der bologna-prozess - daad · marina steinmann der bologna-prozess ein blick auf den “dritten...
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März 2011
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2© Referat 601, DAAD
Die Nationale Agentur für EU-Hochschulzusammenarbeit im DAAD
� Nationale Agentur für das Programm für Lebenslanges Lernen
� Nationale Kontaktstelle für TEMPUS und EU-Drittland Programme(z.B. ERASMUS Mundus, Asia Link, Atlantis)
� ASEM-Sekretariat
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Allgemeine Zielsetzungen des Bologna-Prozesses
� Schaffung eines Systems verständlicher und vergleichbarer Abschlüsse
� Schaffung eines gestuften Systems (undergraduate, graduate, doctorate)
� Einführung eines Kreditpunktesystems (wie ECTS)
� Förderung der Mobilität
� Stärkung der europäischen Kooperation in der Qualitätssicherung
� Förderung einer europäischen Dimension in der Hochschulbildung
� Steigerung der Attraktivität des europäischen Hochschulraums
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Der dritte Zyklus im Bologna-Prozess
Modelle der Promotionsphase
Typ Lehrer-Schüler
Strukturiertes Doktoranden-
programm
Mischform
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The Salzburg Principles
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� The core component of doctoral training is the advancement of knowledge through original research;
� Doctoral programmes and doctoral training should be embedded in institutional strategies and policies;
� The importance of diversity
� Doctoral candidates as early stage researchers
� The crucial role of supervision and assessment
� The need to achieve critical mass
� Appropriate duration
� The promotion of innovative structures
� The importance of increasing mobility
� The need to ensure appropriate and sustainable funding
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Changes in doctoral education reflect:• the changing needs of the global labour market
• the policy objectives of the Bologna Process and Lisbon Agenda with its
ambitious goal of 700.000 researchers and 3% GDP investment
• Establishment of innovative programmes as a response to the global
labour market
The changing nature of doctoral education
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Trends include:• Move to structured PhD programmes and schools
• PhD candidate = young researcher (professional, not student)
• Doctoral training of today = original research and training of transferable
skills
• Growing diversity of doctoral qualifications
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Die Bedeutung von Qualifikationsrahmen
Unterstützung von
♦ Transparenz
♦ Flexibilität
♦ Mobilität
! Qualifikationsrahmen müssen allgemein verwendbar sein!(Nicht unbedingt direkte Entsprechung zu individuellen Qualifikationen)
Hilfestellung zur “Übersetzung” von Qualifikationen- zwischen Ländern
- zwischen Institutionen
März 2011
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Europäische Qualifikationsrahmen
EHEA Lifelong Learning
47 Bologna-Länder 27 (EU) LänderGeographisch
Verabschiedet in Bergen, 2005Verabschiedet vom Europ. Rat,
2008Status
3 Bologna-Zyklen 8 NiveaustufenLevels/Stufen
Learning outcomes (Dublin Descriptors), ECTS
Learning outcomes Elemente
Hochschulbildung Lebenslanges LernenBildungsbereich
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Qualification Framework for the EHEA
ECTS CreditsLearning OutcomesCycles
QF for EHEA
Doctorate
Master
Bachelor
(?)
Normally90 – 120
(Minimum 60)
180 - 240
Min.3 years
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Learning Outcomes: Dublin Descriptors
� Generic statements of typical expectations of achievements and abilities associated with qualifications at the end of a cycle
� Outcome approach: Results are more important than how they are acquired
� Dublin Descriptors look at knowledge and understanding, its application, making judgments, communication, learning skills
� Descriptors should be read in relation to each other (Bachelor – Master – Doctorate)
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Example: Dublin Descriptors on Making Judgements
Bachelor: (involves) gathering and interpreting relevant data…
Master: (demonstrates) the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data…
Doctorate:(requires being) capable of critical analysis, evaluation and synthesis of new and complex ideas…
März 2011
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European Credit Transfer and Accumulation System
ECTS für die Anrechnung und Übertragung von Leistungen in der Promotionsphase?
ECTS is a tool that helps to design, describe, and deliver programmes and award higher
education qualifications.
The use of ECTS, in conjunction with outcomes-based qualifications frameworks, makes
programmes and qualifications more transparent and facilitates the recognition of
qualifications.
ECTS can be applied to all types of programmes, whatever their mode of delivery(school-based, work-based), the learners’ status (full-time, part-time) and to all kinds of learning (formal, non-formal and informal).
(ECTS Users’ Guide)
März 2011
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The Ministerial Conferences
Statements made by Ministers regarding doctoral education
�Doctoral level qualifications need to be fully aligned with the EHEA overarching framework for
qualifications using the outcomes-based approach.
�Core component of doctoral training is the advancement of knowledge through original
research.
�The normal workload of the third cycle in most countries corresponds to 3-4 years full time.
�Doctoral programmes should promote interdisciplinary training and the development of
transferable skills to meet the needs of the wider labour market.
�More doctoral candidates should be encouraged to take up research careers within the
EHEA.
�Participants in third cycle programmes are considered both students and early stage
researchers.
Bergen Communiqué, 2005