Egyptian Bologna Promoters, NTOmzsitohy@zu.edu.eg

Sorbonne 1998

Bologne 1999

Prague 2001

Berlin 2003

Bergen 2005

London 2007

Sorbonne 1998Objective"harmonisation of the architecture of the European Higher Education System"

Signing Countries: UK, France, Germany, Italy

Actions:•A progressive convergence of the overall framework of degrees and cycles in higher education •A common degree level system (B.Sc., M. Sc. and Ph.D.) •Enhancing and facilitating student and teacher mobility.

Bologna 1999In June 1999, 29 European ministers in charge of higher education met in Bologna to

Objective Establishing a European Higher Education Area (EHEA) by 2010 and promoting the European system of higher education world-wide.

Actions•adopt a system of easily readable and comparable degrees •adopt a system with two main cycles (undergraduate/graduate) •establish a system of credits (such as ECTS) •promote mobility by overcoming obstacles •promote European co-operation in quality assurance •promote European dimensions in higher education *

Objectives:

follow up the Bologna Process

set directions and priorities for the following years.

Actions:

•Reaffirming commitment to Bologna Declaration

•Active involvement of the European University Association and the National Union of Students in Europe.

•Further processing of Bologna Declaration objectives.

•Important elements of the European Higher Education Area:

lifelong learning - involvement of students -enhancing the attractiveness and competiveness of the European Higher Education Area.*

Berlin 2003 (Priorities for the next two years: quality assurance, the two-cycle degree system and recognition of degrees and periods of studies.)

Quality assurance

develop mutually shared criteria and methodologies and agreed that by 2005 national quality assurance systems should include:

•A definition of the responsibilities of the bodies and institutions involved

•Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results

•A system of accreditation, certification or comparable procedures, international participation, co-operation and networking.

Recognition of degrees and periods of studies

Every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge.  

Bergen 2005Objective

Setting goals and priorities towards 2010.

Actions

Commitment to coordinating policies through the Bologna-process to establish the European Higher Education Area (EHEA),

Commitment to assisting the new participating countries to implement the goals of the process.

 

London May 2007

1-Considerable move towards student-centered HE away from teacher driven provision.

2-Mobility:

•Some Mobility activities of staff and students has been achieved.

•Some obstacles to Mobility are still persisting (immigration, recognition, financing).

3-Degree structure:

Good progress has been achieved on the three cycle degree system (LMD).

London 2007 (1)

London 2007(2)

4-Recognition:Good progress in the implementation of Lisbon Convention, ECTS and Diploma supplement.38 members of Bologna Process have ratified the convention on the recognition of qualifications concerning (Lisbon Convention) and the rest are urged to do.

Approaches to recognition are less coherent than desired.

5-Qualifications frameworkQualifications framework should be designed to encourage greater mobility of students and teacher and improve employability.

6-Lifelong learning:Increase the sharing of good practice and work towards a common understanding of the role of HE in lifelong learning.

London 2007(3)

7-Quality assurance:

Standards for Quality assurance adopted in Bergen have been a powerful driver for quality assurance and have been considerably achieved.

Encourage the E4 group (Quality assurance organizations) to organize annual QA to ensure and improve QA for EHEA.

E4 group will set up a register of European Higher Education Quality Assurance Agencies to allow the general public open access to objective information to finally enhance confidence in HE in EHEA and facilitate mutual recognition and accreditation decisions.

London 2007(4)

8-Doctoral cycle: * Aligning the EHEA with ERA. * Developing and maintaining a wide variety of

doctoral programs linked to qualifications framework of EHEA.

* Reinforcing efforts to embed doctoral programs in institutional strategies and develop appropriate career paths and opportunities.

* Sharing experience on the range of innovative doctoral programs, supervision, development of transferable skills, exchange of information.

London 2007(5)

9-Social dimension:

    HE should have an essential role in social cohesion, reducing inequalities, raising knowledge, skills and competences in societies.

    Maximize the potentials of individuals in contributing to a sustainable democratic and knowledge-based society.

    Students should complete their studies without obstacles related to their social economic background (providing adequate student services-flexible pathways into HE-equal opportunities).

London 2007(6)

10-EHEA in a global context.

Bologna process has stimulated interest, discussion, qualification recognition, partnership-based cooperation, mutual trust and recognition and the underlying values of Bologna process. Some HE systems in non-Bologna member countries have been brought more closely to Bologna process.

Improve the attractiveness and competitiveness of the EHEA (partnership based cooperation, policy dialogue, improving recognition).

1-Mobility (Focus on the challenges to motilities).

2-Social dimension (National strategies and policies for social dimensions).3-Data collection:•Available data on social dimension, equity, employability and mobility.•Develop reliable indicators and data to measure progress towards social dimension and student/staff motilities.

London 2007-Priorities for 2009

4-EmployabilityImprove employability for the outputs of the three cycles as well as the context of lifelong learning. 5-EHEA in global contextImprove the information available on EHEA by developing Bologna website and Bologna handbook.Improve recognition based on LRC principles (Lisbon Recognition Convention ).

London 2007-Priorities for 2009 (2)

Bologna University

1088

Bologna Geographical evolution1-1998 (4 EU countries)

2-1999 (29 EU countries)

3-2001 (33 EU countries)

4-2005 (40 EU countries)

5-Now (46 EU countries)

6-Observers (outside Europe)

Asia

Africa

Fr

It

Ger

UK

Europe

1998Sorbonne Declaration

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Europe

1999Bologna declaration

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Austria

Belgium

Bulgaria

Czech

Denmark

Estonia

Finland

France

Germany

Greece

Hungary

Iceland

Ireland

Italy

Latvia

Lithuania

Luxembourg

Malta

Netherlands

Norway

Poland

Portugal

Romania

Slovak

Slovenia

Spain

Sweden

Swiss

United Kingdom

Europe

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Current participation:

46 countries

Afganistan

Armenia

Azerbaijan

Georgia

IranIraq

Kazakhstan

Kuwait

Kyrgyzstan

Pakistan

TajikistanTurkmenistan

Uzbekistan

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Bologna extension towards the east (Asia)-Observers

EHEA should be extended to other parts of the world through three means

Openness,

Attractiveness

Cooperation (TACIS, CARDIS, MEDA Tempus programs).

Economic Dimension of Bologna process

Lisbon Agenda 2000: Europe to be the most dynamic and competitive

knowledge-based economy in the world" by 2010.

investing in human resources (eduaction, training) and combating social exclusion.

Economic growth must be decoupled from the use of natural resources.

Egypt Engagement to Bologna

Egypt has good intention to conform to Bologna by 2010.

Egypt is considered an observer country of Bologna.

Egypt is following extensive educational enhancement programs which indirectly meets Bologna requirements.

Egypt  participated in the Bologna Ministerial Conference in June 2000, as an observer.

More Recently Egypt signed the Catania declaration in January 2006 which covers action lines similar to those in Bologna declaration

((Create EMHEA

 “Euro-mediterranean Higher Education Area”,))

Internal enhancement programs (QAAP, CIQAP, HEEPF, ICT, E-Learning, Open learning, FLDP, STDF, RDI,….)

External enhancement programs (Tempus)

Classification of Tempus Classification of Tempus projects on Bologna processprojects on Bologna process

Overall connection to Bologna process. *

Elements of Bologna process.**

Conformation to Bologna process.***

Reflection of Bologna process.****

Over-all connectionsEchanges Expériences Bologne Fac. Sciences du Vivant EGCoordinator: Dr. Mahmoud Sitohy….Zagazig University

Exchange of Experience Focusing on Bologna Process at Alexandria University in EgyptCoordinator: Dr. Adel Mohamden……Alexandria University

Express-exchanging the bologna process Experience with selected Egyptian UniversitiesCoordinator: Dr. Galal EL GEMEIE……Helwan University.

Elements of Bologna process

Promoting ECTS in Egyptian Universities(P.C. Dr. Samir Riad Helal…. Assuit University)

Development of an industry-linked Mechatronics Program with Training of Trainers. (P.C. Prof. Taha Matter, Zagazig University).

Adapting Egypt Sport Science Curricula to Job Market & Europe. (P.C. : Dr.Ferial Darwish, Helwan

University) 

The development of a Quality Assurance System within selected Universities in Egypt. (P.C. Prof. Ahmed SHARAF ELDIN, Helwan University)

Evaluation of the quality of Engineering Education - MEDA region. (P.C. Dr. Ibrahim SHAFIE, Assuit Uiversity).

Conformation to Bologna Conformation to Bologna processprocess Basic structure of the technical language

institute..P.C.  Dr. Mohamed Sadek, HTI –AlAsher

Development of a cooperative Phytopharmaceutical study program in Egypt P.C. Dr. Shereen Mohamed, Cairo Unioversity.

Development of curriculum for a master degree program in medical informatics

P.C. Prof. Ahmed SHARAF ELDIN, Helwan University.

Enhancing regional academic cooperation in the Mediterranean development of postgraduate curriculum for tourism & hospitality studies, P.C. Prof. Hanan KATTARA, Alexandria University.

Reflections of Bologna process

Réseau sur la reconnaissance des qualificationsCoordinator: Dr. Ibrahim SHAFIE, Assuit University.

 

Africa

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Bologna extension

towards

the south (Africa)

*

Achievements in the Achievements in the First category.First category.

Participant universities

http://www.agrorennes.educagri.fr

http://www.unipg.it/

http://www.univ-angers.fr/

http://www.ugent.be/en

http://www.enitiaa-nantes.fr/

1. To internationalize our educational system.2. To make the educational system more transparent3. To make the educational system more readable and more

comparable by and with other international institutions.

4. To improve educational quality.5. To make the graduate more adapted and more convenient

for the labor market.6. To prepare graduate more qualified for research at the

national and the international level.7. To get recognition of local diplomas and degrees abroad

9. To facilitate student mobility with Europe and the Mediterranean region.

10. To give the student some independence allowing him to self-formulate his future.

11. Allow student to accumulate credits for their studies when and where-ever they want.

12. To make our system simpler and more attractive for students coming from the Arabic and Mediterranean region.

13. To facilitate equal partnership on the international level. 14. To facilitate equal participation of our higher education

institutions in the world educational competition (education, research, debates);

15. To participate in the development of the global educators community.

16. To facilitate learning from the international experience

ContinuedContinued

Basic pure Basic agricSci. (30 ECTS) sci. (30 ECTS)

3rd y (one program) {60 ECTS}

2nd y (one program) {60 ECTS}

4th y (one program) {60 ECTS}

Research Master 1st year(60 ECTS)

Research Master 2nd y(60 ECTS)

Ph.D. (1st y) [60 ECTS]

Ph.D. (2nd y) [60 ECTS]

Ph.D. (3d y) [60 ECTS]

Professional Master 1st year (60 ECTS)

Professional Master 2nd year(60 ECTS)

Ph.D. (3y)

[180 ECTS]

B.Sc. (4 y)[240 ECTS]

M.Sc. (2 y)[120 ECTS]

Basic pure Basic agricSci. (30 ECTS) sci. (30

ECTS)

3rd y (one program) {60 ECTS}

2nd y (one program) {60 ECTS}

4th y (one program) {60 ECTS}

Research Master 1st year

(60 ECTS)

Research Master 2nd y(60 ECTS)

Ph.D. (1st y) [60 ECTS]

Ph.D. (2nd y) [60 ECTS]

Ph.D. (3d y) [60 ECTS]

Professional Master 1st year (60 ECTS)

Professional Master 2nd year

(60 ECTS)

Ph.D. (3y)

[180 ECTS]

B.Sc. (4 y)[240 ECTS]

M.Sc. (2 y)[120 ECTS]

Continuity

Student availability

Lab equipment

Administrative problems

Continuity

Availability Availability

A tool to compare periods of studies of different HE institution.

Aids in the recognition of study completed abroad.

A transfer system between different institutions in Europe.

Aids in the student mobility.

Aids in resuming study after an inactive period or a work-period.

Bridging educational systems nationally or internationally.

Accumulation tool for study development and for labor market

US credit hour ECTS

Philosophy Contact hour

(Professor centered)

Global workload (student centered)

Definition 1 credit hour= 13-15 contact hour

1 ECTS=25-30 total workload

Semester

workload

10-18 credit hours 30 ECTS

Annual

workload

20-36 credit hour 60 ECTS

Transfer factor 2-2.5 (Multiply) 2.2.5 (divide)**

How to calculate workload

Teacher calculates the contact hours required for transmission (lectures-lab-exams).

Student calculate the time required for study.

Teacher and student calculates the time required for the activities achieving the ILOs of the subject.

Transfer ESTS into workload (5 X 30 =150 h).

Calculate the contact hours (e.g. 15 w x 2h lecture =30 h and 15 wX4h lab=60, total=90.

Calculate the study hours by students (e.g. 15 w x 2=30 h).

The total so far is 120 h.Then we are disposed of 30 hours which can directed into other activities, e.g. seminars, assignments, small research activities to achieve the global ILOs of the course..

Bologna 1999 Lisbon 2000

Bologna Lisbon

EHEA

2010

Most competitive economy

2010