Marina Steinmann

Der Bologna-Prozess

Ein Blick auf den “dritten Zyklus” aus deutscher Sicht

März 2011

2

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Die Nationale Agentur für EU-Hochschulzusammenarbeit im DAAD

� Nationale Agentur für das Programm für Lebenslanges Lernen

� Nationale Kontaktstelle für TEMPUS und EU-Drittland Programme(z.B. ERASMUS Mundus, Asia Link, Atlantis)

� ASEM-Sekretariat

März 2011

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Allgemeine Zielsetzungen des Bologna-Prozesses

� Schaffung eines Systems verständlicher und vergleichbarer Abschlüsse

� Schaffung eines gestuften Systems (undergraduate, graduate, doctorate)

� Einführung eines Kreditpunktesystems (wie ECTS)

� Förderung der Mobilität

� Stärkung der europäischen Kooperation in der Qualitätssicherung

� Förderung einer europäischen Dimension in der Hochschulbildung

� Steigerung der Attraktivität des europäischen Hochschulraums

März 2011

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Der dritte Zyklus im Bologna-Prozess

Modelle der Promotionsphase

Typ Lehrer-Schüler

Strukturiertes Doktoranden-

programm

Mischform

März 2011

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The Salzburg Principles

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� The core component of doctoral training is the advancement of knowledge through original research;

� Doctoral programmes and doctoral training should be embedded in institutional strategies and policies;

� The importance of diversity

� Doctoral candidates as early stage researchers

� The crucial role of supervision and assessment

� The need to achieve critical mass

� Appropriate duration

� The promotion of innovative structures

� The importance of increasing mobility

� The need to ensure appropriate and sustainable funding

März 2011

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Changes in doctoral education reflect:• the changing needs of the global labour market

• the policy objectives of the Bologna Process and Lisbon Agenda with its

ambitious goal of 700.000 researchers and 3% GDP investment

• Establishment of innovative programmes as a response to the global

labour market

The changing nature of doctoral education

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Trends include:• Move to structured PhD programmes and schools

• PhD candidate = young researcher (professional, not student)

• Doctoral training of today = original research and training of transferable

skills

• Growing diversity of doctoral qualifications

März 2011

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Die Bedeutung von Qualifikationsrahmen

Unterstützung von

♦ Transparenz

♦ Flexibilität

♦ Mobilität

! Qualifikationsrahmen müssen allgemein verwendbar sein!(Nicht unbedingt direkte Entsprechung zu individuellen Qualifikationen)

Hilfestellung zur “Übersetzung” von Qualifikationen- zwischen Ländern

- zwischen Institutionen

März 2011

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Europäische Qualifikationsrahmen

EHEA Lifelong Learning

47 Bologna-Länder 27 (EU) LänderGeographisch

Verabschiedet in Bergen, 2005Verabschiedet vom Europ. Rat,

2008Status

3 Bologna-Zyklen 8 NiveaustufenLevels/Stufen

Learning outcomes (Dublin Descriptors), ECTS

Learning outcomes Elemente

Hochschulbildung Lebenslanges LernenBildungsbereich

März 2011

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Qualification Framework for the EHEA

ECTS CreditsLearning OutcomesCycles

QF for EHEA

Doctorate

Master

Bachelor

(?)

Normally90 – 120

(Minimum 60)

180 - 240

Min.3 years

März 2011

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Learning Outcomes: Dublin Descriptors

� Generic statements of typical expectations of achievements and abilities associated with qualifications at the end of a cycle

� Outcome approach: Results are more important than how they are acquired

� Dublin Descriptors look at knowledge and understanding, its application, making judgments, communication, learning skills

� Descriptors should be read in relation to each other (Bachelor – Master – Doctorate)

März 2011

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Example: Dublin Descriptors on Making Judgements

Bachelor: (involves) gathering and interpreting relevant data…

Master: (demonstrates) the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data…

Doctorate:(requires being) capable of critical analysis, evaluation and synthesis of new and complex ideas…

März 2011

12

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European Credit Transfer and Accumulation System

ECTS für die Anrechnung und Übertragung von Leistungen in der Promotionsphase?

ECTS is a tool that helps to design, describe, and deliver programmes and award higher

education qualifications.

The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes

programmes and qualifications more transparent and facilitates the recognition of

qualifications.

ECTS can be applied to all types of programmes, whatever their mode of delivery(school-based, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal).

(ECTS Users’ Guide)

März 2011

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The Ministerial Conferences

Statements made by Ministers regarding doctoral education

�Doctoral level qualifications need to be fully aligned with the EHEA overarching framework for

qualifications using the outcomes-based approach.

�Core component of doctoral training is the advancement of knowledge through original

research.

�The normal workload of the third cycle in most countries corresponds to 3-4 years full time.

�Doctoral programmes should promote interdisciplinary training and the development of

transferable skills to meet the needs of the wider labour market.

�More doctoral candidates should be encouraged to take up research careers within the

EHEA.

�Participants in third cycle programmes are considered both students and early stage

researchers.

Bergen Communiqué, 2005

März 2011

14

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Vielen

Dank f

ür Ih

re

Aufm

erksa

mkeit

!