sign in sign up
<<
Home , Coimbra Group, Jagiellonian University, TEMPUS

The and its Implementation in and non-EU Member States

Jerusalem, May 22, 2012

Marek Frankowicz Centre for Research on Higher Education, Jagiellonian in Krakow, Marek FRANKOWICZ

‡ Academic teacher: Theoretical Chemist, Academic Practicioner ‡ Research Experience ± , Japan, ‡ in Krakow: former Vice Dean for Studies (1990-96); institutional ECTS Coordinator: Deputy Head of the Centre for Research on Higher Education ‡ 8QLYHUVLW\&ROOHJHLQ7DUQRZ5HFWRU¶V'HSXW\IRU,QWHUQDWLRQDO3URMHFWV4XDOLW\ Coordinator ‡ National level: Bologna Expert, Expert on NQF ‡ International level: Member of EURASHE Council, member of Task Forces (ETM & EN) ‡ Participant of Tempus projects (PL, HR, SR, MK, RU, UA, KZ, KG, TJ) Outline of the Presentation

‡ 5HPDUNVRQWKH%RORJQD3URFHVVDQG(+($$UHWKHUHÄ%RORJQD3ULQFLSOHV´" ‡ The multidimensional structure of the EHEA ‡ Three main elements of the EHEA: Learning Outcomes, Quality and Mobility ‡ Country examples: ‡Remarks on Bologna implementation in EU and non-EU countries ‡Ä3RORQLD3URFHVV´-DQGÄ3ROLVKZD\WR%RORJQD´ ‡ Networking Networks: Bologna at the sectoral level ‡ Example: European Chemistry Thematic Network ‡ Conclusions and Recommendations Janus Faces of the Bologna Process

‡ Ä5HIRUPVLQVWLJDWHGE\WKH%RORJQD Process are damaging German and producing lower-quality JUDGXDWHV´ ‡ Ä%RORJQDKDVIDLOHGLQ*HUPDQ\,WKDV missed all its objectives ± student mobility has not increased, study time has not decreased and employers complain about JUDGXDWHVNLOOV´

,GRQRWVD\WKDWÄ%RORJQDLVJRRG´ ,VD\WKDWÄ%RORJQDPD\EHXVHIXO´

Our bodies are our gardens, to the which our wills are gardeners: so that if we will plant nettles, or sow lettuce, set hyssop and weed up thyme, supply it with one gender of herbs, or distract it with many, either to have it sterile with idleness, or manured with industry, why, the power and corrigible authority of this lies in our wills. -DJRLQÄ2WKHOOR´ European Higher Education Area

Baby!!! Marionette? Robot? Three levels of Bologna implementation ± ,QWHUQDWLRQDO ÄVXFFHVVVWRU\´ ± National level (not so smoothly) ± Institutional level (the devil is in the details)

%HVLGHVµWUDQVYHUVDO¶GLVFLSOLQDU\OHYHO ± TUNING Project ± Thematic networks and network archipelagos

National level ‡ ,QÄ%RORJQD'HFODUDWLRQV´ZHUHVLJQHG ‡ Four basic approaches to the Bologna implementation: ± We are Bologna (priority of national interests) ± Diligent SXSLOV/HW¶VEHJUHHQ« ± Macchiavelism: We want to introduce changes in QDWLRQDO+(EXWOHW¶VEODPH%RORJQD« ± Indifferency OHW¶VUHSRUWIURPWLPHWRWLPHWKDWWKHUH are some changes in our HE, but we are not too PXFKLQWHUHVWHG« Bottom-up view: three main issues ‡ Learning Outcomes (related with curricular structure, teaching and learning methods, employability etc.) ‡ Quality (related with accountability, transparency, evaluation methods etc.) ‡ Mobility (related with recognition, international openness etc.)

The most important problem: UNDERSTANDING among academic folk

Ä&XUULFXODUPDWU\RVKND´ ‡ EQF ‡ NQF ‡ Domain-specific QF ± Engineering, Natural Sciences, Agriculture ‡ Subject benchmark ± Environmental Engineering ‡ Study programme ± Information Systems in Water Resources Management

Two Key Competences for the 21st Century Ability to Learn Ability to Adapt Along with Ä/LIHORQJ/HDUQLQJ´ /// concept we shall also promote Ä/LIHORQJ0RELOLW\´ //0 (85$6+(:*Ä0RELOLW\ ,QWHUQDWLRQDO2SHQQHVV´

Prerequisites for successful LLL and LLM: ‡ Clear and precise information on educational offer ‡ Ä%OHQGHG/HDUQLQJ´DQGÄ%OHQGHG0RELOLW\´ ‡ Efficient recognition mechanisms (based on evidence) ‡ Efficient positive feedback mechanisms (appreciation of mobility) Learning Outcomes! LO and employability Å(PSOR\DELOLW\LVWKH$UWRI&RQYHUWLQJ Learning Outcomes into Earning Incomesµ (M.F.)

Short version: From Learning to Earning 21 Example: Poland ‡ Ä3RORQLD3URFHVV´ V ± Divergent Processes after 1990: deregulation of Polish HE ± Convergent processes from 1994-95: TEMPUS projects ± Emergent academic structures (UAC etc.) ‡ )URPÄ3RORQLD´WR%RORJQD ± State Accreditation Commission (2002) ± Ä%RORJQD'D\V´IURP%RORJQD([SHUW*URXS ± New legislation: introduction of National QF for HE ± Just now: bottom-up organisation of Polish Lifelong Learning Platform ‡ Different opinions, buth things are moving 6XFFHVVRIWKHÄ3RORQLD3URFHVV´ ‡ Implementation of ECTS ± 1DWLRQDOSURMHFWÄ(&76DW3ROLVK8QLYHUVLWLHV´ ± TEMPUS projects (ECTS in Chemistry, Environmental Sciences, Social Sciences etc.) ‡ Quality Assurance ± Academic Accreditation (from 1997/8) ± TEMPUS projects ‡ ,QVWLWXWLRQDO4$8QLYHUVLWLHVRI:URFODZ7RUXQ.UDNRZ/XEOLQ« ‡ 6XEMHFWDUHD4$ &KHPLVWU\0HGLFLQH« ± National QA Seminar ‡ SUPER-JEPs ± UNIQUE (University Quality Evaluation) ± SQUADS (Stsrem of Quality for Administrative Services) ± NET (New Educational Tools) ± (;3$1' ([WHUQDO3DUWQHUVKLS¶V1HZ'LPHQVLRQV Ä3RORQLD3URFHVV´1RQRPQLVPRULDU« ‡ USOS ± electronic system for student services (student databases, curricula etc.). Still under development. Self-sustainable. Over 30 Polish HEIs in the consortium. ‡ &UHDWLRQRIÄSURWR-%RORJQDVWUXFWXUHV´ ± Ä%RORJQD'D\V´IROORZLQJWKHSDWWHUQRIÄ4XDOLW\'D\V´ ± Cooperation in ECTS implementation ± Creation of Polish team of Bologna experts (bottom-up initiative, later in the framework of EC grants for Bologna promotion) ‡ Networks ± Polish Network of Career Offices ± IROs NET ± Conferences of deans (chemistry, history, environmental sciences etc.) ‡ Internationalisation: active participation in , LLP, Erasmus Mundus etc. International accreditation of Polish chemistry studies. )URPÄ3RORQLD´WRÄ%RORJQD¶ ‡ Activities of Bologna Experts Group ± Bologna seminars ± 7KHPDWLFVHPLQDUV (&76PRELOLW\4$14)« ± Asistance in NQF implementation ± Seminars for schools on HE reforms (Bologna, mobility, employability) ‡ NQF design and implementation ± NQF for LLL (compatible with EQF); project run by the Ministry of National Education ± NQF for HE; already introduced by new legislation ‡ Work on Polish Lifelong Learning Platform ± Bottom-up initiative, supported by the National Agency ± Objectives: networking of Polish LLL stakeholders, preparation of 3ROLVKLQVWLWXWLRQIRUQHZ(8SURJUDPPHÄ(UDVPXVIRU$OO´

Examples of Bologna implementation

‡ Western Balkans ‡ Russian Federation ‡ Central

Western Balkans

‡Quality Assurance ‡Curriculum Design ‡University Governance Reform

Examples of projects: QUASYS (HR) UPQUAL (MK) EDUFORMAK (MK) GOMES (RS) PIQAS (RS/KV) Russian Federation

‡ Curriculum Design ‡ Qualifications Framework ‡ TUNING

Examples of projects: SEXTANT DEFRUS

‡ Curriculum Design ‡ Quality Asurance

Example: CANQA Sectoral Activities

‡ TUNING Project ‡ Thematic Networks ‡ Network Archipelagos (e.g. TECHNO TN) ‡ Sectoral Standards & Accreditation ‡ Sectoral Qualifications Framework

IMPORTANT ISSUE: HOW TO CORRELATE NATIONAL AND SECTORAL ACTIVITIES? European Chemistry Thematic Network

‡ ECTN 1 (1996-2000) ‡ ECTN 2 (2000-2003) ‡ ECTN 3 (2003-2006) ‡ ECTN 4 (2006-2009) ‡ EC2E2N (2009-2012) ‡ Submitted application for EC2E2N2 ‡ &RQIHUHQFHÄChemistry Studies in the European Higher Education Area´, Dresden 2004 ‡ Bologna Conference, Dresden 2009 (end of ECTN 4)

European Chemistry Thematic Network ± Products ‡ TUNING Chemistry Subject Area Brochure (2008) ‡ Employability of the Chemistry 1st Cycle Graduates (2009) ‡ Implementation of outcome based education in chemistry and chemical engineering (2012)

‡ Chemistry Eurobachelor & Euromaster labels ‡ Database of chemistry studies in Europe ‡ EChemTest

ECTNA ± European Chemistry Thematic Network Association

Academic Networks and their role in implementation of the Bologna Process Taxonomy of academic networks: 1) ÄUniversity Clubs´ &RLPEUD*URXS81,&$6DQWDQGHU*URXS&RPSRVWHOD*URXS« 2) Regional Networks Baltic Sea University Network, Black Sea University Network, Alpe-Adria, Danube Rectors Conference« 3) Networks related with subject areas ECTN, ISEKI-FOOD(83(1&/,2+1(7(/,$« 4) Networks dealing with particular issues (8&(1('(1« Coimbra Group

‡ Old, traditional universities ‡ Important partner of all Bologna stakeholders ‡ Task Forces - Ä&RPPXQLW\RIPractice´ EXAMPLES

‡ ETM (Education, Training and Mobility) TF ‡Staff development ‡ Fine-tuning of Bologna tools (e.g. Diploma Supplement) ‡ Promoting and supporting mobility ‡ EN (European Neighbourhood) TF

‡ Cooperation with third countries ‡ Erasmus Mundus

Conclusions and Recommendations ‡ Success of academic reforms depends on ± Their proper understanding ± Sense of ownership perceived by the academic community at large ‡ Crucial: the attitude of middle academic management (deans, heads of department) ‡ Very important: sharing experiences, networking activities, ÄFRRSHWLWLRQ´ ‡ Adopted solutions shall be as simple as possible but not simpler ‡ All members of the EHEA are equal ± even if various reports ÄSURJUHVVLQLPSOHPHQWDWLRQ´VFRUHFDUGV« DWWHPSWWRVKRZWKDW some are more equal than others ‡ (+($LVDÄFRPSOH[DGDSWLYHV\VWHP´LWHYROYHVDQGHYHU\RQHVKDOO contribute to its evolution

The best way to predict the future is to create it

P. Drucker Thank you very much for your attention!

[email protected]