Kongresni trg 12, 1000 Ljubljana, Slovenia Tel: (+386 1) 241 86 04 Fax: (+386 1) 241 86 50 E-mail:...
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Transcript of Kongresni trg 12, 1000 Ljubljana, Slovenia Tel: (+386 1) 241 86 04 Fax: (+386 1) 241 86 50 E-mail:...
Kongresni trg 12, 1000 Ljubljana, SloveniaTel: (+386 1) 241 86 04Fax: (+386 1) 241 86 50
E-mail: [email protected]
Rector: Prof Andreja Kocijančič, Ph.D.
Vice-Rectors: Prof Julijana Kristl, Ph.D.Prof Peter Maček, Ph.D.
Prof Ivan Svetlik, Ph.D.
Secretary General: Mihaela Kranjc, univ. grad. iur.
Univerza v Ljubljani
Neva ŠlibarThe Triple Responsibility for Bologna
Introduction and Presentation – Ljubljana University in the Slovenian HE Area
The Bologna Process in Slovenia: achievements and shortcomings
where we are and where we are heading to The Triple Responsibility – deliberations on
how to make the Bologna Process a success
Despite tradition going back to 1595 and 1619, the existing University of Ljubljana was founded as a Slovenian university only in 1919 after the disintegration of the Austro-Hungarian Empire. The university began to develop rapidly after WW2 and has been gradually growing to the present size and complexity. Because of its historical development, UL is not a campus type university; the premises have been built in different periods and are well spread all over Ljubljana. The National and University Library and the Central Technical Library are associate members.
A brief history of the university
University of Ljubljana is a large comprehensive traditional European type research oriented university with more than: 58 000 undergraduate students, 5 200 postgraduate students, 4 000 teaching and research staff 1 450 administrative staff on 26 members schools:
22 faculties covering social, natural and technical sciences
3 academies of art 1 university college for health care
University of Ljubljana in numbers
Faculties, colleges and academies Academy of Music Academy of Theatre, Radio,
Film and Television Academy of Fine Arts Biotechnical Faculty Faculty of Economics Faculty of Architecture Faculty of Social Sciences Faculty of Electrical
Engineering Faculty of Pharmacy Faculty of Civil Engineering
and Geodesy Faculty of Chemistry and
Chemical Technology Faculty of Mathematics and
Physics Faculty of Maritime Studies
and Transport
Faculty of Computer and Information Science
Faculty of Social Work Faculty of Mechanical Engineering Faculty of Sport Faculty of Administration Faculty of Arts Faculty of Medicine Faculty of Natural Sciences and
Engineering Faculty of Education Faculty of Law Theological Faculty Veterinary Faculty University College of Health Care
Filozofska fakulteta – Faculty of Arts and Humanities
Filozofska fakulteta in numbers: founded in 1919 as part of 1st University in SLO
21 departments: 31 programmes (subject areas), 16 postgr. programmes
one-degree and two-degree studies teacher training programmes over 700 combinations of two-degree studies
(also with TeoF and FDV) ca. 7000 students, ca. 600 staff
University size: difficult to agree on anything!
Before Bologna: 1997-2000(re)designing curricula introducing ECTS, course-options, course-types Joint project: envolvement of the whole
faculty in (re)designing curricula/programmes according to:
1. ECTS – 60 credits: not contact hours, but partly work load
2. New: 4 „pillars“, i.e. types of courses (basic, intensifying, optional: internal – external)
3. New: possibility for students to choose modules and combine options according to their interests and needs (employment)
The never ended story: 2001- 2003 accreditation process failed due to QUALITY
decision of the University and Council for HE: ECTS – model of allocating credits to number of hours
FF-model considered exemplary, but too thorough changes: new programmes, therefore not validated
Exercise for Bologna part two ESF: ca. 180.000 € for Bologna-projects
Bologna at the University of Ljubljana and in Slovenia: 2004 – 2005
3 faculties forced in december 2004 Bologna like programmes through accreditation – actual legal problems and practical problems with implementation
no obligatory cycle structure – differences: conservative – radical change
quantity for quality? legal framework developed too slowly and not
consistently partial interests tend to destroy positive challenges
and good solutions
Bologna II at FF and many other faculties: 2004-2006Tuning methodology, learning outcomes, competences, profiles, 3 cycle-structure
FF decisions: 3+2 for one-degree programmes
4+1 for two-degree programmes
5+0 for teacher training,
esp. two-degree programmes Learning outcomes: defining profiles and
competences Consultation with stakeholders: students, graduates,
employers Employability: greater flexibility through optional
courses
Bologna at UL now: achievements
Diploma Supplement Erasmus-Socrates exchange growing Legal framework – work in progress: new
proactive attitude of UL (2 standards for accreditation and ECTS were passed)
Recognition frameworks and agencies Interuniversitary accreditation: formal
framework, evaluation process specified General awareness raising – students,
employers
Bologna at UL now and in the near future: general problems
Balance between academic qualities and economic demands
University autonomy – accountability - employability
Teaching – Research – Practise Macroeconomic demands - national interests
– academic values Improve and invest into teacher training along
the whole vertical axis
Bologna at UL, FF now and in the near future: concrete problems
Financing:
1. change to individualized studies calls for more staff
2. better equipment – IKT – change in HE didactics
3. space !!! Logistics: technical, administrative Accreditation Quality Asessment and Self-Evaluation Student and graduate envolvement
Bologna Process a Success: Necessary Partnership of 3 Spheres
Higher Education Institutions
Stakeholders/Partners:
Students/Graduates
State/Local “Economy”
Authorities Employers
Public responsibility of HE and for HE
OF HEI – Universities: (A. Schoenenberger) AUTONOMY - ACCOUNTABILITY Three core functions of Universities:
Learning and teaching increase of human capital (investment) entertainment services (consumption)
Scientific research knowledge production (theoretical/empirical) information storage
Provision of services to third parties
Public responsibility of HEI…
…and their impacts (missions) e.g. World Declaration on Higher Education (UNESCO) qualified and responsible citizens to meet the
needs of all sectors of human activities; optimal range of choice and flexibility for the
individual development; provision of relevant expertise to society in
cultural, social, economic development; help protect and enhance societal values that
form the basic democratic citizenship.
Public responsibility FOR HEI
Triple responsibility of:PR of national, regional, local authorities and public
NGOs (professional and social) Legal: create the framework regulations,
accreditation and quality assurance agencies,ensure the cooperation of all 3 spheres
Financial: provide the resources; helas, hidden agenda: diminuishing not increasing of the budget for HE; misunderstanding of the importance of economical investmest in education and research – knowledge based society (see papers by Luc Weber and Alain Schoenenberger)
Moral: create equal opportunities, social cohesion, democratic culture, economic development etc.
Responsibility of the Economic Sectors, „World of Work“ Opening up of universities and HEIs: curriculum
design, mobility, employability, applicability, LLL: OUTPUT-driven
Profiles and competences Change in self-awareness of HEIs: accountability and
empowerment Dialogue with stakeholders and partners:
communicational problems Active co-operation of all three spheres
necessary for the Bologna process to become a success story for Europe
Thank You for Your attention!
“But since there is but one aim for the entire state, it follows that education must be one and the same for all, and that the responsibility for it must be a public one, not the private affaire which it now is”.
Aristotle (The Politics).