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Current developments in educational innovation
in European Higher Education
Prof. Dr. Paul Van Cauwenberge Rector Ghent
University (Belgium)
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Educational change in EuropeBologna

• Bologna (1999) Prague (2001) Berlin (2003)
  Bergen (2005) London (2007)
• European Higher Education Area on a voluntary
  basis (now about 45 countries)
• Convergence towards 3-cycle structure of
  Bachelors and Masters degrees and PhDs
• Implementation by 2010

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Aims of the Bologna Process

• Six original action lines
• 1. Adoption of a system of easily readable and
  comparable degrees
• 2. Adoption of a system based on two cycles (
  PhDs)
• 3. Establishment of a system of credits
• 4. Promotion of mobility
• 5. Promotion of European co-operation in quality
  assurance
• 6. Promotion of the European dimension in higher
  education

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• Prague 2001 new action lines
• inclusion of lifelong learning strategies
• involvement of higher education institutions and
  students as essential partners in the Process
• promotion of the attractiveness of the European
  Higher Education Area (EHEA)

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• Berlin 2003
• main emphasis on
• quality assurance
• the adoption of a system of degree structures
  essentially based on two main cycles
• recognition of degrees
• 1 extra action line
• Doctoral studies and promotion of young
  researchers" including specific mention of
  doctoral programmes as the third cycle in the
  Bologna Process.

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• Bergen 2005
• Implementing the agreed standards and guidelines
  for quality assurance
• Implementing national frameworks of
  qualifications
• Awarding and recognising joint degrees
• Creating opportunities for flexible learning
  paths in higher education

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• For a full description of the national reports
  and the Eurydice report Focus on the Structure
  of Higher Education in Europe 2004/05. National
  Trends in the Bologna Process
• see
• http//www.bologna-bergen2005.no/EN/national_impl/
  05NAT_REP.HTM
• and
• http//www.bologna-bergen2005.no/Docs/02Eurydice/0
  504_Eurydice_National_trends.pdf

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Bologna in Flanders (vs. Belgium)

• Structural Decree (April 2003)
• Other decrees flexible learning (2004)
• Professionally oriented and Academic Bachelors
  degrees (180 credits)
• Masters degrees of at least 60 credits (1 year)
• Masters degrees as an additional qualification
• Ba-Ma system implemented from 2004-2005 onwards

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New BaMa Structure

• Undergraduate/graduate levels
• Bachelor (180 credit points) (since October 2004)
• Professionally-oriented Ba prepare students for
  specific professions (practice oriented, work
  placements)
• Academic Ba prepare students for advanced
  studies at Masters level
• Master (at least 60 credit points from 2007)
  integration of education and research. Each
  master is a direct continuation of at least 1
  academic Bachelor
• PhD degree (at least 2 years doctoral thesis)

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ECTS European Credit Transfer System

• Originally Socrates (Erasmus - 1989)
• Transfer ánd accumulation (applied to all
  programmes)
• Attaching credits to educational components
  mainly based on student workload

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Credits in Flanders

• Based on the ECTS principles
• Each course stands for minimum 3 credits
• Maximum 12 subjects per 60 credits ( 1 year)
• One credit represents 25 to 30 hours of a
  students workload

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ECTS Features

• 60 credits -1500-1800 hs (1 credit 25-30 hs)
• ECTS grading scale ( statistically based)
• A 10
• B 25
• C 30 does not replace normal marks
• D 25
• E 10
• FX and F ( fail)
• Marks are entered in central database at Ghent
  University and the grades automatically
  established

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Flexible learning

• Credit accumulation system
• Fulltime/halftime
• Diploma contract, examination contract, credit
  contract
• APCL/APEL
• Electronic learning environments

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Mobility key to educational change

• Mobility is crucial to European development
• Mainly through Erasmus but now at all levels
• Erasmus Mundus for mobility with third world
  countries

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Networking

• Bilateral contracts
• European projects
• Networks of Universities e.g. Santander
• Strategic alliances
• International recruitment

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Associations

• Officially registered co-operation between a
  university and one or more hogescholen
• Aim to establish co-operating entities on
  education and research, and the development of
  fine arts
• Ghent University Association comprises 4
  institutions (55,000 students)

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International attraction

• Postgraduate studies in English
• Subsequent Masters
• Erasmus Mundus
• Joint Masters

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Aquaculture education at UGent an example of
successful networking

ChinAquaNet
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Conclusion

• Major reorganisation
• Growing integration and upscaling of different
  types of higher education and institutes
• Emphasis on scientific research at the university
• Onset of flexible learning

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• More information
• http//www.UGent.be
• Prof. Dr. P. Van Cauwenberge
• Paul.VanCauwenberge_at_UGent.be