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M1-EuropeanContext-EN-0.1CITIES Project N. 129193-CP-1-2006-1- DE–COMENIUS–C21 Bologna and study reforms at the HE level A brief introduction Leo Gros.

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Presentation on theme: "M1-EuropeanContext-EN-0.1CITIES Project N. 129193-CP-1-2006-1- DE–COMENIUS–C21 Bologna and study reforms at the HE level A brief introduction Leo Gros."— Presentation transcript:

1 M1-EuropeanContext-EN-0.1CITIES Project N CP DE–COMENIUS–C21 Bologna and study reforms at the HE level A brief introduction Leo Gros Bologna-expert DAAD Hochschule Fresenius Idstein

2 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 2 What do I tell you now? 1.Politics and policies - The Bologna process: What it is and what it is not 2.Tools for Higher Education (HE) and Vocational Education and Training (VET) 3.Chemical education in Europe – selected examples; the House of Chemical Education

3 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C Politics and Policies: The Bologna process: What it is and what it is not

4 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 4 The Bologna-Sorbonne-declaration, : main features Adoption of a system of easily readable and comparable degrees, also through the implementation of the Diploma Supplement, in order to promote European citizens’ employability and the international competitiveness of the European higher education system

5 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 5 The Bologna-Sorbonne-declaration, : main features Adoption of a system essentially based on two main cycles, undergraduate and graduate. –Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years. –The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification. –The second cycle should lead to the master and/or doctorate degree as in many European countries.

6 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 6 Establishment of a system of credits - such as in the ECTS system – as a proper means of promoting the most widespread student mobility. Credits could also be acquired in non-higher education contexts, including lifelong learning, provided they are recognised by receiving Universities concerned. The Bologna-Sorbonne-declaration, : main features

7 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 7 Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies. Promotion of the necessary European dimensions in higher education, particularly with regards to curricular development, inter-institutional co-operation, mobility schemes and integrated programmes of study, training and research. The Bologna-Sorbonne-declaration, : main features

8 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 8 Promotion of mobility by overcoming obstacles to the effective exercise of free movement with particular attention to: –for students, access to study and training opportunities and to related services –for teachers, researchers and administrative staff, recognition and valorisation of periods spent in a European context researching, teaching and training, without prejudicing their statutory rights. The Bologna-Sorbonne-declaration, : main features

9 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 9 Lifelong Learning 10…..Lifelong learning implies that qualifications may be obtained through flexible learning paths, including part-time studies, as well as workbased routes. 11….. Successful policies for lifelong learning will include basic principles and procedures for recognition of prior learning on the basis of learning outcomes regardless of whether the knowledge, skills and competences were acquired through formal, non- formal, or informal learning paths. Lifelong learning will be supported by adequate organisational structures and funding. Lifelong learning encouraged by national policies should inform the practice of higher education institutions. Leuven/Louvain Communiqué 2009

10 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 10 Life long learning.….The development of national qualifications frameworks is an important step towards the implementation of lifelong learning. We aim at having them implemented and prepared for self- certification against the overarching Qualifications Framework for the European Higher Education Area by This will require continued coordination at the level of the EHEA and with the European Qualifications Framework for Lifelong Learning. Within national contexts, intermediate qualifications within the first cycle can be a means of widening access to higher education.” Leuven/Louvain Communiqué 2009

11 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 11 Employability “13. With labour markets increasingly relying on higher skill levels and transversal competences, higher education should equip students with the advanced knowledge, skills and competences they need throughout their professional lives. Employability empowers the individual to fully seize the opportunities in changing labour markets. We aim at raising initial qualifications as well as maintaining and renewing a skilled workforce through close cooperation between governments, higher education institutions, social partners and students. This will allow institutions to be more responsive to employers needs and employers to better understand the educational perspective. Higher education institutions, together with governments, government agencies and employers, shall improve the provision, accessibility and quality of their careers and employment related guidance services to students and alumni. We encourage work placements embedded in study programmes as well as on-the-job learning.” Leuven/Louvain Communiqué 2009

12 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 12 Mobility 18. … Mobility is important for personal development and employability, it fosters respect for diversity and a capacity to deal with other cultures. It encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutions. Therefore, mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. Leuven/Louvain Communiqué 2009

13 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 13 Mobility throughout studies 19. Within each of the three cycles, opportunities for mobility shall be created in the structure of degree programmes. Joint degrees and programmes as well as mobility windows shall become more common practice. Moreover, mobility policies shall be based on a range of practical measures pertaining to the funding of mobility, recognition, available infrastructure, visa and work permit regulations. Flexible study paths and active information policies, full recognition of study achievements, study support and the full portability of grants and loans are necessary requirements. Leuven/Louvain Communiqué 2009

14 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 14 Bologna partner countries – status of implementation

15 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 15 Quelle: T. Mitchell, ECTN-A Bologna partner countries – course schemes 3+2 vs 4+1

16 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 16 Let‘s briefly look at „Bologna“ from the point of view of an „insider“

17 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 17 Countries agreed to implement a three-tier HE structure First degree to have a minimum of three years and a maximum of four No degree name fixed for first degree The Bachelor + Master 6+4 semester system is one, but not the compulsory approach Bologna – the scapegoat? Bologna: what it is not

18 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 18 What is the reform really about? HE reform aims at „employability“ and the future of young graduates HE reform must contribute to the success of „professional communities“ HE is influencing our daily lives – it can search for and give answers to open questions – and ask new questions!

19 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C Tools for Higher Education (HE) and Vocational Education and Training (VET)

20 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 20 „Bologna“ at a glance

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28 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 28 Performance is different from workload If a student has completed a module with the minimum required performance, he or she gets the ECTS credits assigned for it The performance (grading) is expressed in the national scheme, based on the relative performance of several cohorts of students Percentages of students in a given group can be compared to any other system

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31 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C Chemical education in Europe – selected examples; the House of Chemical Education

32 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 32 Mobility is essential not only in promoting the economic and social integration of Europe, but also in intensifying European exchanges of experience and bringing forward European citizenship. The European Credit system for Vocational Education and Training (ECVET) takes up at this very point and aims at facilitating the mobility of learners in initial vocational education and training by facilitating recognition and transfer of learning outcomes acquired abroad in(to) a learner’s home country. ECVET is a system catering for accumulation and transfer of credits in initial and continuing vocational education and training. It includes documentation of learning outcomes achieved abroad and forms of agreements between national and European VET stakeholders. EC-VET – a forthcoming standard credit system for VET

33 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 33 On August 25, 2008: 41 Eurobachelor ® and 14 Euromaster ® Chemistry Quality Labels have been awarded to 33 institutions and 2 consortia from 15 countries.

34 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 34 The Eurobachelor is about quality: defining reference points on an international basis. The Eurobachelor is about quality assurance: evaluation and accreditation. The Eurobachelor is about autonomy: not a straitjacket but a framework to be applied as the institution wishes. The Eurobachelor is about flexibility: it can readily be adapted as the needs of the subject change. The Eurobachelor is about transparency: together with the Diploma Supplement it is an easily understood qualification. The Eurobachelor is based on ECTS credits and grading, and their correct application. EuroBachelor®

35 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 35 EuroBachelor ® The EuroBachelor is about mobility: it makes it possible for the graduate to move easily within Europe, but also almost certainly throughout the world. The EuroBachelor is about recognition: even if the Lisbon convention is in force, institutions need to apply it. (Chemistry) EuroBachelor is defined as a programme of 180 credits based on outcomes, but also applicable to institutions using 240 credits.

36 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 36 At least 150 of the 180 (ECTS) credits should deal with basic “core” sciences, in the case of chemistry EuroBachelor it is: chemistry, physics, biology or mathematics. The course should include EITHER a bachelor thesis of 15 ECTS credits OR an equivalent industry placement. Course outcomes: Subject knowledge Abilities and Skills (a) Subject related - Cognitive abilities and skills (b) Subject related - Practical skills (c) General - Generic/Transferable skills Language Scheme could be simply applied on any branch of education. Credit distribution in Eurobachelor:

37 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 37 Typical Models of Combination Bachelor/Master Model 1: Bachelor+Master in intimate combination (consecutive model). Model 2: Bachelor in a classic/canonical subject matter + a choice of several specialised Master options, e.g. Chemistry plus Nanoscience Model 3: Master is open for a broad spectrum of applicants. ➔ First type: based on a subject related Bachelor ➔ Second type: continuing professional development Master requiring no subject specific experience/Knowledge, e.g. MBA

38 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 38 Graduates who do not have a sufficiently long and/or intensive placement record are more likely to have reduced chances to join our company. A majority of our newly employed staff have worked with us in placement programmes. Why? Beause those students have gained a deeper insight into the daily work in our company – they are better informed about us. So are we about them: both parties can be more confident that the right person will be in the right place. It is a pity that we are often told: „I do not have time any more for a placement during my studies – the schedule is just too tight. In this case we prefer graduates who studied a bit longer. ( ) Frank Wiesemann, Procter & Gamble

39 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 39 Structure of courses Hochschule Fresenius Bachelor Chemistry with Business Modules Business Studies Placement + Thesis Compulsory placement sem. Final year proj./thesis 5 International Bachelor of Applied Chemistry Advanced studies Choice for one of the options Basic Core Modules Bridge courses 910 Thesis Taught courses 87 Master of Bio- and Pharmaceutical Analysis

40 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 40 The FACE project was an EU network project running gathered and structured information on different forms of chemistry training at different levels in European countries specially emphasised sandwich-like courses with compulsory or elective placement parts

41 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 41 A European House of Chemical Education A Vision and a Model HOUSE OF CHEMISTRY 1 st floor: secondary education 3 rd floor: tertiary education 2 nd floor: non-tertiary, post secondary education MOBILITYMOBILITY

42 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 42 Design: Hans Gros †2004

43 M1-EuropeanContext-EN-0.1 CITIES Project N CP DE–COMENIUS–C21 43 Thank you for listening for your questions and your answers FOTOGRAFÍA - Sociedad - Sonrisa hecha con diez moléculas de monóxido de carbono colocadas sobre una superficie de cobre (Smiley, gemacht aus zehn CO-Molekülen auf einer Kupfer-Oberfläche) IMDEA-NANO - 19/12/2007 Quelle:


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