1. The Road to Bologna… ADM-Ingegraf Congress 2005 Seville Moderator: M. Luisa Mtz. Muneta Universidad Politécnica de Madrid

2. A brief history Years 70-90 National systems based on traditional methods ERASMUS Program begins 1998: Sorbonne Declaration FR, I, UK, G Harmonise structures Convergence of degree structure and cycles 1999: Bologna Declaration (20 countries) 2000: Lisbon Meeting 2001: Prague Communiqué (30 countries) 2002: Barcelona Meeting 2003: Berlin communiqué (40 countries) The role of universities in the knowledge society (EU) 2005: BERGEN Cyclic structure adoption Recognition of degrees and study periods Quality evaluation systems

3. European Convergence in Higher Education Compare European qualifications Support for the single labour market Mobility of students, teachers,… Compete with other educational systems Attract foreign students … Modernise Teaching-learning Information Society support LLL: Life Long Learning Changes in European Universities

4. European Higher Education Space Competitiveness Quality Teaching structures First Degree Postgrad. Master PhD Learning orientation Comparability Transfer Accumulation (Life Long Learning) Indicators and standards Degrees accreditation ECTS

5. Teaching/learning system Now +teaching/-learning what he wants to teach Specific training Isolated view of the subjects passive participation learns only given information Work and assessment by exams With Bologna + learning/- teaching what the students needs Global training Holistic view of the subject active participation searches for/chooses information Continuous work and assessment

6. Teaching/learning system Now Actual length > anticipated Dropout rate=success rate Quality assessment without consequences With Bologna Actual length= anticipated Success rate > dropout rate Quality assessment with basic decisions

7. New activities…. Teacher Helps to learn Tutor/coach Teaches what the student needs Is one part of the teaching teams Student More motivated Autonomous Self-controlled Works in teams with a specific role New studies plan based on the student Fewer hours of lectures Emphasis on global training Develop capabilities for analysis, team work, problem solving, permanent change…

8. ECTS representa la cantidad de trabajo del estudiante para cumplir los objetivos del programa de estudios… conducentes a la obtención de títulos universitarios de carácter oficial y validez en todo el territorio nacional … se integran las enseñanzas teóricas y prácticas, así como otras actividades académicas dirigidas, con inclusión de las horas de estudio y del trabajo que debe realizar para alcanzar los objetivos formativos propios de cada materia del plana de estudios Spanish law says(RD 1125/2003 (BOE 18/09/2003))

9. Changes due to ECTS 1 ECTS= Total 25-30 h of students work Students role Professors role Design a new studies plan Design and teaching of subjects: didactic guides New infrastructures: labs, computers, … New grading system Academic and teaching staff management

10. Members of the round table Prof. Stefano Tornincasa. Turín Polytechnic stefano.tornincasa@polito.it Prof. Eugenio Pezzutti. Rome University pezzuti@mec.uniroma2.it pezzuti@mec.uniroma2.it Prof. Javier Muniozguren. University of the Basque Country bizarren@bi.ehu.es Prof. Fernando Cebollada. Zaragoza University fercebo@unizar.es Thank you very much