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Seminar šolskega polja Ljubljana, 6. maj 2009 O nekaterih rezultatih novih “bolonjskih študij”

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) .

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Seminar šolskega polja Ljubljana, 6. maj 2009 O nekaterih rezultatih novih “bolonjskih študij”

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

  2. 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

  3. Fokusi predstavitve 1. “Strukturna 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

  4. Evropski visokošolski prostor (EHEA), 2009 PZ_CEPS 6.5.2009

  5. 1. Strukturna dimenzija1.1 Dvostopenjski sistem in njegova “orodja” PZ_CEPS 6.5.2009

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

  7. Stocktaking 2009 PZ_CEPS 6.5.2009

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

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

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

  11. Stocktaking 2009 PZ_CEPS 6.5.2009

  12. 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

  13. Survey of MA Degrees in Europe (EUA, 2009) ‘Endogenity’ vs. selection:[…] ‘own-institution’ students, whoseprofiles are familiar, may be preferred to those applying from other HEIs.The alternative to recruiting Master students endogenously is to welcome applications from allquarters, 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 mastercomplémentaire, 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

  14. 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

  15. 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

  16. Bologna With Student Eyes, 2009fig. 26—Perception of the nationalunions about the degree structuresreform PZ_CEPS 6.5.2009

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

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

  19. 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 countriesonly some HEI s are piloting linking credits with learning outcomes and in a small numberof countries it has not been started. Given that the whole issue of learning outcomesis still quite unclear in many countries (cf. comments in the section on internal qualityassurance above), the progress on linking credits with learning outcomes may be overestimated. (p. 79) PZ_CEPS 6.5.2009

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

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

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

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

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

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

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

  27. Figure D1:Starting date of the process towards establishinga National Qualification Framework PZ_CEPS 6.5.2009

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

  29. NQFs – Conclusions Stocktaking 2009 (p. 41): 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 steptowards the implementation of lifelong learning. We aim at having themimplemented and prepared for self-certification against the overarchingQualifications Framework for the European Higher Education Area by 2012. PZ_CEPS 6.5.2009

  30. Stocktaking 2009Linking 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 lotof effort, and it will not be completed by 2010 (p. 56) PZ_CEPS 6.5.2009

  31. 1. Strukturna dimenzija1.2 Zagotavljanje kakovosti PZ_CEPS 6.5.2009

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

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

  34. 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 arenot yet fully implemented in the countries that are not full members.(p. 65) PZ_CEPS 6.5.2009

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

  36. 1. Strukturna dimenzija1.3 Mobilnost v strukturnem kontekstu PZ_CEPS 6.5.2009

  37. Figure E1 (a): Incoming Student Mobilityin the European Higher Education Area, 2008/09 PZ_CEPS 6.5.2009

  38. Figure E1 (b): Outgoing Student Mobilityin the European Higher Education Area, 2008/09 PZ_CEPS 6.5.2009

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

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

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

  42. 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 oftotal number of academics and academic staF, ISCED 5-6 — 2006 PZ_CEPS 6.5.2009

  43. 2. Socialna dimenzija2.1 Dostop do visokega šolstva PZ_CEPS 6.5.2009

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

  45. 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

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

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

  48. 2. Socialna dimenzija2.2 Financiranje visokega šolstva PZ_CEPS 6.5.2009

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

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

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