Diapozitiv 1

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Univerza v Ljubljani
Kongresni trg 12, 1000 Ljubljana, Slovenia Tel
(386 1) 241 86 04Fax [phone]
50 E-mail ul-rektorat_at_uni-lj.si
Rector Prof Andreja Kocijancic,
Ph.D. Vice-Rectors Prof Julijana Kristl,
Ph.D. Prof Peter Macek, Ph.D.
Prof Ivan Svetlik, Ph.D.
Secretary General Mihaela Kranjc, univ. grad.
iur.
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Neva ŠlibarThe Triple Responsibility for
Bologna

• Introduction and Presentation Ljubljana
  University in the Slovenian HE Area
• The Bologna Process in Slovenia achievements and
  shortcomings
• where we are and where we are heading to
• The Triple Responsibility deliberations on
• how to make the Bologna Process a success

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A brief history of the university
Despite tradition going back to 1595 and 1619,
the existing University of Ljubljana was founded
as a Slovenian university only in 1919 after the
disintegration of the Austro-Hungarian Empire.
The university began to develop rapidly after WW2
and has been gradually growing to the present
size and complexity. Because of its historical
development, UL is not a campus type university
the premises have been built in different periods
and are well spread all over Ljubljana. The
National and University Library and the Central
Technical Library are associate members.
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University of Ljubljana in numbers

• University of Ljubljana is a large comprehensive
  traditional European type research oriented
  university with more than
• 58 000 undergraduate students,
• 5 200 postgraduate students,
• 4 000 teaching and research staff
• 1 450 administrative staff on 26 members schools
  
• 22 faculties covering social, natural and
  technical sciences
• 3 academies of art
• 1 university college for health care

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Faculties, colleges and academies

• Faculty of Computer and Information Science
• Faculty of Social Work
• Faculty of Mechanical Engineering
• Faculty of Sport
• Faculty of Administration
• Faculty of Arts
• Faculty of Medicine
• Faculty of Natural Sciences and Engineering
• Faculty of Education
• Faculty of Law
• Theological Faculty
• Veterinary Faculty
• University College of Health Care

• Academy of Music
• Academy of Theatre, Radio, Film and Television
• Academy of Fine Arts
• Biotechnical Faculty
• Faculty of Economics
• Faculty of Architecture
• Faculty of Social Sciences
• Faculty of Electrical Engineering
• Faculty of Pharmacy
• Faculty of Civil Engineering and Geodesy
• Faculty of Chemistry and Chemical Technology
• Faculty of Mathematics and Physics
• Faculty of Maritime Studies and Transport

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Filozofska fakulteta Faculty of Arts and
Humanities
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Filozofska fakulteta in numbers founded in 1919
as part of 1st University in SLO

• 21 departments 31 programmes (subject areas), 16
  postgr. programmes
• one-degree and two-degree studies
• teacher training programmes
• over 700 combinations of two-degree studies (also
  with TeoF and FDV)
• ca. 7000 students, ca. 600 staff
• University size difficult to agree on anything!
  

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Before Bologna 1997-2000(re)designing curricula
introducing ECTS, course-options, course-types

• Joint project envolvement of the whole faculty
  in (re)designing curricula/programmes according
  to
• ECTS 60 credits not contact hours, but partly
  work load
• New 4 pillars, i.e. types of courses (basic,
  intensifying, optional internal external)
• New possibility for students to choose modules
  and combine options according to their interests
  and needs (employment)

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The never ended story 2001- 2003 accreditation
process failed due to QUALITY

• decision of the University and Council for HE
  ECTS model of allocating credits to number of
  hours
• FF-model considered exemplary, but too thorough
  changes new programmes, therefore not validated
• Exercise for Bologna part two
• ESF ca. 180.000 for Bologna-projects

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Bologna at the University of Ljubljana and in
Slovenia 2004 2005

• 3 faculties forced in december 2004 Bologna like
  programmes through accreditation actual legal
  problems and practical problems with
  implementation
• no obligatory cycle structure differences
  conservative radical change
• quantity for quality?
• legal framework developed too slowly and not
  consistently
• partial interests tend to destroy positive
  challenges and good solutions

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Bologna II at FF and many other faculties
2004-2006Tuning methodology, learning outcomes,
competences, profiles, 3 cycle-structure

• FF decisions 32 for one-degree programmes
• 41 for two-degree programmes
• 50 for teacher training,
  
• esp. two-degree programmes
• Learning outcomes defining profiles and
  competences
• Consultation with stakeholders students,
  graduates, employers
• Employability greater flexibility through
  optional courses

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Bologna at UL now achievements

• Diploma Supplement
• Erasmus-Socrates exchange growing
• Legal framework work in progress new proactive
  attitude of UL (2 standards for accreditation and
  ECTS were passed)
• Recognition frameworks and agencies
• Interuniversitary accreditation formal
  framework, evaluation process specified
• General awareness raising students, employers

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Bologna at UL now and in the near future general
problems

• Balance between academic qualities and economic
  demands
• University autonomy accountability -
  employability
• Teaching Research Practise
• Macroeconomic demands - national interests
  academic values
• Improve and invest into teacher training along
  the whole vertical axis

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Bologna at UL, FF now and in the near future
concrete problems

• Financing
• change to individualized studies calls for more
  staff
• better equipment IKT change in HE didactics
• space !!!
• Logistics technical, administrative
• Accreditation
• Quality Asessment and Self-Evaluation
• Student and graduate envolvement

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Bologna Process a Success Necessary Partnership
of 3 Spheres

• Higher Education Institutions
• Stakeholders/Partners
• Students/Graduates
• State/Local Economy
• Authorities Employers

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Public responsibility of HE and for HE

• OF HEI Universities (A. Schoenenberger)
• AUTONOMY - ACCOUNTABILITY
• Three core functions of Universities
• Learning and teaching
• increase of human capital (investment)
• entertainment services (consumption)
• Scientific research
• knowledge production (theoretical/empirical)
• information storage
• Provision of services to third parties

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Public responsibility of HEI

• and their impacts (missions) e.g. World
  Declaration on Higher Education (UNESCO)
• qualified and responsible citizens to meet the
  needs of all sectors of human activities
• optimal range of choice and flexibility for the
  individual development
• provision of relevant expertise to society in
  cultural, social, economic development
• help protect and enhance societal values that
  form the basic democratic citizenship.

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Public responsibility FOR HEI

• Triple responsibility of
• PR of national, regional, local authorities and
  public NGOs (professional and social)
• Legal create the framework regulations,
• accreditation and quality assurance agencies,
• ensure the cooperation of all 3 spheres
• Financial provide the resources helas, hidden
  agenda diminuishing not increasing of the budget
  for HE misunderstanding of the importance of
  economical investmest in education and research
  knowledge based society (see papers by Luc Weber
  and Alain Schoenenberger)
• Moral create equal opportunities, social
  cohesion, democratic culture, economic
  development etc.

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Responsibility of the Economic Sectors, World of
Work

• Opening up of universities and HEIs curriculum
  design, mobility, employability, applicability,
  LLL OUTPUT-driven
• Profiles and competences
• Change in self-awareness of HEIs accountability
  and empowerment
• Dialogue with stakeholders and partners
  communicational problems
• Active co-operation of all three spheres
  necessary for the Bologna process to become a
  success story for Europe

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Thank You for Your attention!

• But since there is but one aim for the entire
  state, it follows that education must be one and
  the same for all, and that the responsibility for
  it must be a public one, not the private affaire
  which it now is.
• Aristotle (The Politics).