If you are a university lecturer, you will already be aware of the scale of the changes. This goes beyond a change in the names of qualifications and timetables. Bologna represents real evolution in higher education in Europe, in which the teaching staff will play a leading role.
Bologna has ended the system of examining students through regular tests to see how they have absorbed knowledge. Lecturers now take on the role of guides, to evaluate students’ learning processes, not simply to grade their results, but also to help them to fulfil their objectives through continuous monitoring of their work.
The Bologna Process places great importance on guiding students through their university education, to such an extent that tutorials (previously more-or-less optional) have become an essential method of teaching, with attendance being obligatory for the student, counted as part of the credits for the degree and incorporated into the teaching staff’s schedule.
Bologna establishes a teaching methodology that is very different from that which was common 30 years ago. Non-participatory lectures and classes based on taking notes do not make much sense within the new EHEA. Now, the lecturer will be responsible for increasing students’ involvement, using active, well-directed learning methods and ongoing evaluation.
The Bologna Process has established the principles of quality management as the basis for higher education in Europe. These apply to the entire university community, and in particular to those in charge of teaching. The goal of continuous improvement through meeting measurable objectives is achieved through established procedures and instruments.
® Ministerio de Educación
Declaración de Bolonia