Seminar 1: the Bologna process and modular instruction

The Bologna process started in 1998 when the education ministers of Germany, France, Italy and the United Kingdom signed the Sorbonne Declaration concerning the harmonization of European higher education degree systems. The task of that conference was to create an open European higher education area, which can become more competitive in the world market of educational services. The main idea of the document consists in harmonizing of higher education in Europe, aiming at the creation of the European area of higher education.

On June, 19, 1999 Ministers of Education of 29 European countries signed the Bologna declaration the main purpose of which was to increase the mobility and employability of European higher education graduates. Teachers and students will be able to move freely within the European Higher Education Area and their qualifications will be recognized. These two documents began the Bologna process which covers the majority of the European countries today.

In Ukraine, the reform of the higher education system fully reflects the Sorbonne Declaration of 1998 and the Bologna Declaration of 19 June 1999.

The objectives of the Bologna process are the following:

1. Easily readable and comparable degrees. The foremost tools for achieving this are ECTS (European Credit Transfer System) and the Diploma Supplement.

2. Uniform degree structures. The degree structure will be mainly based on a two-cycle model. The first cycle, lasting a minimum of three years, ends in a Bachelor-level degree. The second cycle ends in Master's degrees.

3. Establishment of a system of credits - such as in the ECTS system.

4. Increased mobility of students, teachers, researchers and administrative staff within the European Higher Education Area.

5. Promotion of the European dimension in higher education. Closer international cooperation and networks; language and cultural education.

6. Lifelong learning.

The model of teaching process organization according to Bologna Convention (1999) is based on use of module technologies of teaching and credit transfer system.

Credit is the unit, which measures student’s work. It includes hours of in-class and independent student’s work with the account of current and final forms of report. In other words credits are units of measurement of the workload required to complete the course and the relevant learning activities (such as attendance, individual study, preparation for exams successfully, etc.). Reflected in credit, volume of student’s work includes: lectures, seminars, workshops, tutorials; tests, essays, independent work, exams etc. Officially, one credit corresponds to 30 hours, 4 credits – 120 hours.

Credits reflect volume of works required for ending each course, in relation to total amount of work necessary for completing academic year at university (including lectures, seminars, practical employment, independent work, examinations and tests). In ECTS 60 credits on volume of loading represent one academic year, 30 – semester.

Дата добавления: 2015-11-14