Implementing “Bologna”: the Italian case and the Tuning

contextMoscow, 16 December 2005

Ann Katherine IsaacsUniversity of Pisa

ECTS/DS Counsellor, Bologna Promoter, Tuning Management Committee, CLIOHnet, CLIOHRES.net

Coordinator

Scheme:Case study: the implementation of the “Bologna Process” in ItalyThe need for a broader contextThe Tuning Project, Thematic Networks

Implementation in ItalySignatory and promoter of the Sorbonne Declaration (1998); Bologna Declaration (1999)

Before: Very different from any other HE systemOnly one four or five year degree only (in practice more);‘Research doctorate’ level, recently introduced; not well differentiatedNo creditsBased on ‘disciplinary exams’, dissertation, and a strong link with researchOnly viable with full preparation in upper secondary schoolVery small percentage obtains final degree

Implementation in ItalyHow:Responsibility of each University to design viable outcome-, credit-based study programmes within a general framework established by law:General definitions established for 38 first cycle “classes” and 102 second cycle “classes”Strong differentiation of ‘cycles’ in terms of learning outcomes and professional profilesValue of ECTS credits established by law (60 ECTS credit equals 1680 student hours )

Implementation in Italy:

The laws were designed in such a way as to force university force university staffstaff (individuals, Faculties, Departments, Academic Senates) to rethink completely their teaching structures and strategies; to design, to debate, and to implement the new curricula, compatible with those being implemented in the other signatory countries.

Implementation in Italy:

Now:Fully implemented 3 cycle credit based programmesFirst students complete the five years of the new two cycles this year (2005-6)Example of a pioneering, drastic but effective way of implementing the Bologna structureTime for review and improvement

The broader context:Bologna now includes 45 countriesCoordination and exchange of views and insights is the strength of the Bologna process.Comparability, compatibility and transparency are at its heartInnovation in one country is not sufficient

“Tuning Educational Structures in Europe”

A large scale Pilot Project, now at the end of its third phase, designed and carried out by more than 150 European Universities and Higher Education Institutions.

An important tool for the exchange of knowledge and insight

and the common elaboration of the broader ‘Bologna’ HE space.

The challenge: to preserve diversity while allowing compatibility and encouraging synergy

Tuning is supported by the European Commission though the Socrates programme of the Directorate General for Education and Culture

Tuning is based on the awareness that – in final analysis – it is the Universities and the university staff, who, with the students and the other actors involved, are responsible

for “quality” in higher education.

• Tuning Phase 1 and Tuning Phase 2 reports are published and available on-line. They contain findings and guidelines (including checklists and examples) on generic and subject specific competences, on credits, on teaching, learning, assessment and on quality in programme design and delivery.

• The Tuning Phase 3 book, including guidelines for the third cycle will soon be published.

• Reference points and guidelines have been formulated and published for:Business Educational SciencesGeologyHistoryMathematicsChemistryPhysicsEuropean StudiesNursing

The Tuning process is extending:• To all Erasmus Thematic Networks• To the 18 Latin American countries• To Russia…• To other countries and continents

Brazil

Kyrgyzia

The 45 Erasmus Thematic Networks collaborate with the Tuning Project.

The History Network, CLIOHnet, is proud to have generated a Sixth Framework Network of Excellence, CLIOHRES.net, which includes Russian partners.

websiteswww.bolognaprocess.it

http://europa.eu.int/comm/education/tuning.htmlwww.relint.deusto.es/TuningProject

www.let.rug.nl/TuningProjectwww.clioh.net/www.cliohres.net

isaacs@stm.unipi.it