What is the Bologna Process By and large, the Bologna Process is the process of creating a single educational space by European countries. It received the name “Bolognese” in honor of the Italian city of Bologna, where the declaration was signed in 1999. It was there that the main provisions of the Bologna process and its main objectives were formulated, the main one of which was the comparability of various European educational systems. It was assumed that the main goals of the Bologna process would be achieved by 2010. At the moment, 47 European countries are participants in the process, the only European countries that have not joined the process are Monaco and San Marino. Russia joined in 2003. The main provisions of the Bologna process The adoption of the so-called system of comparable degrees - it assumes that education in different countries will be comparable in level and program, which means that the process can guarantee students the opportunity for further study or employment in another country. Two-level educational system. The first level is preliminary, lasts at least three years and provides the graduate with a degree. The second level is graduation, lasts two years, provides a master's or doctorate degree. Constant monitoring of the quality of education Introduction of a credit system. Educational credit is a credit awarded to a student after taking a course lasting a semester or two semesters. The system also implies the right of the student to choose the courses he studies. Expanding student mobility Development of the European education system Bologna process in Russia In Russia, educational innovations have to deal with the peculiarities of the Russian educational system and the state as a whole. For example, unlike other European countries, in Russia the main elite universities are concentrated in Moscow, St. Petersburg and some administrative centers. This deprives students from the outback of the opportunity to receive quality education - a low level of mobility is associated with low income, and this contradicts one of the main principles of the Bologna process. Russian universities have to abandon the traditional “specialist” qualification, which does not exist in European countries. However, Russian employers are not entirely clear about what to do with applicants for positions that indicate “” - many perceive this degree as a “less than higher” education. And due to the high cost of studying in a master's program, many graduates refuse to enroll in the second stage of study. Critics of the Bologna system in Russia often say that reducing the basic curriculum from five to three or four years is just an attempt to cut academic disciplines and costs of education. Unfortunately, in many Russian universities such a picture is indeed observed. However, in fact, the Bologna system should guarantee greater opportunities for the student when choosing the disciplines to be studied and focus on those disciplines that will create the basis of his professional competence. Interim results of the Bologna process In 2010, which was chosen as the final date for the process when the declaration was adopted, preliminary results were summed up. European education ministers have concluded that the goal of the Bologna process has been “generally achieved.” Indeed, over the years, cooperation has been established between many European universities, education systems have become more accessible and transparent, education standards and education quality control bodies have been developed and put into practice. But, of course, the authors and implementers of the idea of creating a single European educational space still have to correct many shortcomings and carry out a huge amount of work before the mechanism becomes fully operational in all countries.
What is the Bologna Process?“Bologna” is the common name for the process of creating a single educational space by European countries. It began with the signing of the Bologna Declaration in 1999 in Bologna (Italy), which formulated the main goals leading to the achievement of comparability and, ultimately, harmonization of national educational systems of higher education in European countries. The Magna Carta of Universities (Bologna, 1988) and the Sorbonne Declaration (Paris, 1998) are usually – and rightly – considered the heralds of the Bologna Declaration. It is assumed that the main goals of the Bologna Process should be achieved by 2010. Currently (2007) the Bologna process unites 40 countries: Great Britain, Germany, Italy, France, Austria, Belgium, Bulgaria, Hungary, Greece, Denmark, Ireland, Iceland, Spain, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Norway , Poland, Portugal, Romania, Slovakia, Slovenia, Finland, Czech Republic, Switzerland, Sweden, Estonia, Cyprus, Liechtenstein, Turkey, Croatia, Albania, Andorra, Bosnia and Herzegovina, Vatican City, Macedonia ("former Yugoslav Republic of Macedonia"), Russia , Serbia and Montenegro. Russia joined the Bologna Process in 2003.
The Bologna process is a process of rapprochement and harmonization of the educational systems of European countries with the aim of creating a single European higher education space. Its beginning can be dated back to the mid-1970s, when the Council of Ministers of the EU adopted a Resolution on the first cooperation program in the field of education. The official start date of the process is considered to be June 19, 1999, when in Bologna, at a special conference, the ministers of education of 29 European states adopted the declaration of the “European Higher Education Area”, or the Bologna Declaration. The Bologna process is open for other countries to join. Subsequently, intergovernmental meetings were held in Prague (2001), Berlin (2003), Bergen (2005), London (2007) and Louvain (2009). Currently, the Bologna process unites 47 countries. It is expected that its main goals should be achieved by 2010.
Russia joined the Bologna Process in September 2003 at the Berlin meeting of European education ministers. In 2005, the Bologna Declaration was signed by the Minister of Education of Ukraine in Bergen. In 2010, in Budapest, the final decision was made on Kazakhstan’s accession to the Bologna Declaration. Kazakhstan is the first Central Asian state recognized as a full member of the European educational space.
Many universities in Russia, Ukraine, and Kazakhstan are involved in the implementation of the main directions of the Bologna process.
Main goals of the Bologna process. The goals of the process, which are expected to be achieved by 2010, are: building a European higher education area as a key direction for the development of mobility of citizens with employment opportunities; formation and strengthening of the intellectual, cultural, social, scientific and technical potential of Europe; increasing the prestige of European higher education in the world; ensuring the competitiveness of European universities with other education systems in the struggle for students, money, influence; achieving greater compatibility and comparability of national higher education systems; improving the quality of education; increasing the central role of universities in the development of European cultural values, in which universities are seen as bearers of European consciousness
Main provisions of the Bologna Declaration. The purpose of the declaration is to establish a European higher education area, as well as to activate the European higher education system on a global scale.
The Declaration contains seven key provisions: 1. Adoption of a system of comparable degrees, including through the introduction of the Diploma Supplement, to ensure employability of European citizens and increase the international competitiveness of the European higher education system. 2. Introduction of two-cycle training: undergraduate and postgraduate. The first cycle lasts at least three years. The second should lead to a master's degree or doctoral degree. 3.Introduction of a European credit transfer system to support large-scale student mobility (credit system). It also ensures that the student has the right to choose the disciplines he studies. It is proposed to take the ECTS (European Credit Transfer System) as a basis, making it a savings system capable of working within the framework of the concept of “lifelong learning”. 4. Significantly develop student mobility (based on the implementation of the two previous points). Increase the mobility of teaching and other staff by crediting the time spent working in the European region. Set standards for transnational education. 5. Promoting European cooperation in quality assurance with a view to developing comparable criteria and methodologies 6. Implementing intra-university systems for monitoring the quality of education and involving students and employers in external assessment of the activities of universities 7. Promoting the necessary European views in higher education, especially in the field of curriculum development, inter-institutional cooperation, mobility schemes and joint training programmes, practical training and research.
Joining the Bologna process. Countries join the Bologna Process on a voluntary basis by signing a corresponding declaration. At the same time, they assume certain obligations, some of which are limited in time: from 2005, begin issuing free uniform European supplements to bachelor's and master's degrees to all graduates of universities in countries participating in the Bologna process; by 2010, reform national education systems in accordance with the main provisions of the Bologna Declaration.
How and through what means are we supposed to solve the problems of creating a pan-European educational space? The Bologna Declaration identifies 6 main objectives, the solution of which is expected to contribute to European unity in the field of education. This is the introduction of generally understandable, comparable qualifications in the field of higher education, the transition to a two-stage higher education system (bachelor's - master's degrees), the introduction of an assessment of labor intensity (courses, programs, workload) in terms of credits and reflection of the curriculum in the diploma supplement, sample which was developed by UNESCO, increasing the mobility of students, teachers and administrative staff (ideally, each student should spend at least a semester at another university, preferably foreign), ensuring the necessary quality of higher education, mutual recognition of qualifications and relevant documents in the field of higher education, ensuring the autonomy of universities. By now, it is customary to talk about 10 tasks: to those previously formulated are added the introduction of postgraduate studies into the general system of higher education (as a third level), giving a “European dimension” to higher education (its orientation towards pan-European values) and increasing the attractiveness and competitiveness of European education , implementation of the social role of higher education, its accessibility, development of a system of additional education (the so-called “lifelong education”). In addition, it is now becoming increasingly common to talk about a pan-European educational and research space.
What caused the need for educational reforms in the spirit of the Bologna process? Europe is increasingly aware of itself as a single whole. Higher education is an area that significantly influences how society is formed, therefore fragmentation and diversity of educational systems hinder the unity of Europe. A united Europe presupposes the free movement of labor (labor), goods and capital, hence the need for comparability of qualifications in the field of higher education, without which the free movement of highly qualified personnel is impossible. Finally, higher education is becoming a highly profitable business area in which the United States occupies a leading position. Europe only as a whole can count on successful competition in this area. Russia is much less integrated into European structures and processes than the countries of the European Union. Why should it “adapt” to a united Europe? Isn’t it better to maintain its role as a megasystem, equal in size to Western Europe and other megasystems? Firstly, the Russian educational system, the foundations of which were laid by Peter the Great, has European roots; It seems logical to at least take into account changes in the system that historically served as the prototype model for the domestic system. Secondly, the European Union accounts for more than 50% of Russian foreign trade and other foreign economic relations; these connections are realized primarily by people with higher education: if their education is comparable, it is easier to establish and maintain connections. Thirdly, even self-sufficiency should not result in isolation - interaction is inevitable; interaction presupposes generally accepted rules and, being “inside” the process, it is much easier to influence decision-making, which determine the generally accepted rules.
What prerequisites exist in Russia for the implementation of the principles of the Bologna process? According to the Law on Higher Professional and Postgraduate Education, the Russian Federation provides for higher education according to the so-called. areas of training, by which we mean precisely two-level education (formally, three-level, since the Law also provides for incomplete higher education with the issuance of a corresponding diploma, but this level is practically not in demand). The first stage is a bachelor's degree (normative duration of study is 4 years), the second is a master's degree (term of study is 2 years). When this system was introduced, it was assumed that it would train personnel for the fields of science and higher education. Along with this, there is (and quantitatively absolutely predominates) traditional Russian education according to the so-called. specialties (normative training period is 5 years with the qualification “certified specialist”); this system is “incomprehensible” to most European countries. The prerequisite for Russia's entry into the Bologna process can be considered the traditionally European and, more broadly, international spirit typical of Russian higher education, as well as loyalty to the principle of the inseparability of education and science, dating back to Humboldt and Leibniz.
What are the advantages of a two-tier higher education system? Currently, knowledge becomes outdated very quickly. Therefore, it is advisable to give the graduate a relatively broad training and teach him to replenish and update knowledge, skills and abilities as necessary. It is precisely this kind of training that a bachelor’s degree is aimed at (in different systems – from 3 to 4 years). A master's degree (usually 1 - 2 years) involves a narrower and deeper specialization; often a master's student focuses on research and/or teaching work. It must be emphasized that a bachelor’s degree already provides a completed higher education, and a graduate with a bachelor’s diploma can apply for full-time positions for which, according to the existing regulatory framework, a completed higher education is provided.
Does the Bologna process require the transition of all specialties, without exception, to a two-level education system? First of all, the Bologna process is built on the principles of voluntariness and, strictly speaking, does not require anything from its participants. Its main goal is transparency, comparability, “understandability” of existing educational systems, and the ability to easily “recalculate” one system to another. The practice of different countries in this regard does not coincide. For example, in most countries, medical education retains its traditional “one-level” structure, although in the UK there are qualifications such as “Bachelor of Medicine”, “Bachelor of Dentistry”, “Bachelor of Surgery”, etc. In general, at present, the educational systems of Western European countries are still far from uniform; The future will tell how close they will become. In any case, the documents of the Bologna process constantly emphasize that the national identity of educational systems is a pan-European wealth.
Will the transition to a two-tier system lead to a decrease in the quality of higher education? After all, it is clear that a bachelor’s degree will not be equal to a traditional “five-year” specialist simply because he studies for a year (or even two) less? The quality of education is not some abstract property; high (sufficient) quality is the maximum (sufficient) compliance with the task that must be solved during the training of a specialist of this level. Ideally, the design of a curriculum leading to obtaining one or another academic degree should begin with the clarification of the corresponding task: it is necessary (with the help of experts, with the involvement of potential employers and other interested parties) to determine, as fully as possible, the set of knowledge, abilities, skills that should possess a graduate who has mastered the program. Next, you need to establish what type of classes (lectures, seminars, practices, etc.) provide the required knowledge, skills, and abilities. If, in addition to this, we decide what a reasonable student workload per week should be (currently in Russian higher education a workload of 54 hours is recognized as such, of which 27 are classroom hours), the desired result - the duration of the total period of study - is achieved using simple arithmetic operations. This big work of “constructing” new programs is essentially just beginning, but we can say in advance that different specialties (areas of training) of higher professional education will most likely require different training periods. Very tentatively, it can be assumed that the duration of study in a bachelor's degree can vary from 3 to 5 years, and in a master's degree - from 1 to 2 or even 3 years.
What is the economic rationale for a two-tier system? Isn't the mass introduction of bachelor's degrees, with their generally shorter duration of study, simply a means of saving public money? Currently, the sector of “paid” higher education in Russia is no longer inferior in volume to the budget sector, so the question of “economical” education becomes less simple. In any case, however, it must be assumed that there should be not only different levels, but also different types of higher education: along with mass education, there should also be elite education. It is clear that it is desirable to have mass higher education as “cheap” as possible, but it is impossible to skimp on elite education. Mass education in no way means “low quality”, “discounted”: it corresponds to the mass nature of the problems that the holder of the appropriate diploma (for example, an operating engineer) must solve. In addition, shortening the duration of training allows graduates to join professional work earlier, which is of interest to both themselves and society (“fast turnover” of educational cycles is just as beneficial as rapid turnover of capital). For education of any type, optimization of the educational process, improvement of teaching methods, educational technologies, etc. are essential. There is, it must be added, no impassable line between mass and elite education: education can always be continued both “horizontally” and “vertically.”
What is the modular principle of constructing an educational program? Generally speaking, the concept of a module is not “properly Bolognese”; moreover, it is not interpreted in exactly the same way by different authors. At the same time, this concept has indeed become quite widespread, and to the greatest extent in relation to programs that take into account such principles of the Bologna process as the autonomy of universities in determining the content of training and the individualization of training. By module we most often mean a block of disciplines that form a certain interconnected integrity within the program and can be regarded as a logical substructure within the overall structure of the program. The degree of independence of an educational module is determined by its relative thematic isolation. Is the module responsible for a certain amount of credits and separate reporting, control over the acquisition of new knowledge and/or skills? offered by the module; it can also be self-control according to established rules. The reporting results can simultaneously serve as input control prior to the transition to mastering a new module. The modular structure is especially effective for interdisciplinary (multidisciplinary) programs, which must organically combine the approaches of a number of disciplines, often quite diverse, to which individual modules correspond. In a master's program, while maintaining the invariant part and changing modules, it is “convenient” to give different specializations.
How should we understand the thesis about the social responsibility of universities contained in the documents of the Bologna Process? As already mentioned, higher education plays a vital role in the processes that determine the basic parameters of society. This in itself means that universities perform the function of regulators of the formation, change and maintenance of social structures. This is shown more specifically in the following. Firstly, educational institutions, primarily universities, are responsible for the transmission of knowledge - for the transfer of knowledge, abilities, skills from generation to generation, without which society obviously cannot maintain its existence and develop. Secondly, in universities – to a large extent (in Russia) or mainly (in the West) – “science is done”, and, therefore, the development of society is again largely determined. Thirdly, universities supply society with professionals of a certain level, without whose participation the national economy, culture cannot function, order and security cannot be ensured, etc. Fourthly, universities train the elite of society - in the field of politics, economics, science, culture; The fate of society directly depends on how and who is trained as an elite. Finally, fifthly, universities significantly contribute to the erosion of social barriers in society: it is the receipt of higher education that is usually a prerequisite for increasing social status and moving vertically from one social layer to another. Without this, social barriers would be reproduced from generation to generation, hindering the development of society and giving rise to social tension. From the above it follows that society is very interested in maximum accessibility of higher education, in removing barriers to higher education for everyone who has the appropriate abilities, regardless of social, economic and geographical factors. This is exactly what the documents of the Bologna process call for. Let us add that universities can and should play a significant role in the development of their regions.
How is the question of the relationship between higher and secondary education posed within the framework of the Bologna process? Strictly speaking, the Bologna Process does not (yet?) address secondary education as a specific issue. The statements that are sometimes made, according to which the principles of the Bologna process “require” that, say, the holder of a bachelor’s degree study for a total of at least 15 years (12 years at school and at least 3 at the bachelor’s degree), do not correspond well to reality. Meanwhile, the problem of the relationship between higher and secondary education is objectively extremely important. The already mentioned 1995 UNESCO policy document on education and its reform noted the need to bridge the “multidimensional gap” between school and university education. The school lays the foundation of education, and the success of mastering a university program depends not least on the quality of school education. A good level of school education increases the chances of entering a university and thereby makes higher education more accessible. In Russia and, earlier, in the Soviet Union, the continuity of university education in relation to school education was formally manifested in the principle according to which it was forbidden to include in the program of entrance examinations to a university questions that went beyond the scope of the school curriculum (according to the current Rules for admission to universities, “it is prohibited to require applicants have knowledge beyond the scope of the school curriculum”; this principle has not been implemented very strictly in recent years). In a number of Western countries, however, it is not considered that a school “certificate of maturity” is sufficient for admission to any university. For example, in France (which until recently maintained perhaps the most complex system of higher education), the most prestigious, elite institutions of higher education are the so-called Schools (Grandes Ecoles). The education they receive is valued much higher than university education. If you can enter the Sorbonne and other universities immediately after secondary education with a bachelor's certificate, then before entering Ecole you must undergo two years of training in “preparatory classes” (classes preparatoires). Classes are precisely what “bring up” the student, giving him the knowledge and skills necessary to obtain a higher education, but not provided (or insufficiently provided) with a secondary education. A similar function was performed in England by the so-called Matriculation Classes for schoolchildren (cf. also Abiturklassen in Germany); Mostly for adults in the UK, “Access to Higher Education Programmes” are designed, usually one-year courses, which issue a certificate allowing one to apply for higher education. A distant analogue of this approach can be considered the preparatory departments that exist at many Russian universities. Unfortunately, the experience of preparatory departments has not been collected and comprehended. It seems that it is necessary to explicitly recognize the different quality of education provided by different universities (as well as different schools), and draw appropriate conclusions from this. One of these conclusions can be considered the need to develop a network of preparatory departments at leading universities with a program aimed not only (even not so much) at increasing the chances of entering a university, but at “unloading” the university’s curriculum. The fact is that although formally Russian higher education is considered and called “professional” (Western higher education systems do not impose such a restriction), in reality approximately 20% of the teaching time at a university is devoted to general disciplines (these are cycles of the federal component “humanities and social sciences”). -economic disciplines" and "natural science disciplines"). A difficult problem arises. On the one hand, the disciplines of the GSE and EN cycles are definitely important, they are of a general scientific and ideological nature, and prevent the one-sidedness of a narrow professional. On the other hand, they do not leave enough space for specialization disciplines and in this sense put the Russian student in an unequal position in relation to a student at a Western university, where such extensive general courses usually do not exist; This is especially true when developing joint educational programs. Perhaps a partial solution would be to transfer some general courses to the school curriculum (for example, most of the foreign language program), and some to the program of preparatory departments (which would at the same time be an alternative to private tutoring). This problem requires further research and, probably, appropriate experiments.
Is there a certain position of the participants of the Bologna process on issues of secondary specialized education? In this area, comparison of domestic and Western European systems is objectively difficult: in most Western countries there is no concept of secondary specialized education. Virtually all post-secondary education is considered higher - “tertiary” (tertiary) as opposed to secondary (secondary). For example, the education a nurse receives in medical school is usually considered advanced education. In Russia, there is currently also a tendency to raise the status of colleges (most often former technical schools) and even give them the right to award a bachelor's degree. It seems that one should not agree with such a position. From a formal point of view, the “bachelor” qualification, which has not yet been fully established in the domestic system, will be subject to erosion - extremely undesirable confusion will be introduced into ideas about the status of this qualification. From a substantive point of view, it should probably be recognized that there is still a “middle link” (a foreman in production, a nurse in medicine, an operator in the service sector, etc., etc.), where the level of competence, the level of decision-making require a certain level of professionalism, but do not require higher education. Of course, this difficult problem must be solved by carefully studying the requirements (set of functions, competencies, etc.) that the corresponding field of professional activity places on a graduate of an educational institution.
Bologna process: problems and prospects / ed. MM. Lebedeva. - Moscow: Orgservis-2000, 2006. - ISBN 5-98115-066-1
Dialogue of organizational cultures in the creation of a pan-European space of higher education: Implementation of the principles of the Bologna process in international educational programs with the participation of Russia / S. V. Lukov (director), B. N. Gaidin, V. A. Gnevasheva, K. N. Kislitsyn, E . K. Pogorsky; Moscow humanist University, Institute of Fundamentals. and butt. research; Intl. acad. Sciences, Dept. humanist Sciences Rus. sections. - M.: Publishing house Moscow humanist university, 2010. - 260 p. - 100 copies. - ISBN 978-5-98079-651-8
Implementation of the Bologna Process in Tempus project countries (2009/2010). - Brussels, 2010. - T. 2.
There has been a lot of debate and talk about the Bologna education system lately: some encourage innovations associated with its implementation and see a decent number of advantages from its influence on students, while others, on the contrary, are very skeptical.
But there are those, and, I must say, quite a few, who do not even know what it is, why it is needed and whether it is worth thinking about this strange process at all. Of course, first of all, these issues affect future students - when they go to universities to seek new professional knowledge, they often do not know at all what and how it works there. Let's figure it out.
With the advent of the new millennium, a new concept, at that time still unknown to anyone, burst into the world of education - the Bologna system, which was supposed to greatly modernize and, in some places, radically change the system of higher education in Europe, as well as in some countries of the post-Soviet space .
The official start date of all reforms is considered to be 1999, when 29 participating countries signed the Bologna Declaration. Since then, 19 more countries have joined the process, including Russia, Ukraine and Belarus, which was the last to sign the agreement in 2015.
Since then, higher education in the participating countries has been brought to common standards, which has made it possible to transform it into a common European space.
Why was this necessary?
The question immediately arises: what prompted the entire European community to so actively modernize and unify the existing system of higher education? After all, as was believed for a long time, the Russian and European systems were considered one of the strongest in this regard, what has changed? And the reasons are:
- The whole world is subject to progress, development, globalization and the expansion of cultural and economic ties; it would be strange if higher education remained unchanged. As a result, it has also been included in the processes of globalization.
- Over time, the European system began to be much inferior to the American one, and in order not to lose its position and potential students (which is fraught with the drain of valuable personnel), a decision was made to transform it.
What is it?
What are the features of the Bologna education system, what is it and how does it affect the educational process? In general terms, it looks something like this: according to it, the entire educational process is divided into two main cycles of education.
The first cycle is preliminary, which can last 3-4 years and ends with a bachelor's degree and diploma. This level is already considered a completed higher education and a person who has received documents confirming a bachelor’s degree already has the right to get a job as a full-fledged specialist.
The second cycle is another year or two of study, which ends with obtaining a master's degree, which, to a greater extent, involves continued study, as well as the development of one's own scientific activity. As you can see, the duration of study in different countries and even universities in the same country can vary significantly, which is explained by the incomplete unification of the European education system.
Also, some prestigious universities have retained certain kinds of traditions, which imply certain differences in educational systems.
The next point of the Bologna system is a special assessment system called the credit system or ECTS. Here, under the credit, a special unit of measurement is raised, which characterizes the amount of academic work performed by the student in various forms: independent study, practice, lectures, and so on.
During the semester, a student must receive a certain number of credits, which characterizes the amount of material he has completed. If credits are a quantitative assessment, then there is also a qualitative assessment, which helps determine the student’s level of knowledge. It is divided according to the principle of a 7-point scale.
All of these generally accepted assessment systems allow a student studying at a university participating in the Bologna process to begin his education at one university and continue at another.
Advantages and disadvantages
The issues of the Bologna education system have many sides; its advantages and disadvantages are actively discussed by the population of various countries, including Russia, whose opinions differ sharply. Let's try to figure it out.
So, the pros
- From a global perspective, the Bologna process contributes to strengthening the economic, cultural and political ties of European countries.
- Two cycles of education allow the student to make a choice: go to work earlier or continue their professional training at a university. In addition, the credit system is a real chance to start education in one country and continue abroad, where, for example, you can significantly improve the professional skills of your chosen specialty. In addition, this opens up prospects for finding work in different countries.
- Formation of a competitive market of trained specialists.
Disadvantages of the system
- The system is largely focused on developed European countries, and differences in the economic development of different countries in the process are simply not taken into account. The mobility of students who study under this system is very attractive for the best personnel: naturally, students with the highest grades tend to move to the most developed countries with the highest wages, while less prosperous areas remain without “bright minds.”
- It is believed that diplomas received at universities operating under the Bologna system are equalized: you can get a diploma, for example, in Ukraine, and go to work in Europe. But in practice, for some reason, things are different. For example, diplomas obtained on the territory of the Russian Federation, most often, are not valued in Europe, just like vice versa, which creates considerable difficulties for young specialists.
- Reducing the duration of study to 4 years has a strong impact on the quality of graduates’ training.
The Bologna education system or the Bologna process was born on July 19, 1999, on the day 29 European states signed the so-called Bologna Declaration, affirming the importance for Europe of education and educational cooperation in the development and strengthening of sustainable, peaceful and democratic societies.
Russia joined the Bologna Process in 2003
Basic principles of the Bologna education system
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Diplomas recognized in all countries
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Two-level system of higher education (bachelor, master)
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The introduction of a generally understandable system of transfer and accumulation of teaching hours in universities, which provides the student with freedom of movement.
History of the Bologna process
Its roots go back to the Middle Ages. When a university was founded in Prague in 1348 by the will of King Charles IV, students from German lands, Scandinavia, Poland, and Hungary immediately began to flock there. And since education was conducted everywhere in Latin, there were no problems with the language of communication and teaching. Most European universities had four faculties: theology, law, medicine, liberal arts or preparatory. In it, the student learned the secrets of grammar for 5-7 years. rhetoric, arithmetic, geometry, astronomy and music. Upon completion of this faculty, students could continue their studies in any of the first three.
The oldest university in Europe is Bologna, founded in 1088.
Oldest Universities in Europe
- Bolognese
- Oxford (1096)
- Cambridge (1209)
- Sorbonne (Paris)
- Salamanca (1218)
- Paduan (1222)
Oxford and Cambridge were famous for their successful combination of technical and humanities disciplines, the Italian University of Salerna was famous for its training of doctors
The idea of creating a single educational space in Europe has been in the air for a long time (since the 70s of the twentieth century).
But it began to be implemented in 1998, when the ministers of education of 4 countries (Germany, France, Italy, Great Britain) signed the Sorbonne Declaration.
And in 1999, 29 ministers already signed the joint “Bologna Declaration”.
The Bologna process developed in stages, and at each milestone the number of participating countries increased and new goals were set.
Countries acceded to the agreement voluntarily, accepting obligations:
- since 2005, issue a uniform supplement to diplomas;
- by 2010, carry out a reform of the national education system (it must comply with the provisions of the declaration).
At the moment, 47 countries are participating in the Bologna process, and among them there are many states that were previously part of the USSR (Russia, Ukraine, Moldova, Kazakhstan, the Baltic countries).
The goal of the Bologna Declaration is to create a unified education system and activate it on a global scale.
Bologna education system
Free movement of students and teachers is ensured (the same form of diploma supplement is created and introduced).
Two cycles of education are being introduced: preliminary (at least three years) and graduation (at this stage the student receives a master's or doctorate degree).
All universities have a single credit record (cumulative), which serves as proof of the student’s qualifications. When changing work or place of residence within the countries that signed the declaration, seniority is maintained.
European education standards are monitored by independent accreditation agencies.
As a result, European cooperation and joint training programs are developing, and a system is being implemented to control the quality of education (even employers are involved in this).
Has risen to a higher level.
Since Italy is the birthplace of the Bologna Agreement, it will be interesting to know how education is carried out in this country.
Education system in Italy
Italian education has a complex structure.
A reform is currently underway that should simplify it in accordance with European standards.
The state keeps the education system under its strict control.
Preschools
This is where training in Italy begins. There are not enough of them in the country.
For children under 3 years old there are paid nurseries.
From the age of 3, children attend kindergarten. Training sessions are optional, since upon admission to school the ability to read and count is not required.
Although, at their own discretion, many educators practice developmental lessons.
Italian school
Training is divided into three steps:
- Primary school provides knowledge in general education subjects (children aged 6-11 years old) and consists of two levels.
- (11-15 years old) has programs with a specialized focus (music, language).
- Middle high school. This step is optional. It is similar to our vocational education. Many students prefer to replace this stage with work ( Labor activity in the country is permitted from the age of 14).
Schoolchildren themselves determine the educational program: regular in lyceums of various profiles (preparing for universities) or education that includes vocational training (in college).
School education at all levels is free. There are many private schools in Italy, but they do not issue certificates, and their graduates have to take additional exams.
Higher education
Starts at 18-19 years old.
The higher education system includes universities and academies.
Italian universities have a centuries-old tradition.
Free education in Italy can be obtained in the state. universities (there are more than 60 state universities in the country).
But at the same time it will be necessary pay mandatory tuition tax(500-3000 euros per year)
University of Bologna
This the oldest university in Europe(founded in 1088) and from its very foundation became a center of jurisprudence.
Currently, 100,000 students are educated at the university in various specialties.
There are 24 faculties, the university has its own regional centers throughout the country and even has a branch in Argentina.
Training programs are held in Italian and English.
The university offers 128 different bachelor's courses (you need to complete a three-year program and achieve 180 credits), the university operates in different areas, research centers, and doctoral programs.
You can also get an education in the country at non-state universities, which have the same rights as state ones.
Studying in Italy for a master's degree has several types: a two-year study with a qualifying work at the end, a program aimed at highly qualified specialists, a one-year program for obtaining additional professional qualifications.
The third stage of education is doctoral and postgraduate studies.
Much attention is paid to education in the field of art in Italy.
Famous in this direction Bologna School of Painting.
Almost all universities have no restrictions on the enrollment of students (the quota exists only for non-EU citizens) and training is not compulsory (students choose when to take exams).
Bologna education system in Russia
Russia's participation in the Bologna process started in 2003.
After this (2004), the main directions for the development of education in the country were approved and a transition to the Bologna system was envisaged.
The legislation stipulates the transition of Russian universities to training personnel by level (2007).
The new standards provide for increased freedom of universities and now programs can be developed taking into account regional needs.
The processes are somewhat slowed down, as they often run into misunderstandings among officials.
Bologna education system in Ukraine
The country's accession to this system dates back to 2005.
In this regard, many changes have occurred in the Ukrainian education system.
Independent testing was introduced in schools, and level systems in universities were simplified.
Specialists from the best Ukrainian universities were involved in the implementation of the provisions of the Bologna Declaration.
In 2006, they formed a group of promoters, which conducts regular training sessions on European education. Contacts have been established with European working groups.
However, the opinion about the Bologna system in Ukraine is ambiguous.
Some high-ranking officials believe that its implementation did not help solve the country's education problems, but only aggravated them.
Ukraine and Russia have introduced the Bologna system, but diplomas from these countries are in no hurry to be recognized abroad and when employed in other countries, additional training is required.
And yet, a unified European education is a promising thing!