“An Exemplary European Success Story”? <\/strong><\/p>
The transition to the Bologna system in Germany took place gradually. Today, after 10 years, it can be considered 85% complete. German Education Minister Annette Schavan called the interim results of the Bologna reform an “exemplary European success story.” But how justified is such an enthusiastic assessment?<\/p>
One of the minister’s arguments is the decrease in the number of students who do not complete their degree. Although according to the latest data from a special research center, 35% of bachelor's students drop out, it must still be acknowledged that the number of people who stop studying without completing at least the first cycle of education has indeed decreased. And this is understandable – the opportunity to finish studies in a shorter period has emerged.<\/p>
In the first years of the reform's implementation, many feared that graduates of the first cycle – bachelors – would not be in demand on the labor market. Our enterprises, as well as those in other countries, were accustomed to graduates with titles like “certified engineer,” and it was unclear whether bachelors would find their place in the production system.<\/p>
The initial experience shows, however, that fears were exaggerated. Many experts believe that it is not a bad thing if the process of “finishing education” takes place within a specific enterprise, and when starting a job, a bachelor – compared to a certified engineer – can be satisfied with a more modest position and salary. Bachelors are particularly welcomed by large enterprises, while small and medium-sized ones remain cautious in this regard.<\/p>
According to the Ministry of Education, only two to three percent of bachelor's degree holders are unemployed or hold positions that do not match their education level. At the same time, more than three-quarters of bachelors aim to continue their studies in a master's program.<\/p>
The question of how well bachelor's training meets modern requirements for specialist preparation is also controversial. “A university is more than just training; it is enlightenment. And within the rigid framework of a bachelor's program, this cannot be achieved,” believes Horst Hippler, chairman of the German Rectors' Conference. From his point of view, such “express education” (a bachelor's typically lasts three years) is a mistake. On the other hand, it is clear that bachelor's education costs the state less than training a specialist under the old diploma program.<\/p>
Problems of Student Overload and Education Unification <\/strong><\/p>
Among students, dissatisfaction is often heard that bachelor's curricula are clearly overloaded, because in three years they try to give a bachelor much more knowledge than was provided in the first three years of study under the old system. This opinion is shared by the head of the German Student Support Association, Achim Meyer auf der.<\/p>
But the biggest problem arose where it was not expected. The fact is that each university in each field has its own established scientific school, and consequently its own ideas about the education system. Naturally, students must be educated within the framework of these ideas. This means that the unification of education is either a utopia or a step backward in organizing learning. Fear of restricting university autonomy has led to the opposite result – even greater autonomy and less unification.<\/p>
Many experts are convinced that only the most basic, initial knowledge related to a particular specialty can be subject to unification; how in-depth knowledge is obtained should be decided by individual universities and faculties.<\/p>
Difficulties of Transfer, Transition, and Exchange <\/strong><\/p>
In the German university system, there is a concept of Studiengang, for which no exact analogue existed in the Soviet education system known to us. Currently, there are about 15,000 Studiengänge in the country's universities. In Russian-language publications, this concept is sometimes confused with specialty. In reality, a specialty, for example, electrical engineer, has its own Studiengang in each educational institution. Therefore, the task of a student transferring from one university to another after the Bologna reform has by no means become simpler.<\/p>
The situation with international student exchange is even more complicated. It is considered beneficial if a student spends at least one semester at a foreign university (Auslandssemester). However, if a student has studied one semester abroad, it does not at all mean that the courses taken there will be recognized at their home university. Therefore, when going for a semester abroad, the student must understand that this may lead to an increase in study time.<\/p>
Previously, students could more easily avoid such situations because already in the first three years it was possible to include upper-level courses in their curriculum. Currently, bachelor's and master's curricula are clearly separated. Furthermore, due to the need to complete a bachelor's thesis, the sixth semester is completely excluded for trips abroad.<\/p>
An additional problem arises from differences in the start times of semesters and their duration in different countries. In most countries, the academic year begins in September, but in Germany only in October. Therefore, it may be necessary to travel to a foreign university before the end of the previous semester at one's home university. In this situation, one semester may be lost solely due to differences in time intervals. And if we consider that some courses taken at a foreign university will not be recognized at home, there is a real threat of extending the study period by a whole year. At the same time, it must be remembered that the state loan Bafög can only be received for three years during a bachelor's program and two years during a master's program.<\/p>
What is the benefit of a semester abroad? <\/strong><\/p>
It may seem that under the current conditions, a semester abroad makes no sense. However, the opportunity to join another academic school and at the same time significantly broaden one's scientific horizons can be so beneficial that even the loss of a semester or an entire academic year would be justified.
We talked to a student at the University of Dortmund, studying in the Faculty of Computer Science, who completed a semester abroad at a university in Norway this year. In his opinion, the academic schools of these two universities complement each other very well. This fact, combined with the experience of international communication (he had to interact with students from different countries, including Russia and China), fully justifies the additional time expenditure.
As for further studies without Bafög, he intends to turn this fact to his advantage: to start earning money by working part-time in his field at a serious company, thereby gaining practical experience, which most graduates lack.
The usefulness of a semester or even a year abroad is not questioned by anyone. The head of the German Academic Exchange Service (DAAD), Margret Wintermantel, dreams that at least half of all students should participate in international exchange. For now, this number is only about 20%, which, however, is twice as much as 10 years ago.
Of course, a student must prepare specifically for a semester abroad. It is useful to compare the curricula of both universities and find opportunities to include as many courses as possible in the study plan at the foreign university that can later be credited at the home university.
What conclusions can be drawn? Of course, the wise saying of the late Russian ex-prime minister comes to mind: "We wanted the best, but it turned out as always." However, it does not follow that the Bologna reform is completely unjustified. A return to the old system is unlikely and probably not advisable. The noted problems mainly concern not the essence of the Bologna system itself, but the ways of its implementation, which, naturally, need gradual improvement.