Bologna Declaration Matthias Hauswirth

Bologna Declaration On June 19, 1999, in Bologna Pledge by (originally) 29 Countries Austria, Belgium, Bulgaria, (not Cyprus), Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Swiss Confederation, United Kingdom Reform higher education systems to create convergence on European level Growth and diversification of higher education Employability of graduates Shortage of skills in key areas Expansion of private & transnational education

Context Europe: a diverse set of peoples and cultures EU: a way to keep Europe safe, democratic, peaceful, and prosperous Paths to a better Europe: Educated citizens Integration Competitiveness Build upon and strengthen following dimensions: Intellectual Cultural Social Scientific Technological

Timeline Towards a European Higher Education Area Sept. 1988 Bologna – Magna Charta Universitatum Magna Carta / Great Charter / Great Paper / Constitution Bologna: Oldest University in Europe (MC signed at its 900th anniversary) Signed by 388 University Rectors http://www.magna-charta.org/ May 1998 Sorbonne, Paris Declaration 4 members (Germany, France, Italy, UK) June 1999 Bologna Declaration 29 members May 2001 Prague Communiqué 32 members (e.g. Russia, balkan countries) http://www.bologna.msmt.cz/?lng=EN Sept. 2003 Berlin Communiqué 40 members http://www.bologna-berlin2003.de/ May 2005 Bergen Communiqué 45 members (e.g. Ukraine) http://www.bologna-bergen2005.no/ May 2007 London http://www.dfes.gov.uk/bologna/

Convergence of European Higher Education Convergence is not: Standardization Uniformization Convergence will preserve: Autonomy Diversity Convergence entails: Coordinated reforms Compatible systems Common action Some degree of politics to calm down opponents?

Concrete Objectives (by 2010) Adoption: Readable and comparable degrees “Diploma Supplement” Adoption: Two “cycles” Undergraduate degree (3 year minimum) Relevant to labor market Graduate (master or doctorate) degree After completion of undergraduate degree Establishment: ECTS To promote student mobility Promotion: Mobility Students Teachers, researchers, administrators Promotion: Co-operation in “quality assurance” (ranking & accreditation) Promotion: European integration Co-operation in curricular development Integrated programs of study

Diploma Supplement

Diploma Supplement

European Credit Transfer and Accumulation System (ECTS) Credit System Attach credits to components of educational program Credits based on: student workload, learning outcomes, contact hours ECTS Introduced 1989 (EU Erasmus/Socrates) Initially for credit transfer (thus ECTS) Recently also for credit accumulation

ECTS Features 60 ECTS Credits only for successful completion Full-time student workload per academic year 1500…1800 working hours  1 credit = 25…30 working hours Credits only for successful completion Including assessment of learning outcomes Credits for all educational components, incl. Modules Courses Placements (=internships?) Dissertation work Workload includes Attending lectures and seminars Independent/private study Preparation of projects and exams Grades Local/national ECTS – graded on a curve (statistical)

ECTS Grading Scale A best 10% B next 25% C next 30% D next 25% 100% A A best 10% B next 25% C next 30% D next 25% E next 10% F fail – considerable further work required FX fail – some more work required 90% B 65% C 35% D 10% E 0%

Discussion Questions Will/should Bologna become a world-wide system? Is convergence good? Is a 3-year Bachelor good? Why do most institutions offer 3-year Bachelors, even though Bologna doesn’t prescribe this? Are 1500-1800 working hours realistic? Is giving credits based on workload good (or should we give credits based on grade)? Is grading on a curve (ECTS grades) good?