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Planning Education in Bulgaria RIGA, March 2003. Vesselina Troeva Sofia, BULGARIA vtroeva_far@uacg.bg. Outline. Introduction Common transformations at CEE Impact on planning system Planning education in Bulgaria Follow-up Bologna declaration Prague declaration From Prague to Berlin

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Planning education in bulgaria riga march 2003 l.jpg

Planning Education in BulgariaRIGA, March 2003

Vesselina Troeva

Sofia, BULGARIA

vtroeva_far@uacg.bg


Outline l.jpg

Outline

  • Introduction

  • Common transformations at CEE

  • Impact on planning system

  • Planning education in Bulgaria

  • Follow-up

  • Bologna declaration

  • Prague declaration

  • From Prague to Berlin

  • The Challenges for Planning Education

  • Conclusions


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Introduction

  • Limitations on planning education research

    • Limited information even at the AESOP

    • A great variety of Education systems in terms of:

      • educational systems & institutions

      • degree structure

      • access & admission

      • credit system

      • organisation of the academic year

      • tuition fees and grants

  • Limitations on current presentation

    • Planning education in Bulgaria

    • Common transformations and changes after 1989, affecting planning system in CEE


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Common transformations at CEE

  • Political-multiparty system.

  • Economic -privatization, restitution, financial reform; service sector.

  • Social-population decline; polarization; unemployment, HE diversification; brain drain.

  • Legislative- harmonization with EU.

  • Spatial-administrative structure (NUTS); priorities.

  • Cultural- values; dual standards.

  • Psychological- uncertainty and stress.


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Impact on planning system

  • Planning Legislation

    • Planning acts and regulations- new acts between 1990 and 2000;

    • Environmental acts and regulations;

    • Property rights.

  • Planning Institutions

    • Decentralisation of power;

    • Regional level restructuring;

  • Planning Practice

    • Lack of financial resources for planning at state & municipal level;

    • Loss of competencies and experts;

    • New actors - engineers, surveyors, general public and NGOs.

  • Planning Research

    • Closing down state research and planning units;

    • Limited resources and funding.

  • Planning Education

    • reduction in number of students.


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Bulgarian Planning education

  • Planning professionals, graduated at Western Universities & Russia

  • 1945 - Department of Urban Planning, Faculty of Architecture, UACG

  • 1988 - Specialized Planning courses at 5th year in Architecture programme

    • Regional planning

    • Urban planning and design

    • Landscape planning

  • 1997-2000 - IM3P - Master courses for UK diploma - common core in management with MBA courses:

    • Urban planning and housing policy

    • Tourism Planning

  • 2002 - First BSc Planning programme in Bulgaria

  • Single lecture courses at SU, UNWE, Varna;


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Follow-up

  • Establishing MSc programmes and joint programmes within the UACG;

  • Academic staff development;

  • Resource centre for the new major - additional supply of books, journals, video materials, maps etc.;

  • State register of professions - MoLSP;

  • Institutional restructuring - MoRDPW’ network at regional and municipal level;

  • Legislative changes -Planning Act, Administrative management Act, Regional development Act etc.;


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Bologna declaration

  • A system based on two cycles

    • BSc Urbanism

    • MSc - Spatial planning; Urban regeneration; Tourism planning; Housing policy; Heritage; Property management; Transport management; Project management;

  • Establishment of a credit system - ECTS

  • Promotion of mobility

    • TEMPUS experience - partnership with France, UK, Germany, Ireland, Italy, Belgium and Greece;

    • SOCRATES - limited students exchange with France and Ireland;

    • Leonardo da Vinci - very important for practical placement;

  • Accreditation - the only accredited programme at UACG;

  • Quality assurance -Multicountry programme PHARE ZZ97.27.02 “European Dimensions of the Institutional Quality Management” - CRE, ETF, CHEPS, CHERI - 2 universities from all CEE countries.

  • European dimensions in higher education - single lecture courses- ‘Urban regeneration’, ‘Changing Europe’;


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Prague declaration

  • Lifelong learning

    • Limited number of academic staff trained in new teaching methodology - open and distance learning;

    • Lack of resources - financial and human;

    • Lack of interest - no special requirements for professional accreditation;

  • HE institutions and students

    • New proactive role;

    • Participation and influence;

  • Promoting attractiveness

    • Potential for transnational education at SEE

    • Joint modules and courses

    • Intensive training - potential for intensive training, workshops and students competitions;


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From Prague to Berlin

  • The role of professional organisations

  • 10 concrete measures - most important Action lines 3, 5 & 9

    • Action line 3 - non-formal and informal learning - general public; secondary education; decision makers;

    • Action Line 4 - Access to European Virtual Universities;

    • Action Line 5 - A pilot scheme on European HE Quality Evaluation - limited number of experts in small countries;

    • Action Line 6 - European Masters and Doctoral courses;

    • Action Line 9 - A data-base on job and learning opportunities;


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The challenges for Planning Education

  • Financial restrictions and additional funding;

  • University management - strategic view;

  • Learning environment;

  • Competition - greater at CEE;

  • Human resources - to attract PhD students, young academics & researchers;

  • Benchmarks - academic and professional accreditation;

  • Research and innovation units;

  • Links with regional and local strategies and priorities;

  • Implementation of results and dissemination;

  • Research on education - current needs - number of students and number of professionals;


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Conclusions

  • What type of planning professionals?

  • What type of knowledge?

  • What type of planning programme?

  • What type of teaching methodology?

  • What type of planning students?

  • What type of planning academics?

  • What type of HE institutions?

    Despite all differences, the constant exchange of information and experience will support the future process of mutual recognition and trust development.


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Information Sources

  • Directory of Planning Schools 2001, AESOP

  • CIA World Fact Book

  • How did transition Economies perform? World Bank report 2002 Washington D.C.

  • http://cepes.ro/information_services/statistics_00.htm

  • http://europa.eu.int/comm/education/

  • http://www.nature.coe.int/english/main/planning/

  • Implications of the EU Enlargement for Spatial Planning and Spatial Planning in Accession Countries, ECTP conference, Warsaw, may 2001.

  • Multicountry programme PHARE ZZ97.27.02 European Dimensions of the Institutional Quality Management - CRE, ETF, CHEPS, CHERI.

  • The enlargement of the EU: An Additional Challenge for European Spatial development Policy, ESDP, Potsdam, 1999.

  • The European Higher Education Area. Joint declaration of the Ministers of Education, Bologna 1999.

  • The Role of the Universities in the Europe of Knowledge, Communication from the Commission, Brussels, 05.02.2003

  • Towards the European Higher education area. Prague Declaration 2001

  • UNESCO Institute for Statistics, 2003


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General information CEE


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Higher education CEE


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Planning education CEE


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Abreviations

  • CEE - Central and Eastern Europe

  • CRE - Council of European Rectors

  • CHEPS - Centre for Higher Education Policy Study, The Netherlands

  • CHERI - Centre for Higher Education Research & Information, Open University, UK

  • ECTP - European Council of Town Planners

  • ECTS - European credit transfer system

  • ETF - European Training Foundation, Torino

  • HE - Higher Education

  • IM3P - International Modular Masters in Management Programme

  • MoRDPW - Ministry of Regional Development and Public Works, Bulgaria

  • MoLSP - Ministry of Labour and Social Policy, Bulgaria

  • SEE - Southern Eastern Europe

  • SU - Sofia University “St. Kliment Ohridsky”

  • UACG - University of Architecture, Civil Engineering and Geodesy, Sofia, Bulgaria

  • UNWE - University of National and World Economics, Sofia, Bulgaria


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