BaMa in Europe: Origin and Implementation

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Presentation transcript:

BaMa in Europe: Origin and Implementation Prof. Ludo GELDERS CAETS 02-06-2006 CAETS

EUROPE 1992 = Single Market CAPITAL + GOODS + PERSONS PROFESSIONAL ACTIVITY Qualifications? Recognition? HOME COUNTRY – ABROAD – CROSS BORDER EDUCATION SYSTEM: - national history - national authority (not EU) CAETS

SINGLE MARKET PROBLEMS (Barriers) Language + Cultural EU programs increase mobility (Erasmus/Socrates) Access to Profession -Different rules + mechanisms + conditions Engineering: P, Sp, Gr, It (regulated) B (limited)  Nl (only title) -Difference diplomas/degrees: contents + study length... CAETS

Need for HARMONISATION! 3. Transparency Diplomas / Degrees Engineering: B,D,Gr,P,...(3y/4y/5y) Nl (3y/4 - 4.5y/5y) It (5y) UK: BaMa (4y Eng./5y Scot.) Fr : Grandes EcolesUniv. Access: high school- O/A levels- exam/concours Contents: engineering  science (e.g. Computer ) Confusion: ‘vocational drift’  ‘academic drift’ Need for HARMONISATION! CAETS

4. Other problems. Globalisation: e.g. comparability to US degrees Competition for int’l student flows Long duration of study trajects (e.g. Nl/D in practice?) Lack of flexibility (structure, contents, access) Transfer between programs Life long learning Problem for: Students + Professionals + Universities + Employees Problem for EU: how to increase mobility? establish knowledge economy? face int’l competition in science/technology? CAETS

PRIVATE EFFORTS (< 92) - SEFI-index - FEANI register (+ Eur. Ing.) - CLAIU-register - ERT-efforts NATIONAL INITIATIVES UK (92): Polytecnics  Univ (44 125) SP: 6 yr  5yr Nl: 5yr  4yr 5yr FR (98): Comm. Attali: 3-5-8 model FR (95): mastaire CAETS

SORBONNE Declaration (25-05-98) FR+UK+D+It Principle = Harmonisation Standard=Ba Ma BOLOGNA Declaration (19-04-99) 29 Min. of Educ. (EU+...)+ consent Universities Purpose: ‘to create a European space for higher education in order to enhance the employability and mobility of citizens and to increase the international competiveness of European education’. CAETS

- stimulate European integration process General Objectives - stimulate European integration process - increase readibility of degrees/diplomas - increase employability (1st degree) - remove barriers to mobility - enforce quality assurance (standards + accreditation) - increase flexibility (life long learning) Specific Objectives - Diploma supplement - ECTS compatible credits CAETS

- national responsibility (legislation) Implementation - national responsibility (legislation) - DD = 2010 - road map follow-up Prague (2001) - Berlin (2003) Bergen (2005) – London (2007) Where do we stand? It’s still a mess... but we are on the way... CAETS

Overview of progress on the deadlines (BERLIN) monitored since 2005 BOLOGNA SCORECARD Overview of progress on the deadlines (BERLIN) monitored since 2005 Three action lines: Two-cycle system Quality assurance Recognition of degrees and study periods CAETS

Accreditation Systems General system  Specific National System  Multinational Ex: - NVAO = Nl + B (Fl) - UK: Engineering Council - P: Ordem dos Engenheiros - Fr: Commission du Titre CAETS

Example: B (Flanders) 3-tier system: Distinction: professional / academic degrees Universities: Eng.: 2+3  3 (Ba) + 2 (Ma) Science: 2+2  3+1 or 3 +2 HE: 3 yr (grad)  3 yr (Prof Ba) 4 yr (ing)  2+2 3 +1 Association Univ / HE: 1 Univ + x HE schools CAETS