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The Bologna Declaration invites the higher education community to contribute to the success of the process of reform and convergenceСодержание книги
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>The Declaration acknowledges the crucial role of the higher education community for t he success of the Bologna process. It says that inter-governmental cooperation should be "together with non-governmental European organisations with competencies in higher education". Governments also "expect universities to again respond positively and to contribute actively to the success of (their) endeavour". It is therefore clear that higher education institutions have a unique opportunity to shape their own European future and to play a crucial role in the development and implementation of the Bologna process.
> The Declaration specifically recognises the fundamental values and the diversity of European higher education: it clearly acknowledges the necessary independence and autonomy of universities; it explicitly refers to the fundamental principles laid down in the Magna Charta Universitatum signed (also in Bologna) in 1988; it stresses the need to achieve a common space for higher education within the framework of the diversity of cultures, languages and educational systems. >The Confederation of EU Rectors' Conferences and the Association of European Universities (CRE) plan to organise a convention of European universities and other institutions of higher education a few weeks before the Prague meeting. This convention should provide an opportunity for the higher education community to discuss the main issues at stake and to produce a communication to Ministers on what higher education expects from the Prague meeting. Joint declaration of the European Ministers of Education The European process, thanks to the extraordinary achievements of the last few years, has become an increasingly concrete and relevant reality for the Union and its citizens. Enlargement prospects together with deepening relations with other European countries, provide even wider dimensions to that reality. Meanwhile, we are witnessing a growing awareness in large parts of the political and academic world and in public opinion of the need to establish a more complete and far-reaching Europe, in particular building upon and strengthening its intellectual, cultural, social and scientific and technological dimensions. The Sorbonne declaration of 25th of May 1998, which was underpinned by these considerations, stressed the universities' central role in developing European cultural dimensions. It emphasized the creation of the European area of higher education as a key way to promote citizens' mobility and employability and the Continent's overall development. Several European countries have accepted the invitation to commit themselves to achieving the objectives set out in the declaration, by signing it or expressing their agreement in principle. The direction taken by several higher education reforms launched in the meantime in Europe has proved many Governments' determination to act. European higher education institutions, for their part, have accepted the challenge and taken up a main role in constructing the European area of higher education, also in the wake of the fundamental principles laid down in the Bologna Magna Charta Universitatum of 1988. This is of the highest importance, given that Universities' independence and autonomy ensure that higher education and research systems continuously adapt to changing needs, society's demands and advances in scientific knowledge. The course has been set in the right direction and with meaningful purpose. The achievement of greater compatibility and comparability of the systems of higher education nevertheless requires continual momentum in order to be fully accomplished. We need to support it through promoting concrete measures to achieve tangible forward steps. We must in particular look at the objective of increasing the international competitiveness of the European system of higher education. The vitality and efficiency of any civilization can be measured by the appeal that its culture has for other countries. We need to ensure that the European higher education system acquires a worldwide degree of attraction equal to our extraordinary cultural and scientific traditions. Adoption of a system of easily readable and comparable degrees, also through the implementation of the Diploma Supplement, in order to promote European citizens employability and the international competitiveness of die European higher education system; Adoption of a system essentially based on two main cycles. undergraduate and graduate. Access to the second cycle shall require successful completion of first cycle studies, lasting a minimum of three years. The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification. The second cycle should lead to the master and/or doctorate degree as in many European countries; Establishment of a system of credits - such as in the ECTS system - as a proper means of promoting the most widespread student mobility. Credits could also be acquired innon-higher education contexts, including lifelong learning, provided they are recognised by die receiving universities concerned; Promotion of mobility by overcoming obstacles to the effective exercise of free movement with particular attention to: - for students, access to study and training opportunities and to related services; - for teachers, researchers and administrative staff, recognition and valorisation of periods spent in European context researching, teaching and training without prejudicing their statutory rights; Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies; Promotion of the necessary European dimensions in higher education, particularly with regards to curricular development, inter-institutional co-operation, mobility schemes and integrated programmes of study, training and research. Convinced that the establishment of the European area of higher education requires constant support, supervision and adaptation to the continuously evolving needs, we decide to meet again with in two years in order to assess the progress achieved and the new steps to be taken. Glossary
Abbreviations: adj. = adjective – имя прилагательное/ прикметник adv. = adverb – наречие/ прислівник pl. = plural – множественное число/ множина pp. = past participle – причастие прошедшего времени/ дієприкметник n. = noun – имя существительное/ іменник v. = verb – глагол/ дієслово
2 Reading 2.1 Scanning. Look through the text and define whether your hypothesis is right. Compare the information from the text with your notes (1.1).
2.2 Skimming. Find in the text the answers to the questions you failed to respond before reading. Add the missing answers to the table (1.3).
2.3 Grammar. State the sense relations between words of the marked sentences by using the proposed algorithm in the Tips.
2.4 Lexis 2.4.1 Tick in the list (1.4) the words and expressions you realized after reading the text without dictionary. Write down their translation in the table and calculate the percentage of your ability to guess the meaning of the words from the context. 2.4.2 Find in the dictionary the words you could not translate. Write down their translation in the table (1.4) and calculate the percentage of new words you should learn. 2.5 Abstracting. Write an abstract using the algorithm proposed in the Tips. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………
Translation Translate the abstract of the text in italics and write it down in the notes.
3 Summarizing Reviewing Review the text according to the proposed scheme and algorithm proposed in Tips
Topic:.................................................................................................................................................................................................................................................................................................................................................................................................................................................................... Relevance:........................................................................................................................................ ………………………………………………………………………………….………………….…………………………………………………………………………………………………..… Addressee:………………………………………………………………………………………… ……………………………………………………………………………………………………..…………………………………………………………………………………………………..… Main issues…………………………………………………........................................................... …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. …………………………………………………………………………………………………….. Novelty:............................................................................................................................................ ………………………………………………………………………………………………….…. ………………………………………………………………………………………………….…. Methodology:................................................................................................................................... ………………………………………………………………………………………………….…. ………………………………………………………………………………………………….…. Theoretical significance:………………………………………………………………………..… ………………………………………………………………………………………………….…. …………………………………………………………………………………………………….. Practical significance:………………………………………………………………………..…… ………………………………………………………………………………………………..……………………………………………………………………………………………………..………………………………………………………………………………………………………..… Annotation 3.2.1Resume the text in a few sentences ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 3.2.2 List the information you learnt in the table 1.2 Define the degree of self-descriptiveness.
Notes ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… 4 Self-evaluation
4.1Complete the table
4.2Indicate the results of calculation: VL ____; EX____; AC ____; PSE _____.
4.3Underline your grade: Grade A=120-160; Grade В=80-119; Grade С=40-79; Grade D=0-39. 2.2.8. Communication with research colleagues: “European credit transfer and accumulation system” 1Introduction 1.1 Read the text title and hypothesize what the text is about. Write down your hypothesis. ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………
1.2 What do you know concerning this issue? List your ideas in the table left column “I know”.
1.3 Do you know answers to these questions? Write down your short answers in the space given after each question.
1.4 Circle in the list the words and expressions you know. Write down their translation in the table and calculate the percentage of your lexical competence.
"Ministers stress the important role played by the European Credit Transfer System (ECTS) in facilitating student mobility and international curriculum development. They note that ECTS is increasingly becoming a generalised basis for the national credit systems. They encourage further progress with the goal that the ECTS becomes not only a transfer but also an accumulation system, to be applied consistently as it develops within the emerging European Higher Education Area.” "From the Berlin Communigue of Ministers responsible for Higher Education, September 2003 (Bologna Process).
A credit system is a systematic way of describing an educational programme by attaching credits to its components. The definition of credits in higher education systems may be based on different parameters, such as student workload, learning outcomes and contact hours The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired ECTS was introduced in 1989, within the framework of Erasmus, now part of the Socrates programme. ECTS is the only credit system which has been successfully tested and used across Europe. ECTS was set up initially for credit transfer. The system facilitated the recognition of periods of study abroad and thus enhanced the quality and volume of student mobility in Europe. Recently ECTS is developing into an accumulation system to be implemented at institutional, regional, national and European level. This is one of the key objectives of the Bologna Declaration on June of 1999. ECTS makes study programmes easy to read and compare for all students, local and foreign. ECTS facilitates mobility and academic recognition. ECTS helps universities to organise and revise their study programmes. ECTS can be used across a variety of programmes and modes of delivery. ECTS makes European higher education more attractive for students from abroad. The key features of ECTS. · ECTS is based on the principle that 60 credits measure the workload of a full-time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to around 1500-1800 hours per year and in those cases one credit stands for around 25 to30 working hours · Credits in ECTS can only be obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short · Student workload in ECTS consists of the time required to complete all planned learning activities such as attending lectures, seminars, independent and private study, preparation of projects and examinations. · Credits are allocated to all educational components of a study programme (such as modules, courses, placements, dissertation work, etc.) and reflect the quantity of work each component require to achieve its specific objectives or learning outcomes, in relation to the total quantity of work necessary to complete a full year of study successfully. · The performance of the student is documented by a local/national grade. It is good practice to add an ECTS grade, in particular in case of credit transfer. The ECTS grading scale ranks the students on a statistical basis. Therefore, statistical data on student performance is a prerequisite for applying the ECTS grading system. Grades are assigned among students with a pass grade as follows: A best 10% B next 25% C next 30% D next 25% E next 10% A distinction is made between the grades FX and F that are used for unsuccessful students. FX means: "fail- some more work required to pass" and F means: "fail - considerable further work required". The inclusion of failure rates in the Transcript of Records is optional. The key documents of ECTS. · The regular Information Package/Course Catalogue of the institution to be published in the local/national language and in English (or only in English for programmes taught in English) on the Web and/or in hard copy in one or more booklets. The Information Package/Course Catalogue must contain the items of the checklist including information for host students from abroad. · The Learning Agreement contains the list of courses to be taken with the ECTS credits which will be awarded for each course. This list must be agreed by the student and the responsible academic body of the institution concerned. In the case of credit transfer, the Learning Agreement has to be agreed by the student and the two institutions concerned before the student's departure and updated immediately when changes occur. · The Transcript of Records documents the performance of a student by showing the list of courses taken, the ECTS credits gained, local or national credits, if any, local grades and possibly ECTS grades awarded. In the case of credit transfer, the Transcript of Records has to be issued by the home institution for outgoing students before departure and by the host institution for incoming students at the end of their period of study.
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