1. 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

2. Katholieke Universiteit Leuven (Belgium) Leuven

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. Specific options at K.U.Leuven Three main objectives: Central educational concept: guided independent learning General principles for all curricula Internationalisation

12. 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

13. Guided independent learning Guidance: –learner centered vs teacher centered (constructive learning) –collaborative learning –well-balanced –monitoring diminishing over time (scaffolding - fading)

14. 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

15. 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)

16. 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

17. 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

18. Master in advanced studies Features: –very specialized –research-based –international context Structure: –entrance requirements: master degree –access for international students

19. 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

20. Stage 2: Selection of proposals: Results Existing Restructured/newprogrammes Rest. New Total First cycle 51Bachelor 52 1 53 Second cycle 63Initial master 84 1 85 Third cycle111Non-initial ma 5916 75 Total230Total19518213

21. 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

22. 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

23. 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

24. 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.

25. Further development plan (2003-2006): focus Guided independent learning Flexibility (access; study progress planning; method; curriculum) Internationalisation