Bologna Process and Developments in the Netherlands, 9 May 2005 Robert Wagenaar Director of...

Bologna Process and Developments Bologna Process and Developments in the Netherlands,in the Netherlands,9 May 20059 May 2005

Robert WagenaarRobert Wagenaar

Director of Undergraduate and Graduate Studies Faculty of Arts /Director of Undergraduate and Graduate Studies Faculty of Arts / Chair Dutch team of Bologna Chair Dutch team of Bologna promoters / National and international ECTS and DS counsellor / Joint co-ordinator Tuning project promoters / National and international ECTS and DS counsellor / Joint co-ordinator Tuning project (Europe and Latin America)(Europe and Latin America)

TEMPUS TEMPUS BOPROCROBOPROCRO project projectSite visit to the Site visit to the

University of Groningen,University of Groningen,

7-11 May 20057-11 May 2005

Bologna Process and Developments in the Bologna Process and Developments in the NetherlandsNetherlands

Basic data:Basic data:19821982 Introduction of new university study programmes: from two Introduction of new university study programmes: from two

cycles cycles to undivided one cycle programmes; reduction of length from 5 to undivided one cycle programmes; reduction of length from 5 to to 4 years ; 4 years ;

Introduction of Dutch credit point system (42 credits per year; 1 Introduction of Dutch credit point system (42 credits per year; 1 credit = 1 week of full time study)credit = 1 week of full time study)

1999/1999/ Prolonging of university studies in natural sciences from 4 to 5 Prolonging of university studies in natural sciences from 4 to 5

20002000 years years

2002/2002/ Introduction of two cycle system: bachelors of 3 years and Introduction of two cycle system: bachelors of 3 years and

20032003 masters of 1 to 2 years; masters of 1 to 2 years;

Replacement Dutch credit system by ECTS based credit system Replacement Dutch credit system by ECTS based credit system (60 credits per academic year)(60 credits per academic year)

Second half 1990th urge for change Dutch educational system to Second half 1990th urge for change Dutch educational system to make it more comparable to other educational systems:make it more comparable to other educational systems:

19991999 Bologna Declaration welcomed by Dutch Higher Education Bologna Declaration welcomed by Dutch Higher Education InstitutionsInstitutions


Period 2000-2002 Period 2000-2002 Preparation of two (three) cycle system based on Preparation of two (three) cycle system based on Bologna DeclarationBologna Declaration

In practice:In practice:• Designing new bachelor and master programmesDesigning new bachelor and master programmes• Restructuring academic calendar: introduction Restructuring academic calendar: introduction

semester systemsemester system• Modularisation of study programmesModularisation of study programmes• Transition to ECTS based credit system (period 2002-Transition to ECTS based credit system (period 2002-

2004)2004)• Introduction in many institutions of major-minor Introduction in many institutions of major-minor

system in bachelor studiessystem in bachelor studies


Dutch Educational System Dutch Educational System (based on Higher (based on Higher Education and Research Act of 1993):Education and Research Act of 1993):

Binary system of higher educationBinary system of higher education• Research oriented education (research Research oriented education (research

universities)universities)• Professional higher education (universities of Professional higher education (universities of

professional education)professional education) Third branch: International educationThird branch: International education

(training courses for highly specialized knowledge for (training courses for highly specialized knowledge for relatively small number of students)relatively small number of students)


Basic information:Basic information:

Public Higher EducationPublic Higher Education 14 research universities: 9 general, 1 agricultural, 3 technology and 1 14 research universities: 9 general, 1 agricultural, 3 technology and 1

Open UniversityOpen University 49 Universities of Professional Education49 Universities of Professional Education Number of students (2003/2004): 513.000 Number of students (2003/2004): 513.000

of which 187.000 in research universities and 326.000 in universities of of which 187.000 in research universities and 326.000 in universities of professional educationprofessional education

Privately funded higher education institutionsPrivately funded higher education institutions 62 institutions62 institutions Number of students (2004): 60-70.000 Number of students (2004): 60-70.000

of which 20% receive public financeof which 20% receive public finance


Why need was felt for changes in educational Why need was felt for changes in educational programmes?programmes?

To further the comparability and compatibility of programmes of studies and transparency in higher education

To accommodate diversity and autonomy in higher education.

To develop a common language which is understood by academics and stakeholders alike.

To facilitate the shift from a staff centred approach to a more learner oriented approach to education (from input to output).

To facilitate new forms of education as well as mutual recognition in a lifelong learning society.

To promote higher levels of employability and citizenship through education.


The answer to accommodate these changes:

• More autonomy for Higher Education Institutions

• Launch of a semi independent national accreditation authority: 2002 NAO (Dutch Accreditation Organization)

• Introduction of a two-cycle system based on the concept of learning outcomes and

competences (linked to and basis for accreditation)

• Introduction of ECTS based credit system


What did this mean in practice?What did this mean in practice?1.Re-design of study programmes on the basis of new 1.Re-design of study programmes on the basis of new

concepts concepts 2.Introduction of broader or more flexible first cycle 2.Introduction of broader or more flexible first cycle

programmesprogrammes3.Strong changes regarding student interest: less interest 3.Strong changes regarding student interest: less interest

for traditional mono-disciplinary studies and growing for traditional mono-disciplinary studies and growing interest for interdisciplinary approaches.interest for interdisciplinary approaches.

4.Introduction of modularization 4.Introduction of modularization 5.Taking employability more into account in the design and 5.Taking employability more into account in the design and

delivery of study programmesdelivery of study programmes6.Growing national and international competition between 6.Growing national and international competition between

higher education institutions higher education institutions 7.Development of a quality culture at institutional level.7.Development of a quality culture at institutional level.


Main challenges (1):Main challenges (1):

Introducing the change of paradigm (new concept):Introducing the change of paradigm (new concept): Student centred approach: profiles, learning outcomes Student centred approach: profiles, learning outcomes

(generic and subject-specific), competences, levels(generic and subject-specific), competences, levels Clear distinction between first and second cycleClear distinction between first and second cycle

Was this challenge met? Was this challenge met? Only partly!Only partly! The issue of cut or kink: most university programmes The issue of cut or kink: most university programmes

have not been set-up yet as independent entities.have not been set-up yet as independent entities. Only in the Universities of Professional Education is the Only in the Universities of Professional Education is the

concept of competences fully introduced.concept of competences fully introduced. Most programmes of research universities are still very Most programmes of research universities are still very

much staff oriented. much staff oriented.



Introducing first cycle or bachelor programmes with Introducing first cycle or bachelor programmes with following features:following features:

Addressed to more general (applied) academic Addressed to more general (applied) academic education and trainingeducation and training

Less specialized and more flexible (for example) on Less specialized and more flexible (for example) on major-minor conceptmajor-minor concept

Focus on development of generic competences Focus on development of generic competences (besides subject specific knowledge, understanding (besides subject specific knowledge, understanding and skills)and skills)

Introducing second cycle or master programmes with Introducing second cycle or master programmes with following features:following features:

Both student centred and (applied) research orientedBoth student centred and (applied) research oriented Focus on subject specific competences Focus on subject specific competences


DefinitionsDefinitions

Learning outcomes:Learning outcomes:

Statements of what a learner is expected to know, understand Statements of what a learner is expected to know, understand

and/or be able to demonstrate after completion of learning. and/or be able to demonstrate after completion of learning.

They can refer to aThey can refer to a single course unit or modulesingle course unit or module or else to a or else to a

period of studies, for example, aperiod of studies, for example, a first or a second cyclefirst or a second cycle

programme. Learning outcomes specify theprogramme. Learning outcomes specify the requirementsrequirements for for

award of credit. award of credit.

[learning outcomes are formulated by academic staff][learning outcomes are formulated by academic staff]


DefinitionsDefinitions

Competences:Competences:

Competences represent a dynamic combination of Competences represent a dynamic combination of

knowledge, understanding, skills and abilities.knowledge, understanding, skills and abilities.

Fostering competences is the object of educational Fostering competences is the object of educational

programmes.programmes.

Competences are formed in various course units and Competences are formed in various course units and

assessed at different stages.assessed at different stages.

[competences are obtained by the student][competences are obtained by the student]



How to make first cycle programmes more flexible?How to make first cycle programmes more flexible?

Preconditions:Preconditions: Preserve academically sound programmes based on Preserve academically sound programmes based on

comparable and compatible international levelcomparable and compatible international level Prevent evening of programmes as a result of Prevent evening of programmes as a result of

broadening broadening Ensure that entrance conditions of second cycle Ensure that entrance conditions of second cycle

programmes are met programmes are met

Implementation:Implementation: Horizontal or verticalHorizontal or vertical


Models bachelor programmes Models bachelor programmes

vertical vertical horizontalhorizontal

30

30 60

30

30



How to make first cycle programmes more flexible?How to make first cycle programmes more flexible?

Modularization a pre-condition for:Modularization a pre-condition for: student-centred programmes?student-centred programmes? making higher education more flexible?making higher education more flexible? phrasing profiles and (re)designing (new) programmesphrasing profiles and (re)designing (new) programmes introducing and implementing level indicators?introducing and implementing level indicators? organising programmes on the basis of learning organising programmes on the basis of learning

outcomes and competences?outcomes and competences? assure and enhance quality of programmes?assure and enhance quality of programmes?

Bologna Process and Developments in the etherlandsBologna Process and Developments in the etherlandsMain challenges (5):Main challenges (5): Introduction of a Introduction of a quality culturequality culture at institutional and programme at institutional and programme level? Key elements at programme level:level? Key elements at programme level:

Educational ProcessEducational Process: : (educational) aims (degree / (educational) programme profile (educational) aims (degree / (educational) programme profile learning outcomeslearning outcomes and competences to be attained/achieved and competences to be attained/achieved degree / educational programme build-up and order of programme components degree / educational programme build-up and order of programme components

(to realize progression)(to realize progression) coherence of degree / educational programmecoherence of degree / educational programme division of workload over the semester and academic yeardivision of workload over the semester and academic year feasibility of programmefeasibility of programme teaching, learning and assessment methodsteaching, learning and assessment methods connection of secondary and higher educationconnection of secondary and higher education international cooperation and student mobilityinternational cooperation and student mobilityEducational product / outcome:Educational product / outcome: study rate /pace, cessation of study and change-overs / switch-overs (output)study rate /pace, cessation of study and change-overs / switch-overs (output) output of 1st and 2nd cycle output of 1st and 2nd cycle employabilityemployabilityRequired facilities and means:Required facilities and means: structural and technical facilitiesstructural and technical facilities staff and material meansstaff and material means student support: student student support: student


State of affairs implementation main action State of affairs implementation main action lines (since Berlin summit)lines (since Berlin summit)

1.1. Three cycle systemThree cycle system2.2. Recognition of Studies (introduction ECTS)Recognition of Studies (introduction ECTS)3.3. Quality Assurance (internal and external)Quality Assurance (internal and external)

All action lines Bologna Process:All action lines Bologna Process:1. Adoption of a system of easily readable and comparable degrees1. Adoption of a system of easily readable and comparable degrees2. 2. Adoption of a system essentially based on two cyclesAdoption of a system essentially based on two cycles3. 3. Establishment of a system of creditsEstablishment of a system of credits4. 4. Promotion of mobilityPromotion of mobility5. 5. Promotion of European co-operation in quality assurancePromotion of European co-operation in quality assurance6. 6. Promotion of the European dimension in higher educationPromotion of the European dimension in higher education7. 7. Lifelong learningLifelong learning8. 8. Higher education institutions and studentsHigher education institutions and students9. 9. Promoting the attractiveness of the European Higher Education AreaPromoting the attractiveness of the European Higher Education Area10. Doctoral level (third cycle)10. Doctoral level (third cycle)


√ 1. Introduction of a two- (three) cycle degree system

From 2004-5 onwards: 94% of higher education degree programmes offered in two cycle system

From 2002-3 onwards: 82% of higher education degree programmes offered in a two cycle system


√ 2. Recognition of degrees and periods of studies

Lisbon Recognition Convention has been signed. Ratification is in

process and requires new legislation Accreditation of programmes has been introduced. It should

provide positive hallmark to HE programmes of good quality

and facilitate recognition of Dutch degrees abroad. Work on the establishment of a national qualification framework is

expected to start in 2005. The framework will be based on

profiles, levels, ECTS-credits and workload as well as learning

outcomes and competences. A working group has been installed to advise on the naming of

Dutch degrees (to make these better comparable and

compatible internationally) to facilitate fair recognition.


√ 3. Quality assurance

The Netherlands has a long standing system of quality assurance of higher education programmes Until 2002 the system was based on external evaluation (on the basis of a peer review system) In 2002 this system has been replaced by a system based on accreditation and external evaluation. Accreditation of programmes is based on extend reports of an independent evaluation body according to a set of guidelines of the national accreditation organisation (NVAO). All degree programmes have to be accredited before 2010


Recent developments:

• End 2004: Introduction in national law of the obligation to submit Diploma Supplement (automatically and free of charge) to all graduates from 2005 on.

• End 2004: Start of the design of a new law for higher education to be introduced in 2007. Will open possibilities to organize joint programmes and award joint degrees.


More detailed information about the Bologna More detailed information about the Bologna

Process and developments in the Netherlands Process and developments in the Netherlands

can be found in the national stocktaking can be found in the national stocktaking

report produced for the Bologna follow-up report produced for the Bologna follow-up

group by the Dutch Ministry of Education group by the Dutch Ministry of Education

(BFUG) as input for the Bergen conference .....(BFUG) as input for the Bergen conference .....

Bologna Process and Developments in the Netherlands, 9 May 2005 Robert Wagenaar Director of...

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