2. Consequences of the Bologna process Working group 1 Belgium (Flem. C.), Sweden, Great Britain, Bulgaria, Croatia, Estonia, Hungary, Italy, Romania, Switzerland, Austria

Aspects to consider Legislative framework Legislative framework Qualifications Qualifications Organisation of the study program Organisation of the study program Contents of the study program Contents of the study program Teaching methods Teaching methods Evalution methods Evalution methods

Legislative framework New laws – New regulations to take into account New laws – New regulations to take into account Too frequent changes – a heavy burden for institutions Too frequent changes – a heavy burden for institutions

Qualifications BA and MA-levels have been/are about to be adjusted to a European standard (3+1 year or 3+2)(with exceptions...) BA and MA-levels have been/are about to be adjusted to a European standard (3+1 year or 3+2)(with exceptions...) Variations: Master in History; Master in History Teaching; Master in Education; Teacher Diploma Variations: Master in History; Master in History Teaching; Master in Education; Teacher Diploma

Organization of the study program Changes in different directions! Changes in different directions! - Generally, there seems to be a change towards a consecutive model (with exceptions...)

Curricula contents Different changes in different countries! Different changes in different countries! - In a number of countries there are changes towards more subject-studies content and less general didactics The focus has also shifted from historical content to historical skills and competences The focus has also shifted from historical content to historical skills and competences

Teaching methods A visible trend towards: A visible trend towards: - Active learning methods - More ICT in history teacher training

Evaluation methods A trend towards : A trend towards : - more comprehensive forms of evaluation - more self evaluation

Other implications of the changes New stakeholders, such as NGO’s New stakeholders, such as NGO’s The need for revision of text books The need for revision of text books The increasing role of school supervisors The increasing role of school supervisors The new role of the school itself The new role of the school itself

Difficulties encountered Bologna etc.: a work in progress Bologna etc.: a work in progress Different difficulties in different countries Different difficulties in different countries Legislative background can slow down the process of change Legislative background can slow down the process of change New initiatives from publishers, authors…needed New initiatives from publishers, authors…needed Different directions in organization of the studies Different directions in organization of the studies Recognition of the importance of the school = challenging Recognition of the importance of the school = challenging New approaches in in-service ITT New approaches in in-service ITT