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BOLOGNA PROCESS PHILOSOPHY AND PRACTICEFROM
CREDITS TO LEARNING OUTCOMESAntal Bókay, Vice
RectorUniversity of Pécs, Hungary
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Pécs

• Pécs The City of Mediterranean Spirit
• a 2000-year-old city
• located on the southern slopes of the Mecsek
  Mountains
• the seat of Baranya county
• the fifth largest town in Hungary
• population 170 thousand
• area 4500 km2
• sights early Christian burial sites, significant
  monuments of the 150-year-long Turkish Rule,
  Zsolnay china manufacturing, art galleries of
  Csontváry, Vasarely and modern Hungarian painting
• characteristics university, research institutes,
  scientific and professional achievemnts,
  international conferences, vivid artistic life,
  festivals
• UNESCO Peace prize, 1998
• UNESCO World Cultural Heritage, 2000 - a
  necropolis of 16 burial sites from 4th c. A.D.

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The History of the University of Pécs
1367 The Anjou king Louis the Great establishes
the first Hungarian university in
Pécs. 1785 The Royal Academy is transfered to
Pécs. 1802 The Royal Academy is moved back to
its original location, Gyor. 1833
Bishop Ignác Szepesy establishes the Academy of
Pécs with two faculties the law and
arts faculties. 1921 The Erzsébet University
of Pozsony (Bratislava) is transfered
to Pécs. 1951 The Medical University of Pécs is
established. 1975 The Faculty of Economics is
established. 1982 The Teacher Training College
of Pécs is merged with the
Faculty of Economics and the Faculty of Law. The
institution assumes the name Janus
Pannonius University of Pécs. 1990 The Faculty
of Health Sciences is established within the
Medical University of Pécs. 1992 The Teacher
Training Faculty is split into the Faculty of
Humanities and the Faculty of Sciences,
increasing the number of faculties to
four. 1995 The Pollack Mihály Technical College
is integrated into Janus Pannonius
Universitíy. 1996 The Faculty of Music and
Visual Arts, the sixth faculty is
established. 2000 With the merger of Janus
Pannonius University, the Medical
University of Pécs and the Illyés Gyula Teacher
Training College of Szekszárd, an
integrated university with nine faculties
is founded under the name The University of
Pécs. .
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Scientific Activity

• Fields of Study
• Organic sciences
• Inorganic sciences
• Engineering sciences
• Humanities
• Arts
• Financial Resources for Research and Development
• National Scientific Research Fund (OTKA)
• National Research and Development Programs (NKFP)
• The National Higher Education Development
  Programs
• National Development Projects
• Széchenyi Plan
• European Research Funds Program

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The Number of Students at PTE
Full-time students
18 869 Correspondent students
16 687 Evening school students
63 Students in distance education
239 Total number of students 35
858 Faculties Faculty of Law
5 278 Medical School
1 543 Faculty of
Humanities 5 462 Faculty of Health Sciences
3 568 Illyés Gyula Faculty of Education
1 777 Faculty of Business and Economics 2
512 Faculty of Music and Visual Arts
515 Pollack Mihály Faculty of Engineering 4
662 Faculty of Sciences (together with FEEFI)
6 541 Institute of Adult Education and
Human Resource Development Statistics of October
2003.
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The Number of Instructors at PTE
University professors 190 College
professors 46 Corresponding members of
HAS 3 Ordinary members of HAS
4 Total number of instructors 2
303 Hungarian Academy of Sciences Statistic
data of October 2003.
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Faculties
Faculty of Law Medical School Faculty of
Humanities Faculty of Health Sciences with
training centers as regional
campuses Pécs Kaposvár Szombathely Zalaeg
erszeg Illyés Gyula Faculty of Education in
Szekszárd Faculty of Business and Economics
Faculty of Music and Visual Arts Pollack Mihály
Faculty of Engineering Faculty of Sciences
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Early Modern University

• Search for truth (ideal is philosophy)
• National university
• Autonomy from social function
• Description of nature and historical study of
  culture
• Power center the professor
• Lecture and the lecture hall
• Buildings in the town center, spread in large
  towns

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Late Modern University

• Non-historical, structural knowledge
• Large departments, interdisciplinarity
• Seminar and seminar room
• Central space library
• Campus city of intellect

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Postmodern University

• Postindustrial, service oriented economy
• Incredibility and functionality of knowledge
• Loss of autonomy
• Growth of non-state financing
• Board of trustees, quality management
• Globalization of programs, degrees
• Virtual university, loss of space of national
  identity

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Bologna Process the establishment of the
postmodern university in Europe 1) The formal
components of university management Credit
system, diploma supplement, levels of training
witout dead ends 2) The postmodern content of
the new higher education learning outcomes
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Major Educational Projects

• Bologna process from 2005/2006
• The three-tier training for
• Bachelors degree (former 4-year college level)
• Masters degree
• PhD degree
• Credit system
• Diploma supplement accepted by every member state
  of the European Union

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AIMS OF THE CREDIT SYSTEM

• - Provide a general, formal principle for the
  institutional mediation of knowledge
• - Globalization of knowledge mediation on
  international level
• Globalization of knowledge medation among the
  different levels of training
• Allow the use of general management techniques
  to connect knowledge
• management to social functions and effectivity
  (quality management)

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• Present system
• BA / BSc. 180 credits
• MA / MSc. 120 credits
• Doctoral level 180 credits
• 1 semester average of 30 credits
• 1 credit 30 work-hours
• All credit courses are evaluated (1-5 levels)
• (Grades reflect the output of the individual
  student ? ECTS statistical grades)

• Key documents
• Course catalogue /course package (structure of
  the program, modules, exams
• Learning agreement
• Diploma supplement (from June 2006 both in
  Hungarian and in English)

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Key steps after credit system - Planning the
training contents input vs. output oriented
planning Traditional what do we need for a
certain training level in lecturer professional
level, in library background, in classroom space,
in computer background Present what kind of
capacities, abilities, knowledge are required for
a certain level, a certain degree
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Ministers encourage the member states to
elaborate a framework of comparable and
compatible qualifications for their higher
education systems, which should seek to describe
qualifications in terms of workload, level,
learning outcomes, competences and profile. They
also undertake to elaborate an overarching
framework of qualifications for the European
Higher Education Area. Within such
frameworks, degrees should have different defined
outcomes. First and second cycle degrees should
have different orientations and various profiles
in order to accommodate a diversity of
individual, academic and labour market needs.
First cycle degrees should give access, in the
sense of the Lisbon Recognition Convention, to
second cycle programmes. Second cycle degrees
should give access to doctoral studies.
Berlin Communiqué, 2003.
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• Learning outcomes
• - Learning outcomes can be regarded as basic
  educational building
• blocks that impact at the local, national and
  international levels.
• Have a major role in curriculum
  design/development.
• Learning outcomes relate to external reference
  points (qualifications
• descriptors, levels, level descriptors, subject
  benchmark statements)
• that constitute new style qualifications
  frameworks.
• Part of a paradigm shift - teaching to learning
  (student-centred learning).
• The role of the teacher moves towards being a
  facilitator/manager of the
• learning process.

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Multiple definitions exist but all are fairly
similar Learning outcomes are statements of
what a learner is expected to know, understand
and be able to demonstrate at the end of a
learning experience. Focus on achievements
(output focus) Can be written for the course,
the module or programme of learning Emphasise the
teaching, learning,assessment relationship Learnin
g outcomes are often expressed in terms of
understanding/competence/skill, e.g. At the
end of this session participants will be able
to critically evaluate the role of learning
outcomes in the Bologna educational reform
process.
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• Learning outcomes are a core element in the
  European Higher Education Area (EHEA) and are
  essential if it is to be efficient, effective,
  transparent and non-invasive (non-regulatory
  promoting academic autonomy).
• Learning outcomes impact at local, national and
  international levels
• in terms of what they are, what they represent
  (philosophy) and what they do
• highlight teaching, learning, assessment linkage
• sharpen the focus on learning promote
  student-centred
• learningimprove curriculum designimprove
  quality aid quality
• assurance
• increase national and international
  transparency, mobility and
• recognition (EQF)

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European qualifications frameworks There is a
fundamental link between LO and new style
qualifications frameworks (National overarching
European Qualifications framework) New
qualifications frameworks share a common
methodology and tools based on learning outcomes
(levels, level indicators, qualifications
descriptors, subject benchmark statements, etc.)
LO link to the development of the credit-based
EQF for lifelong learning as an Overarching
transparent structure providing an articulation
mechanism between national frameworks.
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HOW TO WRITE LEARNING OUTCOMES? Form of the
sentence On successful completion of this
unit/module/course students will be able to
(insert active verb) Do not develop too many
learning outcomes All learning outcomes must be
measurable/assessable Do not make them too
ambitious (threshold level)
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Blooms taxonomy
KNOWING define, describe, identify, label,
list, name, organise, measure COMPREHENSION
interpret, translate, estimate, predict,
discuss, summarise, find KNOWLEDGE/UNDERSTANDING
apply, solve, compute, predict, relate, assess,
verify, operate ANALYSIS differentiate, relate,
select, compare, elucidate, identify SYNTHESIS i
ntegrate, combine, compose, compile, devise,
design, argue EVALUATION contrast, compare,
assess, discriminate, evaluate, question
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Pécs Cultural Capital of Europe 2010

• THE FIVE PILLARS
• Pécs is the city of lively public spaces
• Pécs is a city of cultural heritage and cultural
  innovation
• Pécs is a multicultural city
• Pécs is the place of regionalism
• Pécs is cultural gateway city that is open to the
  Balkans

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Pécs - Cultural Capital of Europe 2010

• Three fields of cooperation
• Program development (postmodern city and
  postmodern university)
• Services
• Hardware cooperation in the use of new
  developments, buildings

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