liechtenstein Liechtenstein EN / DE available available available available
Lithuania Lithuania available available available available available
Luxembourg Luxembourg available available available available available
Malta Malta available available available available available
Moldova Moldova   available available available available
Montenegro Montenegro available available available available available
Netherlands Netherlands available available available available available
Norway Norway available available available available available
Poland Poland available available available available available
Portugal Portugal available available available available available
Romania Romania available available available available available
Russian Federation Russian Federation available available available available  
Serbia Serbia available available available available available
Slovak Republic Slovak Republic available available available available available
Slovenia Slovenia available available available available available
Spain Spain available available available available available
Sweden Sweden available available available available available
Switzerland Switzerland available available available available available
the former Yugoslav Republic of Macedonia "the Former Yugoslav Republic of Macedonia" available available available available  
Turkey Turkey available available available available available
Ukraine Ukraine   available available available available
United Kingdom United Kingdom/ England, Wales, Northern Ireland available available available available available
United Kingdom/Scotland United Kingdom/ Scotland available available available available available

Older national reports: Austria 2001 - available
*National report submitted by Kazakhstan for the admission to the EHEA in March 2010. More...

Posté par pcassuto à 10:26 - - Permalien [#]
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Bologna Process - Work Programme - Social Dimension

Bologna Process - European Higher Education AreaThe Social Dimension is one of the overarching Bologna Process themes, appearing for the first time in the Prague Communiqué (2001) where “…Ministers reaffirmed the need, recalled by students to take account of the social dimension in the Bologna process...”. At the following ministerial conferences, the social dimension was described as an integral part of the EHEA and a necessary condition for enhancing the attractiveness and competitiveness of the EHEA (the Bergen Communiqué2005).
With the London Communiqué of May 2007, Ministers responsible for higher education agreed on a common definition for the objective of the social dimension:  “We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations”. Further on, Ministers concurred in setting national strategies and policies, including action plans and reports on their progress at the next ministerial meeting. It was also recommended to work towards defining comparable data and indicators for the social dimension of higher education.
In Leuven/Louvain-La-Neuve, Ministers committed further on to "…set measureable targets to widen participation of underrepresented groups in higher education, to be reached by the end of the next decade…" (the Leuven and Louvain-la-Neuve Communiqué, 2009).     

In Bucharest, acknowledging that “…widening access to higher education is a precondition for societal progress and economic development…” the Ministers agreed “…to adopt national measures for widening overall access to quality higher education”. The Ministers also committed to step up their efforts towards underrepresented groups through developing the social dimension of higher education, reducing inequalities and providing adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning (the Bucharest Communiqué, 2012).
Furthermore, the Ministers undertook to develop a system of voluntary peer learning and reviewing by 2013 in countries which request it and initiate a pilot project to promote peer learning on the social dimension of higher education which will assist EHEA countries in developing, implementing and monitoring social dimension policies and support structured and systematic peer learning among countries and institutions.
The BFUG agreed to streamline 2012-2015 work structures by reducing the number of working groups. The new structure would allow the BFUG to play its role for strategic policy guidance, while concentrating on the key policy areas and, at the same time, it would allow a close interaction between and better implementation of the interlinked policy issues that are arranged under one working group. Hence, for the period 2012-2015, the Working Group on the Social Dimension and Lifelong Learning will deal with the respective two policy issues of higher education.
Further background information can be accessed at:

Catalogue of good practices in Social Dimension implementation in Higher Education . More...

Posté par pcassuto à 10:23 - - Permalien [#]

Bologna Process - Work Programme - Transparency tools

Bologna Process - European Higher Education AreaThe Bologna Process acknowledges that one of the biggest assets of European higher education is its diversity. The Sorbonne Joint Declaration argues for diversity in the service of society: "we owe our students and our society at large, a higher education system in which they are given the best opportunities to seek and find their own area of excellence." The Prague Communiqué (2001) makes this normative more explicit: "programmes leading to a degree may, and indeed should, have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs." The Leuven/ Louvain-la-Neuve Communiqué (2009) specifies that not only the diversity of study programmes is a response of the higher education institutions to the needs of the society, but the HEI's themselves are responsive to the wider needs of the society through the diversity of their missions.
Coordinating a diverse system requires vision and sensitiveness to subtleties in issuing judgements on the degree in which a higher education institution or a study programme is reaching its societal purpose. In order to overcome the oversimplifying approach "one size fits all", the ministers committed in Leuven/ Louvain-la-Neuve (2009) to "uphold the highly valued diversity of our education systems" in their strive to create a EHEA whose basic principles include quality and transparency, as stated in the Bergen Communiqués (2005). This normative will be realized through public policies which will "fully recognize the value of various missions of higher education, ranging from teaching and research to community services and engagement in social cohesion and cultural development", as explained in the Leuven/ Louvain-la-Neuve Communiqué (2009).
The Bologna Process has always been concerned with making the diversity of the EHEA more transparent. Quality assurance, qualifications framework and recognition, together with the tools designed to facilitate their implementation, such as Diploma Supplement, ECTS and Lisbon Recognition Convention, have contributed substantially to this goal. The ministers noted in Leuven/ Louvain-la-Neuve (2009) that, besides the above mentioned instruments, "there are several initiatives designed to develop mechanisms for providing more detailed information about higher education institutions across the EHEA to make their diversity more transparent". "Such mechanisms, including those helping higher education systems and institutions to identify and compare their respective strengths, should be developed in close consultation with the key stakeholders. These transparency tools need to relate closely to the principles of the Bologna Process, in particular quality assurance and recognition, which will remain our priority, and should be based on comparable data and adequate indicators to describe the diverse profiles of higher education institutions and their programmes."
Transparency tools often referred to include:

- Benchmarking exercises, where higher education institutions/study programmes are compared against a standard. The standard can be a maximum (comparing with the best performance), an average, or a minimum (comparing with a minimal accepted criteria);
- Classifications, where higher education institutions/study programmes are assigned in different classes according to shared qualities (evaluative indicators) or characteristics (descriptive indicators);
- Rankings, where higher education institutions/study programmes are ranked against a grading system, based on single indicators or multiple indicators, which can be or can be not aggregated;
- Quality profiles, where higher education institutions display their performance against a set of common indicators in order to enhance comparability between them;
- Registers offering comparable information on higher education institutions/study programmes. More...

Posté par pcassuto à 10:21 - - Permalien [#]
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Bologna Process - Work Programme - Recognition

Bologna Process - European Higher Education AreaIf you have questions concerning the recognition of your qualifications, please contact the national information centre in the country concerned. You will find a complete list of national information centres on the ENIC-NARIC website.
The purpose of recognition is to make it possible for learners to use their qualifications from one education system in another education system (or country) without losing the real value of those qualifications.
The main international legal text that aims to further the fair recognition of qualifications is the Council of Europe/UNESCO Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention).
Like any legal text, the Convention must be put into practice. The recognition of qualifications falls within the competence of each country. In most cases, this means that higher education institutions are responsible for the recognition of qualifications for the purpose of further study whereas professional bodies or employers are responsible for recognition for the purposes of the labour market.
Tools that facilitate the recognition of qualifications are the European Credit Transfer and Accumulation System  (ECTS) and the Diploma Supplement (DS).
To help develop good practice and a common understanding of recognition, the Council of Europe, UNESCO/CEPES   and the European Commission coordinate the ENIC and NARIC Networks. The Networks develop good practice and policy, whereas individual member centres may provide information on the recognition of qualifications as well as the qualifications frameworks and education systems of the countries for which they are responsible. You may find a list of all centres as well as a description of the Networks and much other useful information on the ENIC-NARIC website. This site also contains links to other resources. You may also access an information disk on the Bologna Process, which contains valuable information on recognition, too.
In 2007, all countries of the Bologna Process submitted national action plans to improve the recognition of qualifications. An ENIC/NARIC working party has analysed the national action plans and produced a very detailed report with recommendations for the various actors involved on how to further improve recognition procedures and practice:
Report to the BFUG on the Analysis of the 2007 National Action Plans for Recognition, prepared by Andrejs Rauhvargers and Agnese Rusakova. More...

Posté par pcassuto à 10:20 - - Permalien [#]
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