Student E

Date: 2015-10-07; view: 516.

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Task 1

Read the text of the Bologna Declaration and find the main objectives set forth in this document.

The Bologna Declaration^[1] of 19 June 1999. 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.

A Europe of Knowledge is now widely recognised as an irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European citizenship, capable of giving its citizens the necessary compe­tences to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space.

The importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies is universally acknowl­edged as paramount, the more so in view of the situation in South East Europe.

The Sorbonne declaration^[2] of 25th of May 1998, which was underpinned by these considerations, stressed the Universities' central role in developing European cultural dimensions. It emphasised 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. The 18th June meeting saw participation by authoritative experts and scholars from all our countries and provided us with very useful sugges­tions on the initiatives to be taken.

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 civilisation 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.

While affirming our support to the general principles laid down in the Sorbonne Declaration, we engage in co-ordinating our policies to reach in the short term, and in any case within the first decade of the third millennium, the following objectives, which we consider to be of primary relevance in order to establish the European area of higher education and to promote the European system of higher education worldwide:

• 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 the 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 in non-higher education contexts, including lifelong learning, provided they are recognised by 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 recognition and valorisation of periods spent in a 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.

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 within two years in order to assess the progress achieved and the new steps to be taken.

See Appendix A for correct pronunciation of the names of the countries mentioned in the text.

For information about countries and organisations participating in the Bologna process visit the official Bologna process website http://www.dfes.gov.uk/bologna/.

GLOSSARY

European Higher Education Area (EHEA) - the construction by 2010 of a Eu­ropean Higher Education Area where students and staff may move freely hav­ing their qualifications recognised, EHEA is the goal of the Bologna Process || Европейское пространство высшего образования (ЕПВО) mobility — the ability of an individual to move and adapt to a new occupational

environment || мобильность employability — a set of achievements (skills, understandings and personal attri­butes) that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits them, the workforce, the community and the economy || профессиональная подготовленность к рынку труда, соответствие результатов подготовки требованиям рынка труда objective — the object of one's endeavours; goal; aim || цель; стремление compatibility — capability of orderly, efficient integration and operation with other elements in a system with no modification or conversion required || совместимость

comparability — the extent to which it is possible to establish equivalence between the level and content of formal qualifications (certificates and diplomas) at national and international levels || сравнимость, сопоставимость competitiveness — the desire to compete and strive for success || конкурентоспо­собность

promote (verb) / promotion (noun) — to foster the growth or development of something / encouragement of the progress, growth; furtherance || под­держивать стимулировать, активизировать / стимулирование, развитие, содействие

adoption — the act of accepting with approval; favourable reception || принятие

(закона, положения) degree — an academic award conferred by a university or college on successful

completion of a course || степень; квалификация (no диплому) joint degree — a joint degree should be understood as referring to a higher educa­tion qualification issued jointly by two or more higher education institutions on the basis of a joint study programme || совместные степени / совместные дипломы

implementation — providing a practical means for accomplishing something; car­rying into effect || осуществление, реализация

Diploma Supplement — designed to provide a description of the nature, level, context, content and status of the studies that were successfully completed by the individual named on the original qualification to which this supplement is appended || приложение к диплому cycles — In the Bologna Declaration, the adoption of a system essentially based on two main cycles, undergraduate and graduate, is seen as a core aim of the Bologna Process. In 2003 the European Ministers considered it necessary to include the doctoral studies as the third cycle in the Bologna Process [| циклы обучения

qualification — any higher education award (degree, diploma or other type of formal certification) issued by a competent, registered authority attesting the successful completion of a course programme || квалификация system of credits — generally agreed value used to measure student workload in terms of learning time required to complete course units, resulting in learning outcomes || система зачетных единиц/система кредитов ECTS (European Credit Transfer and Accumulation System) — a credit system which provides a way of measuring and comparing learning achievements and transferring them from one institution to another || Европейская переводная и накопительная система кредитов lifelong learning — all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills and competences; valuing all forms of learning, including: formal learning, such as a degree course fol­lowed at university; non-formal learning, such as vocational skills acquired at the workplace; and informal learning, such as inter-generational || обучение в течение жизни

obstacle — a person or thing that opposes or hinders something || преграда, препятствие

recognition (academic recognition) — formal acknowledgement by a competent authority of the value of a foreign educational qualification with a view to ac­cess to educational and/or employment activities || признание результатов образования, перезачет quality assurance — an ongoing process of assessing, guaranteeing, maintaining and improving the quality of a higher education institution or a programme || система обеспечения качества European dimension — development of modules, courses and curricula at all the levels of education according to unified 'European' content, orientation or organisation || Европейское измерение (в образовательных системах)

For better understanding of fundamental concepts and terms of the Bologna process both in English and in Russian visit Bologna Glossary website www.bologna.owwz.de.

In 2009, in Louvain, Belgium, at the conference of the ministers in charge of edu­cation the main focus was vested with public control, continuous education and the measures that are to be taken to facilitate international academic mobility. The following year witnessed the landmark conferences in Vienna, Budapest and Dublin that celebrated the first decade of the Bologna process; the delegates of those fora raised the burning issues of the fine balance between competition and cooperation in international education and implementation of the Bologna concepts on the uni­versity level rather than national one.

READING TASKS

Task l*^[3]

A. Match frequently asked questions about the Bologna process with corresponding answers to them. There is one extra answer.

Frequently asked questions

1. What is the Bologna process?

2. Which countries can join the Bologna process?

3. Is the Bologna process administered by the European Union (EU) institutions?

4. What is the purpose of diploma recognition?

5. What is the current state of the Bologna process?

6. How many European students take the opportunity to study in other countries?

Answers

A. The criteria for accession to the process are: being a signatory to the European Cultural Convention of the Council of Europe; giving a clear commitment to the objectives of the Bologna process and presenting a reform programme for the can­didate country's higher education system.

B. The three-cycle system has been adopted by almost all signatory countries; most countries have an independent body for quality assurance; ECTS has been made obligatory in most signatory countries; the Diploma Supplement is a widespread measure. Additional efforts are needed in the field of lifelong learning.

C. The Bologna process is designed to facilitate greater comparability and compat­ibility between the diverse systems and institutions across Europe, in turn making them more attractive in the global market place. Diversity, flexibility and autonomy are key principles.

D. It makes possible for learners to use their qualifications in another educational system or country without losing the full value of those qualifications.

E. The Bologna process is not the EU initiative. Nevertheless, the European Com­mission is an important contributor to the Bologna process.

F. People holding doctorates are still a very small minority in society (generally less than 1 % of those aged between 25 and 64), but in many countries enrollment in doctoral (advanced research) programmes is increasing faster than the overall higher education enrollment rate.

G. Not many European students (less than 2 %) do all or part of their studies in another country. Those who do are mainly men and doctoral students. They are not evenly distributed across Europe. Some countries (Belgium, Austria and the United Kingdom) host many more than others.

B. What other questions about the Bologna process would you like to ask? Discuss them in your group.

A. Evaluate the significance of the following outcomes of the Bologna Declaration for higher education in Europe giving each of them a score from 1 (least significant) to 5 (most significant). Give your reasons.

Adoption of an easily readable and comparable degree system. Adoption of a three cycle higher education system. Establishment of a credit system. Promotion of academic mobility.

Promotion of European cooperation in quality assurance. Promotion of European dimensions in higher education. Focus on lifelong learning.

Promotion of the attractiveness of the European Higher Education Area.

B. Which of the above-mentioned platforms are realised in your educational institu­tion and in what way?

Discuss the following items.

1. What changes in the European environment caused the necessity of the Bologna Declaration?

2. What were the key ideas of the Sorbonne Declaration of 25th of May 1998?

3. What was the reaction of the European countries to the appeal of the Sorbonne Declaration?

4. Why is the implementation of the Diploma Supplement so significant?

5. What are the cycles of education according to the Bologna Declaration? What changes took place in 2003?

6. Name and comment on the key features of joint degrees.

7. What does quality assurance refer to in the context of the Bologna process?

8. Explain the interconnection between employability and the Bologna reform.

9. What is the aim of academic mobility?

Describe the reforms being introduced under the Bologna process in Russia and at your university. What is your attitude towards them?

VOCABULARY IN FOCUS

Task 1*

Match the words from the left column with the words with a similar meaning from the right column. There is one extra word in the right column.

Task 2*

Complete the sentences choosing the appropriate word from those given.

1. With regard to students, the term................ refers to access to study and training

opportunities and related services. With regard to teachers, researchers and ad­ministrative staff, it refers to the 'recognition and valorisation of periods spent in a European context researching, teaching and training, without prejudicing their statutory rights'.

a) mobility, b) qualification; c) comparability

2. The purpose of.............. is to make it possible for learners to use their qualifica­tions in another educational system or country without losing the full value of those qualifications.

a) international competitiveness; b) cycles', c) recognition

3. In the context of the Bologna process,.................. is defined as the ability to gain

initial employment, to maintain employment, and to be able to move around within the labour market.

a) credit system-, b) employability, c) compatibility

4. In higher education, the term................. refers to all the policies, ongoing review

processes and actions designed to ensure that institutions, programmes and quali­fications meet and maintain specified standards of education, scholarship and infrastructure.

a) quality assurance', b) European dimensions', c) joint degrees

5.. is inherent in all aspects of the Bologna Process and is furthered by:

developing flexible learning paths, allowing learners to alternate between work and study; and widening access to higher education.

a) Employability, b) Diploma Supplement, c) Lifelong learning

6. The purpose of............. network is to assist in promoting the mobility of students,

teachers and researchers by providing authoritative advice and information con­cerning the academic recognition of diplomas and periods of study undertaken in other States.

a) Europass\ b) N A RLC\ c) ECTS

Fill in the gaps with the following words:

a) Two-cycle",

b) integrated;

c) Declaration;

d) assurance',

e) credits',

f) compatible',

g) institutions',

h) mobility',

i) Supplement.

The ... 1 ... of Bologna has defined six objectives to be carried out by 2010.

• Adoption of a system of qualification readily legible and . . . 2 . . . , also by means of the introduction of a Diploma . . . 3 . . . .

• Adoption of a system founded upon а ... 4 .. . system, that is the 1st and 2nd level. Entrance to 2nd level cycle will require the completion of the 1st cycle of study, of whose duration cannot be less than three years.

• Consolidation of a system of academic ... 5 ... — based on the ECTS system — that can be acquired in diverse disciplinary contexts.

• Promotion of. . . 6 . . . (for students, lecturers, researchers and technical-admin­istrative personnel) by means of the full exercise of free circulation.

• Promotion of European cooperation concerning the ... 7 ... of quality.

• Promotion of an indispensable European dimension of higher education: de­velopment of degree plans, cooperation between university . . . 8 . . . , mobility programmes, . . . 9 . . . studies plans, development and research.

Which of these words describe positive changes in a higher education system due to the Bologna reform? Use these words in your own sentences describing these changes.

Nouns

strengthening

achievement

initiative

obstacle

disconnection

inequality

creation

compatibility

Translate the following word combinations into English:

1) европейское гражданство;

2) мобильность студентов, преподавателей, исследователей, администра­ции;

3) достигнуть цели;

4) независимость и автономия университетов;

5) адаптироваться к меняющимся потребностям и требованиям;

6) совместимость и сравнимость систем высшего образования;

7) международная конкурентоспособность;

8) внедрение приложения к диплому;

9) система зачетных единиц;

10) обучение в течение всей жизни;

11) легко понимаемые и сопоставимые степени;

12) система, основанная на двух основных циклах;

13) европейское сотрудничество в обеспечении качества образования;

14) европейские измерения в системе высшего образования.

LISTENING

LISTENING TO A MINI LECTURE

The ability to listen is extremely important for oral communication. Sometimes people are not able to comprehend everything even in their native language and some of the information is lost.

When we listen, we usually do it with some purpose. We can listen to get general information, and in this case we have to grasp the general idea without remembering the details. We can also listen for some specific information and to do it we have to single out particular facts. Sometimes it is difficult to get the message in a foreign language because of the varieties of accents.

In this section there are mini lectures to listen to get the general idea and spe­cific information. You will have the opportunity to listen to people from different countries speaking English. You will have enough time to listen to the lecture more than once.

THE KEY POINTS OF THE BOLOGNA DECLARATION

The first mini lecture states the key points of the Bologna Declaration.

Look up the following words in the dictionary.

Pledge, commitment, convergence, common challenges.

Listen to the lecture to find answers to the questions below.

1. Why is the Bologna Declaration regarded as a document marking a turning point in European higher education?

2. What is the perception of 'convergence' in the Bologna Declaration?

3. What is the role of higher educational institutions in the Bologna process?

Listen to the lecture again two or three times to make sure you understand every­thing.

If you have difficulties in comprehension, refer to your DVD.

LISTENING TO A CONVERSATION

Listening to a conversation may be more difficult than listening to a monologue. In this section you will listen to the conversations with two and more participants with various English accents. The following tips can help you to do the tasks.

• Read the instructions carefully.

• Look through the questions and think about the topic.

• Think of the words (nouns, adjectives, and numbers) or word combinations that are needed to complete the blanks.

• Predict what the missing information might be.

• Don't try to understand every word. Listen to what is stressed or repeating.

THE FIRST STEP TO STUDY ABROAD

Nicole is a student who wants to study abroad. She has come to the International office of her home University to get some information.

Before listening to her conversation with a member of the administrative staff, read the sentences below and predict which word or word combination from those given is appropriate to fill in the blanks:

a) Europass Diploma Supplement',

b) Europass CV\

c) fwe\

d) fifty-four,

e) recognition',

f) the competence.

1. The recognition of qualifications falls within ...... of each country.

2. The NARIC Network is comprised of................ countries.

3. NARIC conduct data gathering and analyse data to provide................. of qualifica­tions.

4. Europass is a set of............. documents.

5. is filled in by the applicant himself.

6. is issued by competent organisations.

Listen to the conversation to check your predictions from Task 1.

Listen to the conversation once again, sum up the information and tell your partner about NARIC office and Europass documents as much as possible.

If you have difficulties in comprehension, turn to the script on your disc.

SPEAKING

HOW TO GET WHAT YOU WANT

To a great extent the success of communication depends on your ability to interact with other people and request information you need. Getting what you want requires the skill of asking appropriate questions in a proper way. Below you will find some tips that can help you to do it.

• Always greet the person you are addressing (e.g. 'Good afternoon/Hello'). Begin by being courteous; it sets the tone.

• Don't forget to address a person by his/her name/surname and a proper title, if any (e.g. Doctor Johnson). Find out and iearn how the name of the person you need should be pronounced.

• Don't hesitate to present yourself. You will receive a more personal answer if you give someone your name. Moreover, try to do it as distinctly as possible,

letting the person remember you. For example: 'Good afternoon, Mr Smith. My name is Peter Brooks, I am . . . May I ask you a question?'

• A friendly warm smile is one of the best ways to win your interlocutor's favour. Don't forget to use it while greeting someone or saying goodbye.

• Be polite by using correct intonation. Remember the difference in the intona­tion patterns between general and special questions (e.g. 'Can you do me t a favour?' or 'What documents should I i submit?').

• Always use polite formulae when asking for some information, for example:

Excuse me, could you tell me, please . . .

Would you mind telling me whether . . .

Would you be so kind as to explain/answer/give . . . etc.

I'd be grateful/much obliged if I you could . . .

• Be specific. Mind that asking general questions may result in getting gen­eral answers. The narrower the question, the easier it is to answer it and the greater chance you have of getting exactly what you need. E.g. I won­der whether it is possible to apply to NARIC office in Moscow to have my diploma recognised? or Could you help me with filling in my Europass CV, please?

• Always thank the person you turned to for advice, even if the latter wasn't very helpful. In case of getting assistance it would be the right idea to send 'a thank you' note to the person who helped you giving a brief description of what you had accomplished with their help. You can really set yourself apart by doing so, and besides, you never know when you may need help from this person again.

GRAMMAR COMMENT

Don't forget that in indirect questions (i. e. the questions starting with some anticipa­tory phrases like: I wonder, Do you know, Have you any idea . . .7, Do you happen to know ...?,/ would like to know whether . . . etc) we use the direct word order (subject — predicate) similar to positive/affirmative sentences. E.g. Would you mind telling me where the nearest NARIC office is?

Student A

You are a student visiting a university in Europe. You want to find out where to ap­ply to have your diploma recognised. Turn to different people to get the necessary information. Observe the differences in your interlocutor's status to address him/her in an appropriate way.

Student В

You are a student of the same group who has the experience of going abroad on an exchange programme. Try to help your groupmate.

Student С

You are the Dean of the Faculty. Try to give the student the necessary information.

Student D

You are Mr Robinson, the participant of the students' conference011 exchange pro­grammes. You do not know anybody but you have introducedyourself at the beginning ofyour speech at the conference.

You are the fifth-year student who has experience of a student exchangeprogramme. Try to help a student you don't know yet.