Presentation on theme: "Implementing Bologna: the Italian case and the Tuning context Moscow, 16 December 2005 Ann Katherine Isaacs University of Pisa ECTS/DS Counsellor, Bologna."— Presentation transcript:
Implementing Bologna: the Italian case and the Tuning context Moscow, 16 December 2005 Ann Katherine Isaacs University of Pisa ECTS/DS Counsellor, Bologna Promoter, Tuning Management Committee, CLIOHnet, CLIOHRES.net Coordinator
Scheme: Case study: the implementation of the Bologna Process in Italy The need for a broader context The Tuning Project, Thematic Networks
Implementation in Italy Signatory and promoter of the Sorbonne Declaration (1998); Bologna Declaration (1999) Before: Very different from any other HE system Only one four or five year degree only (in practice more); Research doctorate level, recently introduced; not well differentiated No credits Based on disciplinary exams, dissertation, and a strong link with research Only viable with full preparation in upper secondary school Very small percentage obtains final degree
Implementation in Italy How: Responsibility of each University to design viable outcome-, credit-based study programmes within a general framework established by law: General definitions established for 38 first cycle classes and 102 second cycle classes Strong differentiation of cycles in terms of learning outcomes and professional profiles Value of ECTS credits established by law (60 ECTS credit equals 1680 student hours )
force university staff Implementation in Italy: The laws were designed in such a way as to force university staff (individuals, Faculties, Departments, Academic Senates) to rethink completely their teaching structures and strategies; to design, to debate, and to implement the new curricula, compatible with those being implemented in the other signatory countries.
Implementation in Italy: Now: Fully implemented 3 cycle credit based programmes First students complete the five years of the new two cycles this year (2005-6) Example of a pioneering, drastic but effective way of implementing the Bologna structure Time for review and improvement
The broader context: Bologna now includes 45 countries Coordination and exchange of views and insights is the strength of the Bologna process. Comparability, compatibility and transparency are at its heart Innovation in one country is not sufficient
Tuning Educational Structures in Europe A large scale Pilot Project, now at the end of its third phase, designed and carried out by more than 150 European Universities and Higher Education Institutions. An important tool for the exchange of knowledge and insight and the common elaboration of the broader Bologna HE space. The challenge: to preserve diversity while allowing compatibility and encouraging synergy
Tuning is supported by the European Commission though the Socrates programme of the Directorate General for Education and Culture
Tuning is based on the awareness that – in final analysis – it is the Universities and the university staff, who, with the students and the other actors involved, are responsible for quality in higher education.
Tuning Phase 1 and Tuning Phase 2 reports are published and available on-line. They contain findings and guidelines (including checklists and examples) on generic and subject specific competences, on credits, on teaching, learning, assessment and on quality in programme design and delivery. The Tuning Phase 3 book, including guidelines for the third cycle will soon be published.
Reference points and guidelines have been formulated and published for: Business Educational Sciences Geology History Mathematics Chemistry Physics European Studies Nursing
The Tuning process is extending: To all Erasmus Thematic Networks To the 18 Latin American countries To Russia… To other countries and continents
The 45 Erasmus Thematic Networks collaborate with the Tuning Project. The History Network, CLIOHnet, is proud to have generated a Sixth Framework Network of Excellence, CLIOHRES.net, which includes Russian partners.