A Report on the Bologna Declaration: The Future Face of Education Worldwide. Larry Wickless, DO President Sunday, November 1, 2009

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1 A Report on the Bologna Declaration: The Future Face of Education Worldwide Larry Wickless, DO President Sunday, November 1, 2009

2 Bologna Declaration Signed by 29 of 50 European countries in June 1999 at Bologna University Europe s oldest Aims to increase the international competitiveness of the European system of higher education. 46 countries now involved

3 Background to Bologna The Process developed with the third phase of EU development Common Market /EEC 1950 economic-based Moved to political development Maastricht Treaty of 1992 back to monetary development The EU is part of Bologna and not vise-versa A good knowledge-base is the key to all EU development - EU ratified Process in 2003

4 Sorbonne Declaration May Ministers of Health (France, Germany, Italy, UK) celebrating the 800 th anniversary of The Sorbonne Grew from Bologna Magna Charta Universitatum of 1988 Freedom of research & idea exchange & mobility for teachers and students Recruitment & protection of teachers/students rights

5 Lisbon Recognition Convention countries agree to mutual recognition of educational credentials Became European Qualifications Framework (EQF) similar to structure and aims of Bologna

6 Lisbon Strategy 2000 & 2005: By 2010 be the most competitive and the most dynamic knowledge-based economy in the world Strive to develop strategies by 2010 for: Lifelong learning Workforce development Intersects Bologna Process Through an emphasis on economic, environmental and social development in addition to education, focus on: Reducing school drop-out rates Increasing higher learning graduation rates Improving literacy in teenagers

7 Goals of Bologna Declaration Easily readable and comparable degrees 2 main cycles undergrad and graduate Regular system of credits European Mobility Continental quality assurance Cooperation in curriculum development, program integration, training and research

8 From Declaration to Process Bologna leadership follows the EU presidency Prague 2001 Berlin 2003 Bergen 2005 London 2007 Leuven, Belgium 2009

9 Prague 2001 Lifelong learning added as focus for Process Received buy-in and participation from student groups

10 Berlin 2003 Two-cycle to three-cycle degrees Bachelors Masters Doctoral Again highlighted lifelong learning Set framework for future of the Process

11 Bergen 2005 Introduced joint (inter-country) degrees Assessment and recognition of prior learning Reinforced the flexibility scheme

12 London 2007 Formal register of quality assurance agencies Promote European Higher Education Area in the global market Target completion of implementation of Process by 2010

13 Leuven, Belgium 2009 Recognize 2010 will not be completion year Reorganize priorities for completion in 2020 Report pending

14 Bologna s Future 2010 Declaration requires creation of the European Higher Education Area Implementation at university level 2012 is next meeting of the Process Monitor implementation Changes the face of European education much more structured than traditional European universities Expansion beyond Europe

15 What does this mean for the US? Nations that learn from other nations grow; those that do not learn, don t. Clifford Adelman, Senior Associate, Institute for Higher Education Policy The Process makes European education system very similar to US, which is considered the benchmark for the world 3 year undergrad -? Master s level Doctoral level

16 US Cont d Greater chance for worldwide university exchanges Greater experience and perspective for US students Can we learn from the Process or from the European model to improve our own model?

17 We Can Learn European model of osteopathy is evolving through Bologna Process First steps towards Three-cycle We must be aware of the state of global education processes Emphasis on measuring competencies

18 We Can Learn, Cont d Tuning - constant consultation and learning from recent grads and faculty to ensure ratchet principle is at work to show mastery of discipline Basic or simple understanding thorough or complex understanding

19 We Can Learn, Cont d European Credit Transfer Uniformity for mobility Student workload Learning outcomes Grades USA = measure faculty contact hours Europe = student as reference point for outcomes measure Creates warranty as final product as to what is learned

20 How could this affect the Osteopathic Profession? Gaining practice rights for US DOs internationally, issue with understanding of levels of education across borders Could Bologna ease understanding, leading to ease of expansion of practice rights?

21 How could this affect the Osteopathic Profession? Expansion of osteopathic medical model to other universities easily? Increased export of US osteopathic model through university exchanges? Allopathic examples: Weill Cornell Medical College in Qatar The Duke-National University of Singapore Graduate Medical School The University of Queensland School of Medicine, Brisbane, Australia & Ochsner Health System, Louisiana

22 Now & In the Future Indiana, Minnesota, and Utah higher education systems looking at Bologna implementation Proposal of expansion of European-wide quality assurance program to international scope Focus on: Growth of short-cycle degrees Growth and treatment of part-time students Increasing e-learning Recognition and credit of all forms of prior learning

23 Way Forward The key is worrying less about how many pieces of paper we pass out [and] credits [and] time, and more about Knowledge The application of knowledge The information identification and retrieval skills The degree of learning autonomy

24 Reference The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence Clifford Adelman, Senior Associate, Institute for Higher Education Policy, April 2009

25 Further Reading Divide and Conquer: A Comparative History of Medical Specialization George Weisz, Oxford University Press 2006 Health Policymaking in the United States, 4 th Ed Beaufort B. Longest, Jr, Health Administration Press 2006 Learning to Heal: The Development of American Medical Education Kenneth M. Ludmerer, The Johns Hopkins University Press 1996 Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care Kenneth M. Ludmerer, Oxford University Press 1999

26 Contact Information Joshua Kerr Assistant Director of International Affairs American Osteopathic Association 142 E. Ontario St. Chicago, IL Phone: (800) , ext

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