Processing the Bologna Process:

Current Losses and Future Gains

University of Zagreb, 5 – 6, March 2010

Prof. Dr. Wolf Rauch

Dean, Faculty of Social Sciences and Economy,
Karl-Franzens Universität, Graz

Bologna – Miracle and Mirror

Bologna: A Miracle

 Bologna 1988 (900 years) : Magna Charta Universitatum, signed by

University-Rectors
 Sorbonne 1998 (800 years): Declaration by ministers of D – F – GB - I
 Bologna 19th June 1999: Bologna Declaration (political statement)

 Most important: The Bologna Process is an action programme with

-- a clearly defined common goal (European area of higher education)
– a deadline („within the first decade of the third millennium“)
– a set of six specified objectives.

 The Invention of University-Policy in Europe

The greatest educational experiment in European history: A Miracle

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Bologna Process:

 A commitment freely taken by each country

 To reform its own higher education system (Austria: UG 2002)
 Aims to creating convergence not standardisation

 Became a symbol: „Generation Bologna“

 Creates discussion within each country (positive and negative:
www.bolognaburns.org, Vienna, 12. – 13. 3. 2010)

 E.g. about Studying vs. Training

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Two recent examples from Austria:

 Student protests in Austria:

„Bildung statt Ausbildung“ (Studying NOT Training)

 Politicaly confusing: Studying … elite concept

Training …. social advancement

 Minister Beatrix Karl in Parliament in Vienna, 29. 1. 2010:

„… Our universities have to offer both, training and studying. The needs
of the labour market is one thing, the necessity of personal development
the other …. „

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 My message for today:

The dichotomy Studying vs. Training

 is as old as the university system

 depends on the purposes of the university
 concerns the whole system of education

 has little to do with the Bologna Declaration

 The university has to offer both, studying and training. The student (and
the society) has to choose!

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Studying vs. Training (concerning its purpose):
A dichotomy as old as the university

Studying („Bildung“):

 Education for personal development (and social status):

- „educated person“: literature – history – geography – art - Latin
- septem artes liberales (homo liber)
- „Bildung durch Wissenschaft“ as purpose of the university (UG
2002)
- elite concept

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Studying vs. Training (concerning its purpose):
A dichotomy as old as the university

Training („Ausbildung“):

 Preparation for the labour market („employability“, „work force

development“)
- early european universities: Theology, law, medicine
- Latin
- Technical Universities
- literacy in the knowledge society
- social advancement

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Studying vs. Training (concerning its purpose):
Continuum not Antagonism

 Studying without any aim of employment (e.g. senior students)

 Studying with little reference to employment (e.g. artists)

 Training for employability for the rest of your life

(e.g. PhD-Students)
 Training for immediate employability (e.g. polytechnic-students)

Depends on the student, not on the discipline (e.g. physics, medicine)!

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Studying vs. Training:
Concerning the study programme

Training:
 Traditional classroom-lecture with strict time-table

 Computer assisted learning

 Focus on inputs

Studying:
 Independent study

 Studium Generale

 Focus on learning outcomes

Good practice is always a mix of different learning styles

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Other purposes of higher education:
Active Citicenship

Active citizenship in modern societies

(What kind of society do we want?):

 Create „useful subjects“ for the country (not only labour market).
 Analytical skills, critical voices, environmental sensibility, gender
competence, shared values….
 „A Europe of Knowledge …. to enrich the European citizenship …
strengthening of stable, peaceful and democratic societies …“ (Bologna
Declaration)
 „Die Universitäten sind berufen … zur gedeihlichen Entwicklung der
Gesellschaft … beizutragen „ (UG 2002, § 1)

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Other purposes of higher education:
Research = Developing Science

Research:
 Wilhelm von Humboldt (1810): „The teacher is not here for the student,

both are here for science“

 Research as basis for Studying and Training („Bildung durch

Wissenschaft“)

 Contemporary societies are based on research and development

 Research and development is based on universities (and the military)

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Is there a preference in financing? NO!

 Wirtschaftsuniversität Wien (training) …………..……. € 3.183

 Universities for music (training) ...………… € 25.000 - € 30.000

 University of Vienna (studying/training) …..................….€ 4.673

 University of Graz (studying/training) ……..................…€ 6.219
 Akademie der bildenden Künste (studying)…………... € 20.474

 Technical Universities (research) …………..... € 9.000 - € 12.000

 Medical universities ……………………...… € 21.000 - € 37.000

(public expenditure per student and year in Austria – average 2006 – 2009)

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„Bologna“ is not only about universities:

 Universities are particularly mentioned in the Bologna Declaration: „We

expect Universities again to respond promptly and positively …“,
but there are also:

 High Schools (Matura – Abitur): mainly studying (as purpose)

(specialization with 14 or 18 years?)
 Polytechnics (Fachhochschulen), Pedagogic Universities: mainly training
(should switching between the systems be possible?)
 Vocational Training
 Lifelong learning

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The future needs Studying and Training:

Information Society:

 Training for computer literacy

 Studying for - asking the right questions
- getting a framework of knowledge and competence
- creating the power of innovation

 The Matthew Principle: “Whoever has will be given more, and he will
have an abundance. Whoever does not have, even what he has will be
taken from him.” (Matthew 13:12).

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And the Bologna Declaration?

Mentiones all purposes of higher education:

 Studying, cultural dimension: „… human growth …“

 Training, empoyability: „ … promote citicens‘ mobility and employability
…“
 Active Citicenship, social growth: „…enrich the European citicenship..“,
„…strengthening of stable, peacefull and democratic societies…“
 Research, scientific knowledge: „… advances in scientific knowledge …“

There is no special emphasis on studying or training.

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Bologna: A Mirror

Bologna Declaration

 Training: „Promote citizens‘ mobility and employability“

„competencies to face the challenges“
„international competitiveness“

 Study: „Enrich the European citizenship“

„social and human growth“
„cultural and scientific traditions“

You get what you want ….

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Conclusion:

 The system of higher education, especially the universities, should offer

both: Studying and Training – as they did in the past.
 „Bologna“ does not give a bias or limit the independence and autonomy of
the universities.
 „Bologna“ supports and enables the diversity of educational systems.
 The universities have the opportunity to shape their own European future.

 Finally it is the student (and the society), who should choose a sustainable
mix of Studying and Training.

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Conclusion:

 Science is per se global.

 Universities (unfortunately) are not necessarily global.
(„Grenzfeste deutscher Wissenschaft“)
 „Bolgona“ forces universities to think global.

 Universities are a central part of the intellectual culture of a nation.

 „Bologna“ forces nations to think global.

 This is important, because our problems are mostly global.

 „Bologna“ is a mirror of our problems, fears and chances.

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