Pavel Zgaga Univerza v Ljubljani, Pedagoška fakulteta Seminar šolskega polja Ljubljana, 6. maj 2009 O nekaterih rezultatih novih “bolonjskih študij” Pavel Zgaga Univerza v Ljubljani, Pedagoška fakulteta

Nove “bolonjske študije” BFUG: The Bologna Process Stocktaking Report 2009 (28. april). Eurydice: Higher Education in Europe 2009 – Developments in the Bologna Process. Eurostat & eurostudent.eu: Key indicators on the social dimension and mobility. April 2009. EUA: Davies, H., Survey of Master Degrees in Europe. EUA Publications, April 2009. ESU: Bologna With Student Eyes 2009. Leuven: ESU – The European Students' Union, April 2009. “Zunanja” študija: Adelman, C., The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence. Institute for Higher Education Policy Boston, April 2009. PZ_CEPS 6.5.2009

Fokusi predstavitve 1. “Strukturna dimenzija” 2. “Socialna dimenzija” 1.1 Dvostopenjski sistem in njegova “orodja” 1.2 Zagotavljanje kakovosti 1.3 Mobilnost v strukturnem kontekstu 2. “Socialna dimenzija” 2.1 Dostop do visokega šolstva 2.2 Financiranje visokega šolstva 2.3 Mobilnost v socialnem kontekstu 3. Nekaj specifičnih vprašanj 3.1 Rezultati visokega šolstva 3.2 Zaposljivost 3.3 Priznavanje visokošolskih kvalifikacij 4. “Zunanja dimenzija”: “bolonja” v ameriških očeh 5. Zaključek: iz Komunikeja 2009 PZ_CEPS 6.5.2009

Evropski visokošolski prostor (EHEA), 2009 PZ_CEPS 6.5.2009

1. Strukturna dimenzija 1.1 Dvostopenjski sistem in njegova “orodja” PZ_CEPS 6.5.2009

Stocktaking 2009 Figure 1. Degree system: number and percentage of countries in each colour category for indicators 1-3 PZ_CEPS 6.5.2009

Stocktaking 2009 PZ_CEPS 6.5.2009

Figure A1: Student workload / duration for the most common Bachelor programmes in the Bologna signatory countries, 2008/09 PZ_CEPS 6.5.2009

Figure A2: Student workload / duration for the most common Master programmes, 2008/09 PZ_CEPS 6.5.2009

Figure A3: Two-cycle structure models most commonly implemented, 2008/09 PZ_CEPS 6.5.2009

Stocktaking 2009 PZ_CEPS 6.5.2009

Survey of MA Degrees in Europe (EUA, 2009) “Master-level provision takes three principal forms. First, taught Master courses with a strong professional development application, available in full-time, part-time, distance and mixed modes. Secondly, research-intensive Master programmes, many of which are integrated into innovation and knowledge transfer activities and function as pre-doctoral studies for the career researcher. Thirdly, Master-level courses of varying duration delivered mainly to returning learners on in-service, executive release or self-referral bases.” (p. 12) PZ_CEPS 6.5.2009

Survey of MA Degrees in Europe (EUA, 2009) ‘Endogenity’ vs. selection: […] ‘own-institution’ students, whose profiles are familiar, may be preferred to those applying from other HEIs. The alternative to recruiting Master students endogenously is to welcome applications from all quarters, to limit the places available and to introduce a selection procedure. (p. 35) Pre- and post-Master Master: Bologna legislation in Wallonia provides for a one-year master complémentaire, which adds a professional focus to the Bachelor-Master sequence. […] In Italy, the Master Universitario di primo livello is also a first cycle qualification. These, effectively, are pre-Master Masters. (pp. 36-37) PZ_CEPS 6.5.2009

Survey of MA Degrees in Europe (EUA, 2009) Inter-cycle mobility: Responding to the on-line questionnaire, 16% of students said that they had changed their field of study between first and second cycles, while 30% reported that they had changed institutions. (p. 52) Employability: The Bologna three-cycle system cannot be said to be in place until this process is complete. In other words, until all 46 countries have evolved beyond the position in which the Master is the sole point of initial entry into the market for high-skilled labour. […] the definition of the Bologna Master awaits the full fleshing out of the Bologna Bachelor.(p. 56) PZ_CEPS 6.5.2009

Survey of MA Degrees in Europe (EUA, 2009) Binary system: In many countries, binary systems have become more flexible […] The softening of binarism raises the question of whether the term ‘professional Master’ […] continues to have any real content. […] It is therefore hard to predict a prosperous future for the ‘professional Master’. (p. 58) Why undertaking Master:. Students responding to the EUA on-line questionnaire were asked to give the most important reason for undertaking a Master programme. 48% cited preparation for the labour market; 30% said that they wished to complete the first cycle with a more specialised course; 15% intended to prepare for the doctorate. (p. 64) PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 26—Perception of the national unions about the degree structures reform PZ_CEPS 6.5.2009

Figure B2: Level of implementation of ECTS, 2008/09 PZ_CEPS 6.5.2009

Stocktaking 2009 Indicator 9: Stage of implementation of ECTS Stocktaking 2009 Indicator 9: Stage of implementation of ECTS. Number of countries in each colour category - 2007 and 2009 PZ_CEPS 6.5.2009

Stocktaking 2009 To score “green” or “light green”, it is now required to demonstrate links between ECTS credits and learning outcomes. (p. 78) One-third of the countries stated that all HEI s have linked credits with learning outcomes; another quarter said that most HEI s have done so. However, in nearly half the countries only some HEI s are piloting linking credits with learning outcomes and in a small number of countries it has not been started. Given that the whole issue of learning outcomes is still quite unclear in many countries (cf. comments in the section on internal quality assurance above), the progress on linking credits with learning outcomes may be overestimated. (p. 79) PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 28—Changes to student workload after the implementation of ECTS PZ_CEPS 6.5.2009

Figure C1: Level of implementation of the Diploma Supplement, 2008/09 PZ_CEPS 6.5.2009

Figure C2: National monitoring of the usage of the Diploma Supplement, 2008/09 PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 34 / 35 — Awareness about the Diploma Supplement as anticipated by NUSes (2007 vs. 2009) PZ_CEPS 6.5.2009

Stocktaking 2009 Indicator 3: Implementation of national qualifications frameworks. Number of countries in each colour category – 2007 and 2009 PZ_CEPS 6.5.2009

Stocktaking 2009 Figure 8. Number of countries having fulfilled each step in implementing the national qualifications framework PZ_CEPS 6.5.2009

Stocktaking 2009 Indicator 3: Implementation of national qualifications framework PZ_CEPS 6.5.2009

Figure D1: Starting date of the process towards establishing a National Qualification Framework PZ_CEPS 6.5.2009

Figure D2: Stage towards establishing a National Qualification Framework, 2008/09 PZ_CEPS 6.5.2009

NQFs – Conclusions Stocktaking 2009 (p. 41): Communiqué 2009: The deadline to have completed the implementation of NQFs for HE by 2010 appears to have been too ambitious. It seems that there is not enough integration at national level between the qualifications framework, learning outcomes and ECTS. […] the existence of two overarching frameworks may have caused delays. Communiqué 2009: 12. 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 2012. PZ_CEPS 6.5.2009

Stocktaking 2009 Linking programmes with learning outcomes An aspect of the internal QA: According to the national reports, in a quarter of the countries all HEI s have described their programmes in terms of learning outcomes (Fig. 15), while slightly more than a further quarter of the countries said that most HEI s have done it. (p. 53) Too optimistic about learning outcomes: they have been made an obligatory component of the programme description; yet those learning outcomes “are not related to Dublin descriptors” or “not in the understanding of Tuning”. (p. 55) […] a learning outcomes-based culture across the EHEA still needs a lot of effort, and it will not be completed by 2010 (p. 56) PZ_CEPS 6.5.2009

1. Strukturna dimenzija 1.2 Zagotavljanje kakovosti PZ_CEPS 6.5.2009

Stocktaking 2009 Figure 18. Quality assurance: number and percentage of countries in each category for indicators 4-6 PZ_CEPS 6.5.2009

Stocktaking 2009 Indicator 4: Stage of development of external quality assurance system PZ_CEPS 6.5.2009

Stocktaking 2009 One-third of the countries have already carried out an external review of their QA agencies and another 22 countries say they have set a date for the review. (p. 60) Just under two-thirds of the countries involve students in governance of their QA agencies. (p. 61) […] in about one-third of cases, students are observers rather than full members of the teams. (p. 62) Quality assurance agencies from only 22 countries are full members of ENQA. (p. 64) ESG are not yet fully implemented in the countries that are not full members. (p. 65) PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 11—Quality assurance systems‘ compliance with the ESG PZ_CEPS 6.5.2009

1. Strukturna dimenzija 1.3 Mobilnost v strukturnem kontekstu PZ_CEPS 6.5.2009

Figure E1 (a): Incoming Student Mobility in the European Higher Education Area, 2008/09 PZ_CEPS 6.5.2009

Figure E1 (b): Outgoing Student Mobility in the European Higher Education Area, 2008/09 PZ_CEPS 6.5.2009

Figure C.1a: Outbound mobility rate: number of students who are nationals of a given country, studying in another country in Europe (EU-27, EFTA and candidate countries) as a percentage of the total enrolment in that country, ISCED 5A and 6 – 2006 PZ_CEPS 6.5.2009

Figure C.1b: Number of students who are nationals of a given country, studying in another country in Europe (EU-27, EFTA and candidate countries) as a percentage of the total enrolment in that given country, ISCED 5A and 6 — 2000–2006 PZ_CEPS 6.5.2009

Figure C.1c: Incoming mobility: number of foreign students (world and Bologna Area) studying in a given country, as a percentage of the total enrolment in that country, ISCED 5A and 6 — 2006 PZ_CEPS 6.5.2009

Figure C.4a: Teacher mobility in the framework of the Erasmus programme: total number of stays abroad, by home and host country, as a percentage of total number of academics and academic staF, ISCED 5-6 — 2006 PZ_CEPS 6.5.2009

2. Socialna dimenzija 2.1 Dostop do visokega šolstva PZ_CEPS 6.5.2009

Figure A.2a: Entrants at ISCED 5A as a percentage of qualifying graduates of secondary schooling (ISCED 3A and 4A) the year before — 2006 PZ_CEPS 6.5.2009

Figure A.3a: Students with non-traditional routes to higher education as a share of all ISCED 5A students (%), narrow definition — 2006 PZ_CEPS 6.5.2009

Figure A.4a: Percentage of students studying part-time, by age group (15–29, 30+, all), ISCED 5A — 2006 PZ_CEPS 6.5.2009

Figure A.4c: De facto student status: students with full-time status by size of efective workload for study-related activities per week (%), ISCED 5A — 2006 PZ_CEPS 6.5.2009

2. Socialna dimenzija 2.2 Financiranje visokega šolstva PZ_CEPS 6.5.2009

Figure B.1a: Annual public expenditure allocated to tertiary education, as a percentage of GDP and of total public expenditure, ISCED 5-6 — 2005 PZ_CEPS 6.5.2009

Figure B.1c: Annual total expenditure on tertiary educational institutions per full-time equivalent student (in EUR PPS) including and excluding expenditure on research and ancillary services, ISCED 5-6 — 2005 PZ_CEPS 6.5.2009

Figure B.1e: Annual total expenditure per full-time equivalent student (in EUR PPS) compared to public expenditure on tertiary education as a percentage of GDP, ISCED 5-6 — 2005 PZ_CEPS 6.5.2009

Figure B.2a: Higher education institutions’ income from private sources (households and other private entities) as a percentage of all public and private sources, ISCED 5-6 — 2005 PZ_CEPS 6.5.2009

Figure B.2d: Students’ monthly contributions to higher education institutions, in percentage of total expenditure of students living away from their parental home, ISCED 5A —2006 PZ_CEPS 6.5.2009

Figure B.3a: Public financial aid to tertiary students, by type (loans and grants), as a percentage of public expenditure on tertiary education, ISCED 5-6 — 2005 PZ_CEPS 6.5.2009

Figure B.3c: Income sources (job, state, family) as a percentage of total student income (students living away from the parental home), ISCED 5A — 2006 PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 Conclusions and Recommendations on the Social Dimension Only a few countries have worked out a real social dimension strategy and most unions were not included in the drafting of the national action plan for the social dimension. (p. 18) Ministries must deliver on their National Action Plans and all Bologna signatory countries should develop a strategy to improve the social dimension of their higher education. (p. 19) Tuition fees are a financial barrier to higher education and they therefore must be abolished. Where tuition fees exist, they should be evaluated critically and where there are currently no tuition fees, they should not be introduced. This critical evaluation should also include other fees associated with studying. (p. 19) Ministers must work towards a generous, parent-independent system of grants that supports the student as a learner, meaning that money to cover the costs associated with living and learning as a student is guaranteed. (p. 20) PZ_CEPS 6.5.2009

2. Socialna dimenzija 2.3 Mobilnost v socialnem kontekstu PZ_CEPS 6.5.2009

Figure C.3b: Main barriers to studying abroad (%), ISCED 5A — 2006 PZ_CEPS 6.5.2009

Figure C.3c: Main barriers to studying abroad, by fathers’ educational level (%), ISCED 5A — 2006 PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 17— Portability of grants and loans PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 18—Situation of national students spending a period abroad that encounter problems meeting their living expenses from their grant or loan PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 21—Situation of national students returning from a period of study abroad encountering problems with the recognition of their credits PZ_CEPS 6.5.2009

3. Specifična vprašanja: 3.1 Rezultati visokega šolstva PZ_CEPS 6.5.2009

Figure D.2a: Gross graduation rate and net entry rate (%), ISCED 5A — 2006 PZ_CEPS 6.5.2009

Figure D.2b: Gross graduation rate and net entry rate (%), by sex, ISCED 5A — 2000–2006 PZ_CEPS 6.5.2009

Figure D.2c: Completion rates (%), ISCED 5A (at least first 5A programme) — 2005 PZ_CEPS 6.5.2009

3. Specifična vprašanja: 3.2 Zaposljivost PZ_CEPS 6.5.2009

Figure D.3c: Unemployment rate of tertiary education graduates (ISCED 5-6), by field of study and age (%) — 2003–2007, cumulated PZ_CEPS 6.5.2009

Figure D.5b: High educational attainment (ISCED 5-6) and vertical mismatch — 2007 PZ_CEPS 6.5.2009

Figure D.5c: Percentage of people aged 25–34 with tertiary education (ISCED 5-6) who are vertically mismatched (not in ISCO 1, 2 or 3), by field of study and sex — 2003–2007, cumulated PZ_CEPS 6.5.2009

Stocktaking, 2009 The Employability WG has defined employability as “the ability to gain initial meaningful employment, or to become self-employed, to maintain employment, and to be able to move around within the labour market”. (p. 43) […] the employment of graduates with first cycle: where the data were available, most “professional type” BA gradu-ates were in employment and only a small proportion of them chose further studies, while the reverse situation was observed for holders of “academic” BA degrees. […] the fact that BA graduates successfully enter the labour market in countries where the BA-MA system has been in place already for a longer time. (p. 45) PZ_CEPS 6.5.2009

Stocktaking, 2009 Figure 10. Measures taken to ensure that first cycle graduates are able to pursue careers in the public service PZ_CEPS 6.5.2009

3. Specifična vprašanja: 3.3 Priznavanje visokošolskih kvalifikacij PZ_CEPS 6.5.2009

Stocktaking, 2009 As regards the practical implementation of the main prin-ciples of the Lisbon Recognition Convention – namely applicants’ right to fair assessment; recognition if no substantial differences can be proven; demonstration of substantial differences where recognition is not granted; provision of information about the country’s HE programmes and institutions – all or almost all countries answer positively. However, the analysis of the National Action Plans for Recognition (NAPs), which countries submitted before the London Ministerial conference, shows that the interpretation of these principles, as well as recognition procedures and even the terminology used in different countries, differ enormously. (p. 75) PZ_CEPS 6.5.2009

Bologna With Student Eyes, 2009 fig Bologna With Student Eyes, 2009 fig. 42— Availability of recognition of prior learning PZ_CEPS 6.5.2009

4. “Zunanja dimenzija”: “Bolonja” iz ameriških oči PZ_CEPS 6.5.2009

“the United States ignorance of the BP” (2006) In 2005, U.S. Secretary of State Margaret Spellings announced the formation of the Commission on the Future of Higher Education. […] Surprisingly, from a European perspective, and probably from a non-American perspective in general, the document does not make any detailed reference to the issue of internationalisation and globalisation of higher education, which is high on agendas in other world regions! […] One might probably just ask why there is no direct reference to the emerging European Higher Education Area and to the Bologna Process? […] “Ignorance is always dangerous, but the United States ignorance of the Bologna Process – outside of some educational experts – may be particularly dangerous.” (Catharine R. Stimpson, 2006) P. Zgaga, Looking out (2006; pp. 83-86) PZ_CEPS 6.5.2009

C. Adelman, 2009 “Former Secretary of Ed., Margaret Spellings’ Commission on the Future of Higher Education paid no attention whatsoever to Bologna, and neither did the U.S. higher education community in its underwhelming response to that Commission’s report. Such purblind stances are unforgivable in a world without borders. But since the first version of this monograph, a shorter essay entitled The Bologna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction (IHEP, May 2008), U.S. higher education has started listening seriously to the core messages of the remarkable and difficult undertaking in which our European colleagues have engaged.” (p. viii) PZ_CEPS 6.5.2009

C. Adelman, 2009 “In terms reaching across geography and languages, let alone in terms of turning ancient higher education systems on their heads, the Bologna Process is the most far reaching and ambitious reform of higher education ever undertaken. It is still a work in progress, but as it has attracted both considerable attention and imitation of some of its features by former colonial countries in Latin America, Africa, Southeast Asia, and Australia, it has sufficient momentum to become the dominant global higher education model within the next two decades.” (p. 2) PZ_CEPS 6.5.2009

Tuning USA, April 2009 Adelman, 2009 (p. viii): “in fact, three state higher education systems—Indiana, Minnesota, and Utah—have established study groups to examine the Bologna “Tuning” process to determine the forms and extent of its potential in U.S. contexts. Scarcely a year ago, such an effort would have been unthinkable.” Lumina Foundation “has initiated Tuning USA, a faculty-led pilot project designed to define what students must know, understand and be able to demonstrate upon degree completion in a specific field. Tuning USA methodology is based upon similar work to increase the transparency around what a degree represents under Europe's Bologna Process.” PZ_CEPS 6.5.2009

5. Zaključek: iz Komunikeja 2009 PZ_CEPS 6.5.2009

Leuvenski komunike, 2009 3. Naše družbe se trenutno soočajo s posledicami globalne finančne in ekonomske krize. […] menimo, da so javne investicije v visoko šolstvo kar najvišja prednostna naloga. 9. Študentska populacija mora znotraj visokega šolstva odražati raznolikost evropskega prebivalstva. 10. Vseživljenjsko učenje podleže načelu javne odgovornosti. 16. Pozivamo evropske visokošolske ustanove, da svojo dejavnost še naprej internacionalizirajo in da se posvetijo globalnemu sodelovanju za vzdržen razvoj. 18. Leta 2020 bi moralo vsaj 20% tistih, ki bodo diplomirali v državah evropskega visokošolskega prostora, del študija ali usposabljanja opraviti v tujini. 24. V prihodnje bosta bolonjskemu procesu sopredsedovali država nosilka predsedstva EU in ena izmed držav nečlanic EU. PZ_CEPS 6.5.2009