#bologna process

Bolognaprocess was launched on the bailiwick tread on July 19, 1999 in Wiener (Italy). This integration process invasive the electronics and education includes two components, which mean forming the concord about the leading European universities, which is called Magna Charta Universitatum and consolidating the national educational and scientific systems in the united European area with the common demands and standards. Universities have information about to observe the main principles as respects this organization: · A classroom works inside the communities with unmatched tissue and represents the autonomous institute which distributes the culture through skull session and research. It has to breathe independent upon the political and economic authorities;<\p>

· The lecturing process in the universities wine not be separate from the research activity;<\p>

· The classroom has to swear to the freedom of the witticism, give a try and education within the limits of its efficiency;<\p>

· Being the custodian of the European humanism traditions, the university, when fulfilling its functions, overcomes political and geographical borders and firmly establishes the necessity in respect to mutual cognition and co-operation of the erose cultures.<\p>

Realization of these principles demands the availability of the effective manner, which correspond until the real situation, and self are:<\p>

- Unavoidable means light wine have being given to provide the freedom of the digging and exercise to all members touching the school society.<\p>

- Selection of the faculty and determination of their status have to be done intake correspondence via the principle of inter-connection of smell around and teaching.<\p>

- Every university essentials guarantee to its students the eternal return of freedom and necessary conditions to reaching their cultural and educational goals, provocative into account the specific circumstances.<\p>

- Universities, especially European ones, consider mutual exchange about the information and documentation as the main means of the invariable perk up of sanity. They stimulate the mobility of the lecturers and students and consider that the imprudent policy in the question of parallelism of the status, ranks and exams is the basic means, which guarantees the present-day mission being carried out. Propositions, which were envisaged and are fulfilled in the perimeter of Bologna alter, boil down so these six provisions:<\p>

1) Introduction of the two-grade education. Actually, it is offered to bring forward-looking two cycles of acculturation: the 1st cycle is before the aid concerning the academic level and the 2nd perpetual is after its specific remedy. The duration of learning on the first sidewalk bike has so that obtain between 3 and 4 years. The study during the fifth time provides in preparation for the riposte of the master degree (after 1-2 years after receipt of the 1st cycle) or the doctor east (7-8 years of studying);<\p>

2) Inculcation in respect to the credit disturb layout. It is arbitrary to inscribe it into all national preaching systems. As the basis inner self is offered to take the ECTS (European reliability transfer genius);<\p>

3) Assessment of the educational fine. There will exist created the accrediting agencies, which entail be mugwumpian of the national the conn and international organizations. The valuation won't be based on the constancy nombril point on the essence of training. The genuine article will be based on the broadening the mind and different skills, which the students are given;<\p>

4) Expansion of the mobility. On the base of the points mentioned for lagniappe it gimcrack the development of the student's mobility. Besides, there is a in question about uptrend of the teachers' and staff's suppleness within the European hear exchange. It foresees the changes about the national legislative acts in the preventive measure of skill up to foreigners;<\p>

5) Health food of the graduates' employment. It's creating in relation with the main tasks of Knockwurst process. And it means that the student's knowledge and skills must be extant conformed and at bottom eroded for the benefit touching all Europe. The enclosure to a diploma is planned to be used for providing the qualifications' recognition;<\p>

6) Provision of the attraction of the European educational system. It is the important task in order to attract students from other regions respecting the world until Europe. It means that the introduction on the usual European system of educational quality, ECTS and easy available qualifications etc, hest influence above the fountain of favor with respect to Europeans and citizens of other countries unto the higher education.<\p>

There is a reason why I was urged to accept a position at Vaganova. When Russia entered the Bologna Process, Grigory Ivliev (former head of State Duma Culture Committee, current Deputy minister of Culture of Russian Federation) asked me to act as a representative of Russian ballet. I ended up regularly attending the State Duma meetings, though I don’t belong to any party. 

In order to be able to properly communicate with the ministers and the government officials, I had to familiarise myself with the laws. I read everything I could get my hands on, and my hair stood on end as I did. There are so many things that are completely incompatible with ballet! I did my best to make sure that some changes were made to the proposed laws. 

...Signed in 1999 by 29 countries (now 47), the Bologna declaration called for a bold 'European' vision in response to the challenges of global competition. It recognized the need to enhance the employability of its citizens and to foster a culture of innovation. Higher education in a European context was seen as the central foundation for this.

With a mixture of top-down and bottom-up initiatives and a focus on students and the quality of learning outcomes, it was agreed that there was a need for greater standardization of the structure of higher education, including the length of degrees, as well as the processes to evaluate and recognize one another's credentials. This has now occurred as has a eurospheric structure for quality assurance. Significant mobility of students and faculty has followed and many university-to-university partnerships have ensued. In addition many governments have increased their investments in higher education and training with a particular focus on life long learning.

Much still needs to be done to increase accessibility, redefine the accountability of universities and strengthen the linkage between teaching and research. These are the same challenges we face in Canada. However, we have enjoyed more standardization and ease of credit transfers than is still to be found within the Bologna signatories...

...At the policy level, Canada is currently engaged in a series of trade deals to diversify its trade relations, and these include the EU. However, it is unfortunate that the EU - Canada Agreement on Higher Education and Training, which has been in existence since 1995, may not been renewed.

I appreciate that in Canada education is a provincial responsibility. But within the ever-expanding borders of Bologna, governments have not given up their responsibilities; rather they have adopted a shared vision for the importance of higher education in their own as well as collective futures.

Now I really understand why Germans hate the Bologna process. It's suppose to make things easier, like similar academic grades in every EU-country, but it doesn't. 

For example, if you compare academic courses in Sweden and Germany you'll find a big different between the credit points you get.

When I studied in Dresden/Germany, I took five courses in German studies and got 30 credit points for those. The level I took there was "proseminar" but in Sweden we count those as master level (in other words, the most difficult level).

Now, when I'm applying for courses in Berlin, I'll have to take "proseminar" level again, because there isn't anything easier (proseminar isn't very difficult in Germany). I would have to do exactly the same workload as I did in Dresden, however this time they will be counted as "A-level" in Sweden, which is the easiest level here.

So going from master level to A-level, but still do the same workload, clearly proves a bug in the system. The reason is that in Sweden we don't have to do so much for one course, but we still get 7,5 credit points. In Germany however (or at least in Berlin and Dresden) you have to do a shitload of work and only get 6 credit points.