The extent and impact of higher education curricular reform across Europe

Transcription

1 CURRICULAR REFORM PART TWO The extent and impact of higher education curricular reform across Europe Final report to the Directorate- for Education and Culture of the European Commission Contract: / S02-81AWB Part Two: Summaries of national reports on curriculum reform in 32 European Countries

2 This study was requested by the European Commission, Directorate Education and Culture. This report does not reflect the views of the European Commission. The interpretations and opinions contained in it are solely those of the authors Center for Higher Education Policy Studies (CHEPS) University of Twente P.O. Box AE Enschede The Netherlands T F W E j.m.file@utwente.nl 2

3 Table of Contents The National Report Template 5 Surveys Austria 11 Belgium (French Community) 19 Belgium (Flanders) 25 Bulgaria 31 Croatia 39 Cyprus 45 Czech Republic 47 Denmark 53 Estonia 59 Finland 63 France 67 Germany 75 Greece 83 Hungary 91 Iceland 97 Ireland 101 Italy 107 Latvia 115 Liechtenstein 125 Lithuania 127 Luxembourg 135 Malta 139 The Netherlands 141 Norway 145

4 Poland 149 Portugal 153 Romania 157 Slovakia 161 Slovenia 165 Spain 169 Sweden 173 Turkey 175 United Kingdom 179 4

5 The National Report Template European Higher Education Curricular Reform Project National reports on curricular reform in 32 European countries 1. Introduction The national report you are kindly asked to complete is part of a broader research project on the extent and impact of curricular reform in higher education across Europe conducted on behalf of the European Commission in the context of the Bologna and Lisbon process by the higher education research centres and think tanks CHEPS, CHE, ICHEM, NIFU STEP and ESMU. The research project includes 32 countries: the EU25, EEA/EFTA countries (Iceland, Liechtenstein, Norway), the acceding countries (Bulgaria and Romania) and candidate countries (Croatia and Turkey). The overall objective of this project is to better understand the state of the art with respect to the reform of national degree s and related curricular change in five study areas selected by the European Commission (medical studies, engineering, law, teacher training and history), and to assess the impact of these reforms, using indicators such as improvements in access, graduation, employability, mobility, quality and cost effectiveness. This national report will be followed by a large scale in depth survey among deans and directors of studies in the five study areas and, for each study area, one in depth national case study of a country/higher education institution that can potentially serve as a reference of good performance. The underlying question for this national report is: What is the general national picture regarding curricular reforms, notably with respect to the five study areas, and what evidence is available on their impact? 2. Task for the national correspondents The task for the national correspondents is to describe: (1) The overall state of the art concerning curriculum reforms in their higher education systems, focusing on the most recent national policy developments, particularly in so far as these are relevant for the five selected study areas; (2) Policy developments regarding curriculum reforms in the five study areas, particularly how they differ from the general national developments; and (3) The potential impact of the curriculum reforms. We recognise that national correspondents may well need to contact persons with more detailed knowledge of developments in the five selected areas of study. The length of the national report is difficult to prescribe given large variances in reform processes in and within the various countries. However, we envisage that reports can be limited to about 10 pages (2 pages general national picture, 1 page per field of study, 3 pages on impacts). In the case of limited information, correspondents are requested to make it clear whether change has not taken place, whether the change is too recent to assess its impacts, or whether impacts are there, but have not (yet) been measured.

6 If possible, national correspondents are asked to indicate if they think that national reforms in a particular study area potentially qualify as a reference of good performance for other European countries. The 32 national reports will be analysed by the research team responsible for the curricular reform project who may contact national correspondents with comments or further questions. The research team will carry out a comparative analysis across the countries and areas of study. Concepts and definitions Curricula: All the which is planned and guided by the higher education institution, whether it is carried on in groups or individually, inside or outside the institution. This definition includes both the content (or syllabus) and the organisation of the content. Curriculum reform (for the purpose of this study): the reform of national degree s (e.g., the move from one cycle to two /three cycle degree s) and related curricular change (notably in the following areas: competence based, flexible, mobility and recognition) that takes place in the context of Bologna and Lisbon processes. Specifically, these five interrelated and partly overlapping dimensions of curricular reform contain the following sub dimensions: The two or three cycle : - Have first degrees been created that can be completed after a minimum of three years? - Have these first degrees been made relevant to the (European) labour market (access to jobs after first degree)? - How selective is access to the second degree (Masters) conceived? - Have curricula been reorganised to account for the adjusted? Competence based : - Have curricula been redefined in terms of competencies, possibly in line with national qualifications frameworks and the European qualification framework (e.g., in the context of modularisation)? - Has the transparency of skills and knowledge acquired been increased? Flexible : - Has the diversity of teaching modes been increased, as well as the number of entry and exit points of the programme(s), and the flexibility of courses chosen? - Have excellence tracks for those qualified been introduced or promoted? - Are there possibilities for the validation of prior, increasing permeability from vocational/professional education and for mature learners with prior professional experience? - Do curricula provide for different target groups, e.g., by offering a variety of curricular options? : - Have diploma supplements been introduced, increasing the readability of curricula, creating transparency in curriculum content? - Have modularisation and ECTS been introduced as facilitators for recognition? - Has consumer information and communication on studying in higher education been improved? : - Are there efforts to increase international student mobility? - Are there efforts to increase graduate mobility, creating a European labour market? - Are there efforts to increase the mobility of teaching staff, internationalising the teaching experience? 6

7 Impact in the context of this project is concentrated on the following six issues (for each of the five study areas): access: What is the impact on entry rates? What is the impact on admission policies and criteria for access to the three cycles? Has participation been widened to include underrepresented groups? What is the openness of the programmes: can students enrol in the second cycle from other disciplinary backgrounds or from other institutional types. graduation: What is the impact on graduation rates? What is the impact on time to degree? Has flexibility on (international) labour market increased? Has time to employment been affected? employability: Do first cycle degrees actually qualify graduates for immediate employment? Has the concept of transferable skills been implemented and/or institutionalised? mobility: What is the impact on student mobility within Europe and across continents? Has the mobility of graduates and of teaching staff been affected? quality of education: Have scores on performance indicators regarding quality been affected? Have institutional and national quality assurance mechanisms been adjusted? cost effectiveness: Have the reforms in the study areas led to better results (given unchanged financial inputs or lower levels of financial inputs)? Data on impact should be based as much as possible on hard data or qualitative descriptions of clearly visible impacts. Perceptions and views/comments will be gathered through our in depth survey among deans and directors of study. 3. Schematic depiction of model underlying the study The figure below gives a simplified overview of the task at hand: STATE of the ART Bologna/ Lisbon Curricular reform: (in five areas of study) competence based flexible recognition mobility Indicators: access graduation employability mobility quality of education cost effectiveness 7

8 4. Timeframe Report guidelines distributed to national correspondents: Wed 5 July Reports (drafts) to be returned to ESMU: Wed 26 July Finalised reports (following any comments from research team): mid August Members of the research team are available to answer your questions on the national report, timeframe, etc. Jeroen Huisman Director ICHEM (International Centre for Higher Education Management) University of Bath United Kingdom T F E j.huisman@bath.ac.uk Johanna Witte Project Manager CHE Germany T F E johanna.witte@che.de 5. Sources We assume that national correspondents will find their way in the search for relevant documents. Nevertheless, we mention a number of useful resources: trends (only to sketch the [national] context for the specific situation for the five areas of study): 1. Eurydice data such as the latest report Focus on the Structure of Higher Education in Europe (2004/05): National Trends in the Bologna Process (Eurydice 2005); 2. the national reports submitted to the Bologna conferences (see 3. Other national reports, surveys and studies on the implementation of the Bologna process and the reform of national degree s in particular. Sources that address the five study areas in more detail: 1. European agreements for (some of the) areas of study. 2. National policy documents, papers from advisory councils, taskforces, etc. 3. National background documents and position papers from professional organisations (or national branches of international/supranational professional organisations), possibly paying attention to how these national views relate to the views of international and supranational professional organisations. 4. National study area specific reports, if available. 8

9 6. Follow-up In the next phase, a survey of deans and directors of study in the five areas of study will take place. We will contact national correspondents separately to help us put together samples and gather e mail addresses for the web based survey. 7. Guidelines for the national reports (1) Curriculum reform: overall national picture (2 pages) Please describe the overall state of the art concerning curriculum reforms in your higher education system, focusing on the most recent national policy developments, particularly in so far as these are relevant for the five selected study areas. Please focus particularly on the reform of national degree s (1a) and related curricular change (1b). (1a) Reform of national degree s (1b) Related curricular change Please describe general national policies on competence based, flexible, recognition and mobility. (1c) National reform focus Please highlight any particular national focus of the reforms and reform debates regarding curricula. This can include reforms other than in the five dimensions if they are very important in your country. (2) Curriculum reform in the five fields of study (5 pages) Please now describe specific policy developments regarding curriculum reforms in the five areas of study, particularly how they differ from the general national developments. Again, focus on the reform of degree s and provide information on reforms in the four related dimensions (competence based, flexible, recognition and mobility) by field of study, if available. (2a) Medical studies (2b) Law (2c) Teacher training (2d) Engineering (2e) History (3) Impact (3 pages) Please now report on available information on the impact of these reforms to date, differentiated by field of study, using the issues and indicators given above (access, graduation, employability, mobility, quality of education, cost effectiveness). Please include the references for any reports or studies that are relevant to these questions. If there are experts within your country working on these sorts of research questions please include their contact details. (4) Potential case studies Please indicate if you think that national reforms in a particular study area in your country (possibly within a certain higher education institution) would potentially qualify as a reference of good performance for other European countries (we will be undertaking five such case studies as part of the project). Finally, please could you include the following information in your report? 9

10 Name Contact details Country Date Many thanks for agreeing to participate in the project! 10

11 Curriculum reform in Austria National Report Summary National Legislative and Policy Context The Austrian higher education system consists of universities, private universities, Fachhochschulen (a polytechnique type of HEI), teacher training colleges (actually transformed in Pädagogische Hochschulen), and postsecondary institutions (mainly medical technical academies as well as agricultural and military colleges). Already since 1999 (with the amendment of the Federal Law for University Studies in 1997 (UniStG)), universities can award Bachelor and Master degrees instead of the traditional Diplom degrees (at Masters level). The University Act 2002 (UG 2002) taking effect in 2004 provides the legal framework for the full transition of degree programmes to the Bachelor and Master in line with the Bologna aims (BMBWK 2005a, p.54). The only exceptions are teacher training (Lehramtsstudien) and medical studies (Medicine and Dentistry). However, already existing Diplom programmes in all subjects can be maintained. The implementation of the Bologna degree is thus an ongoing process. The Fachhochschule Studies Act (FHStG) in 1993 has introduced a new institutional type, the Fachhochschulen, to provide practice based vocational education at HE level. The amendment of the FHStG in 2002 provides the legal base for Fachhochschulen to implement the Bologna degree. As in the university sector, Bachelor and Master programmes replace and complement the former Diplom programmes. Private universities can be established since the year 2000, following the UniAkkG 1999 (University Accreditation Act), the federal law on the accreditation of educational institutions as private universities. Here too, the legal framework for implementing the Bologna degree is in place. The two or three cycle : Competencebased : The implementation of the Bologna degree is still ongoing. (In Winter semester 2004, 28.6% of degree programmes were transferred into the two cycle and private universities ran 40% of their programmes as international oriented Bachelor programmes. Fachochschulen had transferred 52% of their degree programmes in the twocycle in Winter semester 2005.) Length of university degrees. Bachelor: 180 ECTS, Master: min. 120 ECTS, Doctorate 120 ECTS, Ph.D. 240 ECTS. PhD programmes consists of compulsory taught courses and a doctoral thesis. A doctorate may also be awarded by several universities, including foreign institutions (joint degree programmes). Length of Fachhochschul degrees. Bachelor: 180 ECTS, Master: 60 to 120 ECTS (FHStG, 3, 12). Modularisation and the introduction of competence based is still ongoing as part of the transition to the two cycle. Regulations for universities are rather loose, except for the legal prescription that each curriculum needs to have a qualification profile in which employability is especially taken into account (UniStG 12). According to Lassnigg et al (2006), the implementation of the Bologna degree with regard to competence based ranges from a total reconstruction of curricula with a learnercentered and outcome oriented approach to re labelling. Fachhochschulen have a quite elaborate approach due to strict accreditation requirements. Each curriculum consists of an overall description of qualifications and competencies, broken down into in sub qualifications and competencies within modules (FHR 2003, 2005). The discussion about the European Qualifications Frameowork (EQF) and the development of a National qualifications framework (NQF) has given competence based new stimulus.

12 Flexible : : : It is expected that modularisation will render programmes more flexible. Fachhochschulen offer programmes to non traditional students as part time programmes and programmes for different target groups. The recognition of prior is possible, but handled differently at different levels of HE. An important prerequisite for official recognition and validation will be the development of an NQF, which is currently discussed (Lassnigg et al 2006). Admission to HE (university or Fachhochschule) is granted upon the basis on the Austrian higher secondary school leaving certificate (Reifezeugnis, Matura ), its foreign equivalent, or the successful completion of a special university entrance examination (Studienberechtigungsprüfung). Students of compulsory lower schools who have completed additional schooling in the form of apprenticeships as skilled work may take a vocationally based examination acknowledged as equivalent to the higher secondary school leaving certificate (Berufsreifeprüfung). Universities of the applied arts also may admit students upon the basis of their previous vocational or technical experience and qualifications. Admission to Fachhochschulen is based on a selective admission process. Admission to degree programmes in the arts is based on aptitude ascertained by admission examinations. With regard to the recognition of prior and the admission for non traditional students, Fachhochschulen are most open. Nevertheless, as the statistics of the FHR for Winter semester 2003/04 show, just 12 % of the students entered based on individual admission. Non traditional ways such as Studienberechtigungsprüfung, Berufsreifeprüfung and apprenticeship are decreasing (FHR 2003). There is a legal guarantee of academic recognition of study abroad periods, agreed upon between the student and the university in advance, by way of a so called ʺVorausbescheidʺ. The Diploma Supplement and ECTS are obligatory at universities and Fachhochschulen (BMBWK 2005, p.33, UG 2002). Law stipulates that the duration of study is expressed in terms of ECTS as a measure of student workload (see above). At universities, the paradigm change to understanding ECTS in terms of student workload is still ongoing. Outward mobility is higher than inward mobility. The percentage of student mobility within the last years is quite constant. 1/3 of outgoing students within mobility programmes are from Fachhochschulen. Scholarship programmes for incoming and outgoing students are available for students and graduates alike both at national and federal levels ( Portability of grants and loans. Portability of national grants for study programmes abroad is possible for up to 2 years. Students can also receive an extra grant to cover their additional expenses abroad, and a reimbursement of their tuition fees. For their study periods spent abroad in mobility programmes, outgoing students do not pay tuition fees at their Austrian home university. The same is true for students coming to Austria in the framework of such programmes. Support for incoming students. The Austrian Exchange Service (OEAD) offers special University Preparatory Courses (Vorstudienlehrgänge) consisting of language preparation and various measures for cultural integration. There are constant efforts at improving the legal regulations for foreigners studying in Austria. The rates for accommodation for students in mobility programmes, for scholarship holders and guest professors could be increased. Due to high demand from abroad, double degree and joint degree programmes are increasing (BMBWK 2005). 12

13 STATE OF THE ART Medical studies The two or three cycle Competencebased Flexible With the UG 2002, the medical faculties of the Universities Graz, Innsbruck and Vienna were dissociated and became medical universities, taking effect in In this restructuring process, the medical faculties reformed and transformed their curricula and teaching radically, taking effect in Winter semester 2002/03. Medical studies (including Human, Dental and Veterinary Medicine) are excluded from the Bologna degree, and are offered as Diplom studies. Nevertheless, profound curriculum reform occurred in the recent years, following international standards and developments. This also included tuning among Austrian medical universities to make curricula more compatible. In addition to the Diplom studies, the Medical University Graz offers a Bachelor study programme in Nursing Sciences (Pflegewissenschaften), the Medical University of Vienna a Masters programme in Medical Informatics (Medizinische Informatik), the University of Veterinary Medicine Vienna a Bachelor Masters programme in Biomedicine & Biotechnology and a Masters programme in Equine Sciences. Programmes related to medicine (as e.g. biomedicine, health and nursing management, physiotherapy, logopedics) are mainly offered by Fachhochschulen in the Bachelor Masters. All medical universities currently develop a Bologna conform PhD programme. At the Medical University Vienna it already started in Winter semester Within the new curricula of the Diplom programmes, competence based plays a crucial role. The old discipline oriented degree s and traditional subjects were replaced by a thematic that allows focusing on competencies and outcomes. Furthermore, social competencies play an important role. The guidelines for curricula, following the international development include: integration of disciplines, problem orientation (problem based ), calculation of the capacity of education, evaluation, and quality control. The qualification profile comprises knowledge and understanding, clinical skills, communicative competencies, medical attitude, and relevant professional competencies of the graduates (BMBWK 2005). As part of the curriculum reform in medical studies, new teaching modes have been introduced (e.g. virtual medical campus at the Medical University Graz). The new curricula are based on differentiated models of, concentrating on thematic clusters. Validation of prior is not an issue at the moment, at least for Diplom programmes. Accreditation of single courses is possible. In the Bachelor programme Nursing Sciences at the Medical University Graz, professional experience of the student is highly recommended. Some Bachelor Master programmes of the Fachhochschulen can be studied part time by non traditional students. Modularisation is very important, ECTS based on student workload plays an important role. The Medical University of Graz currently evaluates the correct use of ECTS based on workload. 13

14 Law Teacher training The two or three cycle Competencebased Flexible Student mobility within Austria is possible, due to a certain tuning of curricula. International mobility (outgoings) is supported, at some points difficult because of the different curricula in international context. International experience of students is perceived as an important benefit for the students that should be rewarded by a generous recognition policy (Lassnigg et al 2006). For mobility in professional education after graduation, some problems arise from different health systems and different regulations concerning different national professional requirements. Within the Medical Universities, the graduates of the University of Veterinary Medicine have the highest intensity in stay abroads during their studies. Law is offered as long integrated first cycle Diplom studies at five universities in Austria, Graz, Innsbruck, Linz, Salzburg, and Vienna. The duration of the programmes is four years leading directly to the Masters level. Law has a professional preparatory function; professional specialisation and training comes on top after graduation. Law was not transferred to the Bologna degree (see above), partly because of negative responses from the juridical lobby. One argument from the Law society (Anwaltskammer) was that lawyers need a Masters degree for their professional work. In practice this means that a transition from Diplom degrees to a two cycle would require a prolongation from 4 to 5 years (as 3+2 is the chosen model in Austria) and that the Bachelor degree would be useless (at least in the current discussions). Interdisciplinary Bachelor and Masters programmes such as Business Law have recently been established at universities and Fachhochschulen. No general statement can be made, but all reformed curricula have a clear qualification profile. In some curricula, social competence is (for the first time) explicitly mentioned. Within the newly established Diplom programmes, a tendency towards some flexibility within the studies can be seen, e.g. through the possibility for students to concentrate on and specialize in different subjects. Although the programmes are generally not foreseen for part time students, many programmes allow students to study part time. The University of Linz e.g. offers a multimedia based Diplom programme in Law in a blended approach. The new curricula are partly modularised, but law is traditionally more input oriented than other subjects. ECTS credits are obligatory, but as mentioned above are in some cases still not defined in terms of student workload. Due to the concentration on national law, international student mobility (e.g. Erasmus) has so far received little interest. Recently it seems that more possibilities for outgoing students have been created and curricula are more internationally oriented (Lassnigg et al 2006). The University of Innsbruck e.g. has an integrated Diplom programme with the University of Padua that provides the possibility for students to study Italian Law. This supports further mobility within these two universities, also with regard to doctoral studies in Law for Italian students. The Academy Studies Act of 1999 provided the basis for turning teacher training colleges (Pädagogische Akademien) into universities for teacher training (Pädagogische Hochschulen, PH), with Bachelor programmes for teachers in primary and lower secondary education. This law was followed by the Hochschulgesetz 2005 (Federal Law on the Organisation of the PH and their degree programmes). Currently these new HEIs are established. Teachers for secondary school (AHS, BHS) graduate at universities in their respective subjects. 14

15 Engineering The two or three cycle Competencebased Flexible The two or three cycle Competencebased Flexible Students at PHs graduate with a Bachelor of Education (180 ECTS) to qualify for primary and lower secondary teaching. Teachers for secondary schools (AHS, BHS) do their studies in their respective subjects at the universities. These are at the moment still exempted from the two cycle and are offered as Diplom programmes. For the new curricula in the PHs as for the universities, a qualification profile has to be provided, as well as an analysis of the comparability of the programme with equivalent studies. Furthermore, competencies have to be defined (Hochschulgesetz 2005, 42). In the Hochschulgesetz 2005 is foreseen for the development of degree programmes that the special situation of employed students and their professional experience has to be taken in account (Hochschulgesetz 2005, 40 (2)). Additional to the legal requirements stated above (see also Hochschulgesetz 2005, 51) for the admission to the HE sector, PH can require evidence of specific prior experience (Hochschulgesetz 2005, 42 (5)). of degrees and courses from other PHs or other post secondary institutions is foreseen when equivalent (Hochschulgesetz 2005, 56). will be enhanced through the Bachelor degree for teachers in compulsory schools, allowing the students to continue a Masters programme abroad. In 2000/2001 an interuniversity evaluation (peer review) of Engineering was conducted at the 4 universities offering these studies (TU Graz, TU Vienna, University of Linz, University of Leoben) to optimise the general conditions and interplay between research and education. Recommendations were given for several aspects, including teaching and (BMBWK 2002, p.25). Engineering is not formally excepted from the two cycle degree, but the sector is quite resistant (it is partly about losing the recognised degree Diplomingenieur (DI)). Currently, Engineering at the TU Graz and TU Vienna is still offered as Diplom programme (three stages, de jure 10 semesters). In Graz, the first two stages of the Diplom studies have substantial equivalency to an accredited Bachelor of Engineering in Canada. Additionally, several specialised (e.g. at the University of Leoben) and interdisciplinary oriented studies including Engineering are offered (e.g. at the University of Linz: Mechatronik a combination of Engineering, Electrical Engineering, and Computer Science, programmes in Fachhochschulen). Variations due to autonomy of the universities. The curriculum of Engineering of the University of Technology Vienna focuses on competencies, social competence being part of them. The study aims are formulated in can do statements. This is similarly described in the curriculum of Mechatronik (see above). Within the newly established Diploma programmes a tendency towards some flexibility within the studies can be seen, e.g. through the possibility for students to concentrate on and specialise in different subjects. Partly, the new curricula are modularised. ECTS credits are obligatory, but do in some cases still not take into account student workload. International experience is required in the curricula. 15

16 History The two or three cycle Competencebased Flexible History is offered at the Universities of Graz, Innsbruck, Klagenfurt, Salzburg, and Vienna. History is both offered as general degree programme and as teacher training programme (Lehramtsstudium). History is currently offered both as Diplom and as Bachelor and Masters programme. The Universities of Graz, Innsbruck, Salzburg, and Vienna have Diplom programmes, the University of Klagenfurt offers history in the two cycle and as teacher training (Lehramtsstudium) in the form of a Diplom programme. Variation to curricular autonomy of universities. A tendency towards the formulation of competencies as well as knowledge and skills (similar to the EQF descriptors) and to outcomes ( can do statements) can be perceived. A tendency towards some flexibility within the studies can be seen, e.g. through the possibility for students to concentrate on and specialise in different subjects. The BA program in History at the university of Klagenfurt is constructed as broad program; the Master program allows different specialisations. The Bachelor Masters programme at the University of Klagenfurt is modularised. No data available. IMPACT Medical studies Access Graduation Employability Quality of education Costeffectiveness The new Diploma curricula and teaching methods (not Bachelor Masters!) require better teacher student ratios and thus some limitation of the number of students. They have therefore served to decrease rather than increase access. The three medical universities (Graz, Vienna, Innsbruck) choose different methods of selection. The effects of the new curricula with regard to the graduation rates as well as to the length of study will be seen within the next years. Students must follow a professional training after their studies first. In the new curricula, transferable skills have been institutionalised. The number of incoming students (esp. from Germany, due to the Numerus Clausus applied there) is constantly increasing. Also within Austria, some student mobility can be observed. The effect of Bologna on mobility of outgoing students and staff will be seen in the next years. In 2002/3, the Veterinary Medical University Vienna had the highest number students spending a period abroad as part of their studies (BMBWK 2005b), due to strong international orientation and networking. Effects on the quality of education will be seen in the next years with the first graduates. Like all universities, the medical universities are developing a quality management for the whole spectrum of their activities. No judgement on this can be made yet. 16

17 Law Teacher training Engineering Access Graduation Employability Graduation Employability Quality of education Quality of education Costeffectiveness Access Costeffectiveness Access Graduation Employability Quality of education Costeffectiveness A tendency towards facilitating access for non traditional students by offering evening courses. Law has high graduation rates. In Austria the labour market is quite d, there is still great demand for full lawyers. Supplementary specialisations and internationality are required especially of big law companies. There is a demand for people with postgraduate continuing education as the LL.M. At the moment, there exists no market for a Bachelor in Law. In the next years it will become clear how the new Bachelor in Business Law (offered at several universities and Fachhochschulen) will be accepted. There is a tendency to more mobility and specialisation. Each university has to develop a quality management (including teaching evaluation) for the whole spectrum of its activities. Access will be widened as insofar students especially in the PHs will have new opportunities to follow Masters programmes after their Bachelor degree. With the transformation Pädagogische Akademien to PHs, primary and lower secondary teacher training has been upgraded to a 3 year Bachelor degree. The Bachelor degree qualifies graduates for immediate employment in primary and lower secondary teaching. On transferable skills nothing can be said at the moment as the PHs are currently developing their curricula. Teachers in secondary education who do a Diplome programme at the university in different subjects (in most cases two subjects have to be studied in combination) need to do a teaching internship after their graduation (Unterrichtspraktikum) and a training for teaching practitioners (Lehrgang für UnterrichtspraktikantInnen) in respective institutions. The Bachelor degree allows international comparability in the training of teachers and enables the students to be international mobile also when continuing their studies in a Masters programme. Quality of education be increased by the PHs, not least through a stronger focus on research by means of a practice oriented approach. For secondary school teachers at the universities: each university has to develop a quality management for the whole spectrum of its activities (including teaching evaluation). Too early to assess. Specialised and interdisciplinary programmes (partly offered as Bachelor Masters programmes) that include engineering could lead to changes in access. Graduates of Diplom Engineering programmes traditionally find jobs relatively easily (BMBWK 2005a, p.94). The mentioned new interdisciplinary Bachelor Masters programmes including engineering could in the long run have an impact of the labour market acceptance of Bachelor graduates in this sector. Too early to assess. Each university has to develop a quality management for the whole spectrum of its activities, including teaching evaluation. 17

18 History Access No special changes noticeable yet, as the only Bachelor Masters programmes just started at the University of Klagenfurt in Winter semester 2005/06. Graduation Too early to assess. Employability Too early to assess for Bachelor programmes, as there are no graduates yet. Traditionally, the history Diplom studies have a broad qualification profile. Students are encouraged to combine history with other studies or to specialise on job market relevant qualifications in their optional subjects. Quality of Each university has to develop a quality management for the whole education spectrum of its activities, including teaching evaluation. Costeffectiveness References Bacher, Gottfried (2005): Bologna Process. National Report Austria. BMBWK (2002): Hochschulbericht. Band 1. Wien. BMBWK (2005): Bericht über den Stand der Umsetzung der Bologna Erklärung in Österreich Berichtszeitraum BMBWK (2005a): Universitätsbericht Band 1. Wien. BMBWK (2005b): Universitätsbericht Band 2. Wien. EURYDICE (2005): Focus on the Structure of Higher Education in Europe 2004/2005. National Trends in the Bologna Process. Brussels. Online in the Internet: [last access: ]. FHR (2004): Bericht des Fachhochschulrates Online in the Internet: [last access: ]. FHR (2005): Richtlinien des Fachhochschulrates für die Akkreditierung von Bakkalaureats, Magisterund Diplomstudiengängen (Akkreditierungsrichtlinien AR 2005, Version 1.0). Beschluss des Fachhochschulrates vom Online in the Internet: [last access: ]. Fachhochschul Studiengesetz FHStG (1993): Bundesgesetz über Fachhochschul Studiengänge. Online in the Internet: Stu4169.xml [last access: ]. Lassnigg, Lorenz, Unger, Martin (Hrsg.) (2006): Fachhochschulen Made in Austria. Ein Review des neuen Hochschulsektors. Lit Verlag, Münster, Wien. Lassnigg, Lorenz/Vogtenhuber, Stefan/Pellert, Ada/Cendon, Eva (2006): Europäischer Qualifikationsrahmen EQF im Kontext der tertiären Bildung in Österreich. Projektendbericht. Wien. Pechar, Hans/Arnold Markus/Unger, Martin (1999): Hochschulen und Wirtschaft. Reformimpulse zur Stärkung des Außenbezuges im österreichischen Hochschulsystem. TSER/HEINE: Nationale Fallstudie. Wien, März. Pechar, Hans (2006): Die Internationalisierung der Hochschulen. In: Lassnigg, Lorenz/Unger, Martin (Hg.): Fachhochschulen Made in Austria. Ein Review des neuen Hochschulsektors. Münster, Wien S Pellert, Ada (2005): Erfahrungen mit dem Bologna Prozess an Österreichischen Hochschulen. In: Hanft, Anke/Müskens, Isabel (Hg.): Bologna und die Folgen für die Hochschulen. Bielefeld. S UG 2002: Bundesgesetz über die Organisation der Universitäten und ihre Studien (Universitätsgesetz 2002). Online im Internet unter: [last access: ]. 18

19 Curriculum reform in Belgium (French Community) National report summary National Legislative and Policy Context The two or three cycle : Competence based : Higher education in the French Community of Belgium is organized in a binary system with Higher education provided both outside universities, in Hautes Ecoles and within Universities. In the French Community, with the start of the bachelor programmes, the Bologna reform has been in operation since September, This was set up in a progressive way and for a period of several years the two systems for the organisation of the study programmes will operate along parallel lines Higher education outside universities in Hautes Ecoles Higher education outside universities organizes both long term studies and short term studies. The common feature being that they both provide professionally oriented instruction Short term studies Before the Bologna reform, this cycle was already organised in 3 years. Most short term studies last for three years (180 credits); some are four years (240 credits). The training aims at the immediate operational efficiency on the field for each concerned profession and is relevant to the labour market. This (one) cycle is called bachelor and leads to the title of Bachelor; it can be followed by a year of specialization Long term studies The long term studies are always in two cycles. The first cycle is called bachelor and the second cycle master. A master programme leads to a master diploma for the second cycle. It comprises 60 credits (one year) or 120 credits (two years). Master programmes are organised in the form of two different branch orientations, depending on whether the future Master is oriented to a profession or to teaching. The two different branch orientations are a new concept coming from the Bologna reform. Before the Bologna reform, the first cycle, called candidature had 2 years and the second cycle, called licence had 2 or 3 years Higher education inside Universities Universities organize studies in three cycles. Academic education is based on scientific or scholarly research carried out in universities. This form of education leads to autonomous work and critical

20 application of scientific or scholarly knowledge. The first cycle is called bachelor, the second master and the third consist of PhD, doctoral studies or work relating to the preparation of a PhD thesis. Bachelor and master programmes have been redefined in terms of competencies ( outcomes) Bachelor programmes Before the Bologna reform, the first cycle at the university had two years. All programmes have been modified in order to adapt the new system. A bachelor programme leads to the bachelor diploma and to the title of Bachelor. It comprises 180 credits, spread over at least three years of studies. The first year provides a general study programme in the chosen domain and brings together the majority of basic courses common to the programme sector (human sciences, medical sciences, exact sciences). This first year also helps the student to become acquainted with the university teaching methods and the principal course content of the subject chosen. Equivalences are established between the basic courses of the different programmes in order to facilitate study reorientation of students at the end of their first year, via the recognition of their acquired knowledge on this new programme The main objective of university bachelor programmes is to gain access to the master, which is the main university diploma. However, should the bachelor student wishes to interrupt his programme, the bachelor diploma may be recognised on the employment market. Return to the interrupted course is then facilitated through the accumulation of credits Masters and complementary masters A master programme leads to a master diploma for the second cycle. It comprises 60 credits (one year) or 120 credits (two years). In the case of Medicine, the master is 240 credits (4 years). The 120 credit masters are usually spread over two years of studies and include the writing of a thesis. Students can extend their studies and specialise. At this level, master programmes are organised in the form of three different branch orientations, depending on whether the future Master student intends to carry out a profession, take up research or go into teaching. The research branch does not exist in non university higher education institutions. The three different branch orientations are a new concept coming from the Bologna reform. The masters, aiming at specialisation and extension of knowledge, enable the student to acquire the relevant knowledge relating to the subject as well as the skills and expertise necessary for the carrying out of a profession, teaching or research. In the case only of 120 credits master (i.e. not after a 60 credits master), a complementary master can be obtained. A complementary master programme constitutes a curriculum of at least 60 credits to which master diploma holders who have completed a curriculum of at least 300 credits are entitled access. In order to qualify for access to these specialised courses, students must have completed the 120 credit master programme or an equivalent education abroad. 20

21 This type of diploma is a specialised professional qualification, which either authorises students to carry out certain professions (health sector etc.), or to gain access to the acquisition of skills recognised for team research Third cycle The third study cycle will comprise: the PhD or doctoral studies the work relating to the preparation of a PhD thesis. The PhD studies worth 60 credits will be validated by a research training certificate. The work relating to the PhD thesis will correspond to at least 180 credits, acquired after an initial course (bachelor + master) of at least 300 credits (or something considered equivalent). Flexible : With a diploma from one system (i.e. in a university or outside a university), it is possible to switch to the other system. Some bachelors acquired in a non university higher education institution (HEI) give access to the second cycle in universities. The access can be direct but it can be also submitted to some conditions: passing an examination or one preparatory year (maximum 60 credits). It is also possible after a first year at the university to go to the second year of a Bachelor in a non university HEI. Official regulations regarding switches (which diploma for which other program) have to be respected. The switch between both systems was already possible before the Bologna reform but the reform allowed for a new evaluation of the process and has contributed to an enlargement of switches. The flexibility of courses chosen has been increased. In the bachelor programme, it is possible to follow courses from another programme. These courses can allow, in some cases, to reach another master programme than the one linked to the bachelor. There are a large variety of curricular options. Both in university and non university HEI (long term studies), each bachelor programme gives direct access, with full rights, to the corresponding master programme. However, depending on the studentʹs programme and his choice of courses (number of credits obtained), other masters may be accessible, with or without prerequisites. Students with the title of bachelor may access the programme of that master either by integrating course complements into his master programme (max. 15 credits), or, depending on his former credits, by doing a one or two year complementary course during the bachelor studies to be able to have access to that master programme. The validation of prior in higher studies, or the validation of personal or professional experience (at least five years) are possible, but have to be examined by the competent jury. 21

22 : Diploma supplements have been introduced and will provide more information and transparency in curriculum content. In the same way, ECTS (called credits), have been introduced and will facilitate recognition. Each of the bachelor or master course activities is calculated in the form of credits. A credit not only covers the course of the subject concerned but also the traineeships, practical work, library research, study and memorisation time and laboratory activities, etc. i.e. thus the total workload that a student needs to complete in order to meet the programme objectives. One credit represents 24 hours of student work in one year. : For each successful course activity, a jury awards a number of credits to the student, which is equivalent to the credits of each course activity. From year to year, the student will accumulate a series of credits that can be recognised or valued for his ensuring university studies, depending on the restrictions proper to the programme towards which he is orienting. A lot of efforts have been made to increase international student mobility. There are more international aspects in the curricula. The study language in the French Community is usually French but it will be possible to teach some courses or programmes in another language (mostly at the second cycle). Many contacts have been taken with international partners to promote graduate and teaching staff mobility. 22

23 STATE OF THE ART The reform of national degree s concerns the five study areas (Medical studies, Law, Teacher training, Engineering, History) but some points may be detailed. Medical studies Access to the studies in Medicine or Dental Sciences is subject of some changes. The Federal State has introduced a limit to the possible number of new doctors or dentists able to practice in the context of the AMI (sickness and invalidity insurance). This limitation has been effective since September 2004 for Medicine and since 2002 for Dental Sciences. In order to respond to these quotas, the Faculties of Medicine are duly obliged to establish a selection procedure for their students. Only those students selected will receive an attestation allowing them to pass from the 1st to the 2nd cycle of studies in Medicine or in Dental Sciences. Teacher training Some programmes have to respect the legislation concerning access to some professions. In that case, the student will receive a diploma and a professional qualification. The different professional qualifications are : architect, business engineering, Doctor in medicine, doctor in veterinary medicine, pharmacist, kinesitherapist, actuary, bioengineering, civil engineering. In some cases, the teacher training can be organised during the 120 credits master but can also be followed after a 60 or 120 credits master. The 120 credits master is organised in three different branches. One of them concerns the teaching training. It includes 30 credits only for the teacher training. If the teaching training is followed after a 60 or 120 credits master, the program will also include 30 credits. The teacher training can be, in some case, organised during the 120 credits master but can also be followed after a 60 or 120 credits master. The 120 Credits master is organised in three different branches. One of them concerns the teaching training. It includes 30 credits only for the teacher training. If the teaching training is followed after a 60 or 120 credits master, the program will also include 30 credits. Engineering Engineering sciences (civil engineering) is subject to passing a special entrance exam to be admitted to the bachelorʹs programme. This is a legally required condition throughout the French Community. This exam is organised in each of the 4 faculties of Applied Sciences within the French Community and it entitles access to any of these 4 faculties, irrespective of where it was taken. It was already so before the reform. 23