Minutes

ICPE 2001, Seoul August 11-12

Attending: Sahm, Redish, Park, Tibell, Talisayon, Vicentini, Ogborn, Hyodo, Zhao, Minella Alarcon (for Raither)

Absent: Krotov, McFarland, Hamburger, Seré, Serettlo

Guests: Keum Lee (Korea), Leonard Jossem (USA)

1. Introduction

1.1 Introduction and Welcome

1.2 Minutes of 2000 Barcelona

The minutes had been distributed by email previous to the meeting. Corrections had been received from Sahm, Tibell, McFarland, and Jossem. Printed copies of the corrected minutes were distributed and approved.

1.3 Agenda

Approved

2. Reports on Conferences

2.1 Barcelona GIREP Conference

An ICPE supported GIREP Conference was held in Barcelona, Spain in August 2000. A proceedings will be published. Attendees have received word that the proceedings (paper and CD) are complete but they have not yet been distributed.

2.1 Other Conferences in 2000 & 2001

Vicentini reported on a conference for Southern Europe in Cyprus on Science and Technology Education in May 2001.

Alarcon reported there was an ASPEN Active Learning Trainers workshop in Manila in early March, 2001 led by American physics education specialists P. Laws, R. Thornton, and D. Sokoloff. It was attended by 15 people from 7 countries in SE Asia.

Tibell reported on a European Community meeting on “Tuning Educational Structures in Europe, Synergy area: Physics” in Brussels on May 4-5, 2001. This meeting generated a “WWW Goldmine” documents that includes a list of EC educational information and reports on the web. The document is appended at the end of these minutes.

Vicentini reported on conference in Portugal September 2000. Physicists and teachers together. New research in physics was presented for teachers and research in education presented for physicists.

There will be a meeting of ESERA in Salonika, Greece, at the end of August, 2001.

There will be a meeting of GIREP on Development of Formal Thinking in Physics at Udine in September, 2001.

Hyodo reported that there was a second Japan-China workshop on Physics Experiment Education in Universities in August 2000. Attendance included about 40 participants from China and 100 from Japan. A copy of the proceedings were distributed to the commission.

3. Future Conferences

Sahm reviewed the application procedure. For next year’s conferences, applications should have been in by May 1, but so far none have been received. IUPAP will meet in the fall in Mexico city to approve the commissions recommendations. Regional conferences are normally not sponsored by IUPAP. Our commission will be able to sponsor them as an exception. Criteria for sponsorship include: The Liaison committee for the nation proposing must approve the conference; fees must be limited; forms must be filled out (they can be found at www.iupap.org); 15 copies of proceedings must be given to the ICTP in Trieste. Total support given in a year is $US 6000 per commission per year to be shared by all supported conferences. A conference can also get up to $US 3500 for helping travel for attendees from developing countries.

3.1 ICPEC 2001 in Korea

Pak reported that the ICPEC (ICPE Conference in Cultural Contexts) will be held at the Korea National University of Education in Chungbuk immediately following the ICPE meeting. Roughly 50-60 foreigners are expected and about 150 Koreans. There will be a refereed published proceedings.

3.2 Computer and Information Technology in Physics Education, Manila 2001

Talisayon reported that this conference will be held in Manila in December 2001. They expect 300 participants but so far only 26 foreign participants from 8 countries have registered. They are planning to arrange video links with Japan and the USA.

3.3 GIREP Conference in Lund, Sweden, 2002

Tibell reported that this GIREP conference will involve a wider range of topics than usual including physics of music, environmental physics, econophysics, and physics of peacekeeping.

3.4 Conference on Physics Competitions

Tibell reported that the First Congress of the World Federation of Physics Competitions would be held in Bali, Indonesia, 23 - 27 July 2002. The first announcement says that all those interested should report by e-mail to Dr Yohanes Surya, "The Executive Director of the Congress: yohaness@centrin.net.id. The deadline is June 1, 2002.

3.5 Gordon Conference on Teaching Quantum Physics, USA 2002

Redish reported that there will be a Gordon Conference on the Teaching of Quantum Physics to be held at Mount Holyoke College, Hadley, MA, USA, June 9-12, 2002.

3.6 EPS Trends in Physics, Budapest 2002

George Marx has a pre-conference in physics education: How to teach nuclear issues.

3.7 Preliminary discussions have been held for an Inter-American conference on Physics Education in Cuba in 2003.

3.8 International Conference on Women in Physics, Paris, March 2002

Alarcon reported that a working group of IUPAP on the topic of Women in Physics is preparing a conference on the topic of understanding the severe under-representation of women and to plan strategies for improving the situation.

3.10 Varenna Summer School on PER

Vicentini reported that the Italian Physical Society seems inclined to run the first Varenna School on Physics Education Research in the near future. They were willing to do it but in 2002 as a result of a slot coming open at the last minute, but Vicentini declined to try to put one together on short notice. The Varenna Schools are a prestigious series of two-week summer schools on topics in research physics. They are very competitive (They had 15 requests for 3 slots in 2002.) and they have never held one on the topic of physics education. Vicentini estimated that it had a good probability to be accepted for 2003, perhaps in the beginning of July. The official answer will come in October or November. The commission voted without objection to have Sahm prepare a letter of support.

3.11 Possibilities for conferences in under-represented regions

The Commission discussed the lack of conferences from under-represented regions, particularly Africa. North America has also not held a full international physics education conference in 5 years. (There are regular regional conferences.) Some suggestions were made for people who might be appropriate to host such a conference.

4. Publications

4.1 ICPE book on research and teacher education (Jossem)

The Teacher Education (TE) book has been translated into French and is now available on the web at http://www.physics.ohio-state.edu/~jossem/ICPE/TOC.html (though some problems were reported with the link being consistently available just before the meeting).

The full version of TE in English is on Jossem’s website in both HTML and PDF versions. The TE book has been getting consistent downloads. Tiberghien reports that the Spanish translation is about 50% complete and expects it to be done by October. They are beginning the conversion of the French version from HTML to PDF.

The commission discussed the desirability of a new edition of TE. It is three years old and a lot has happened since it was written. This could be done in a variety of ways.

Each article’s author could be given the opportunity to update.
Additional articles could be commissioned.
Articles could be given to additional authors to update.

The commission supported these ideas and requested Jossem to approach authors about updates and to approach national physical societies for additional translations.

One possibility for the TE book is to see it evolve into a sort of “web review journal,” that is continually being updated — but slowly since it is a review journal.

4.2 Physics 2000

Physics 2000 is now available on Jossem’s website. In the first 5 months of 2001, 2633 copies of Physics 2000 were downloaded from countries all over the world. Someone has translated it into Spanish and is looking for permission to distribute. The editors are trying to decide how to determine the accuracy of the translation.

During the meeting of the ICPE in 2000, Paul Black suggested that the commission consider a rewriting / translation of Physics 2000 to make it appropriate for physics teachers. Ogborn reviewed the book and comments that it is not really appropriate and that such a translation would be extremely difficult. It was prepared for physics professionals by physics professionals. For teachers, different things would be interesting and the approach would be decidedly different. As a result, an appropriate “translation” would be equivalent to creating a new book. The commission agreed not to pursue the matter further.

4.3 ICPE Newsletter (Talisayon)

Talisayon submitted a financial report. Since the major cost of the Newsletter is mailing, last year, she sent out a request to subscribers to see how many would be interested in receiving it by email. Majority of subscribers were happy to have it this way. Most copies are now distributed electronically. This means there was enough funding for a 3^rd issue.

4.4 Website (Redish)

Redish reported that he was in the process of updating the website and requested that commission members send appropriate links. Jossem provided a collection of books and papers on a CD.

4.5 Future Publications

The commission discussed the issue of whether to create additional publications. It was decided that the problem is not missing resources. There’s a lot available (at least in English). What is needed is an organization and patterning of available resources.

5. Working Groups

Keum Lee reported that at Jeongbuk University they have proposed to create a UNESCO Center for IT-Based Science Education for the Asia-Pacific region. The first stages including getting funding for computer hardware is complete.

The committee decided to break up into working groups to consider three topics.

Connecting Physics Education Societies and Networks (Redish, Tibell, Lee)
Identification of Topics for Conferences and a Long Term View (Ogborn, Vicentini, Sahm, Jossem)
Help for Developing Countries (Alarcon, Talisayon, Hyodo, Zhao)

The groups met for between one and two hours.

9.1. Group A: Connecting Physics Education Societies and Networks (Redish reporting)

A large number of groups dedicated to physics or science education exist throughout the world. Both national and international groups exist. Examples of national groups include: AAPT, APS/Forum on Education, KPS/Physics Education Division, JPES, SAIP/Physics Education Division, etc. Examples of international groups include: AsPEN, ARAPEN, EUPEN, EPS/Division on Education, GIREP, ESERA, etc. The group observed that making descriptions of these organizations available and indicating the kinds of activities they participate in could serve as a catalyst for the spread of good ideas from one organization to another and for facilitating the increased cooperation between organizations. It was felt that this could be an appropriate role for the ICPE.

Perhaps the best role for us could be as an information clearing house, collecting and redistributing the information about the different groups — and encouraging them to post and link to them. To begin to create such a resource would require the following steps.

Step 1: Create the list of organizations.

Step 2: Write a letter finding out what international cooperation
they are doing and their interest in extending it.

Step 3: Create a list of activities

· sharing of newsletters

· creating a webpage of such organizations with contacts and emails

· international conferences — not necessarily intergroup — could be facilitated by putting together more than one group (US/China/Japan, Inter-American Conference, AsPEN, GIREP conferences)

· spreading of information about other groups within the group newsletters and linking to group webpages

· coordination and facilitation of student share programs
(e.g. European Mobility Scheme for Physics Students)

· coordinating and facilitating faculty exchange.

Uppsala University has a great database of exchanges: they have a very vigorous physics exchange program.

Updating is very important, so this is going to be a time consuming job!

A link to the Association of International Physics Competitions would also be appropriate. How about student exchanges — in schools?

The ICPE homepage could link to an overview of international education organizations. The information and data on these pages would need to be collected and frequently updated. Can we identify four “enthusiasts” for exchange and international cooperation in America, Europe, Asia/Pacific, and Africa interested in carrying these data collections and creating the webpages?

9.2 Group B: Developing Countries (Talisayon reporting)

This group addressed the lack of resources in many countries and capacity building. A critical element is Internet access. Once the infrastructure for the Internet is in place, communication is cheaper than paper mail. However, focusing entirely on the Internet restricts things too much, as many countries do not yet have the appropriate infrastructure. Some materials still need to be made available on paper and cheaply. The group proposed 3 recommendations.

Have school visits in ICPE conferences (some problem since many ICPE conferences take place in the summer and during the school break).
In last year’s report, this working group described setting up an interactive IT network connecting Korea, Philippines, and China to permit sharing of lectures. Connected lectures took place last November for 3 Saturdays. There were some translation difficulties. They suggest making some lectures from ICPE conferences available via an internet or video chat line. This could be extended after conference for email questions.
The group suggests setting up an ICPE discussion site via email. This could provide a place for teachers of physics to get their questions answered. Participants would have to register. The ICPE would create a resource pool with a particular person responsible for forwarding the question on to an appropriate person. (Or perhaps to link to such sites around the world. Many already exist. Tibell has a model running at Uppsala.)

Capacity building in physics education is very important. Many third world countries don’t have sufficiently many qualified physics teachers.

9.3 Group C: Long-Range Issues (Sahm and Ogborn reporting)

There are many problems that deserve to be considered. Here are two.

1, There is a significant gap between physicists and physics educators. How can this be overcome?

Ask other commissions of IUPAP to appoint people willing to contribute to question about what from their fields are relevant to teaching and how to do it?

2. What changes are coming in sciences and society and how will respond in education to these changes? (Consider a time scale of about 5-10 years.)

Particular changes include:

- The number of students interested in physics is changing rapidly — and decreasing in most places.

- Attitudes towards physics are changing.

- Physics as a subject is changing by getting more interdisciplinary. Do we need to view our educational role more diversely as a “service” science?

These changes are rarely reflected in schools and university courses. The social pattern of education is changing in two opposed directions: the needs of physics for physicists and for large numbers of people. Do these have to be made compatible? It is especially important to consider these issues at school level since we don’t know which group any given individual will eventually be in. How do we respond to the divergence of interests between physicists and physics educators? Today there is an opportunity because people are interested, both within the physics community and in the public.

Many of these issues would serve as appropriate topics for international conference. Some ways to move this along include the following.

Look for people interested in this problem (especially in the physics community not oriented specifically to education).
Encourage conferences, summer schools, discussions.
Create a document on these issues and put it on the website. (Perhaps including a list of names of folks interested who have a talk or something to offer?) We need both a short document — one screen — and a longer document with details. A draft of this document for the committee’s consideration is attached at the end of these minutes as an appendix.

6. Links to Scientific Bodies

6.1 IUPAP (Sahm reporting)

The Chairs of the IUPAP commissions met last October in Beijing. There is a desire that commissions should have a long-range view of upcoming conferences. This is difficult for us. It would be better in getting support (funding) if there were more advanced knowledge.

The working group on Women in Physics will have a conference next March in Paris.

A change in the bylaws is pending that will have a significant effect on C-14. Commission elections will more strictly adhere to time limitations. No commission member should serve more than 6 years. Previously, C-13 and C-14 have been excluded. This exception will be discontinued. A number of current members have reached this limit and will be unable to continue for an additional term.

6.2 ICSU (Sahm)

ICSU is an organization consisting of about 25 unions of the IUPAP, IUPAC type. Also included in the group are many (~75) almost private national unions and institutions. Since it is a one-union one-vote organization, the private unions dominate.

Previously, ICSU had supported meetings of the education chairs of the various unions. Previous ICPE chairs had found this effective and valuable, but a few years ago ICSU stopped supporting this activity and tried to replace it with a capacity building group that would set up a commission to combine all the educational groups of the different unions. This has not worked. Another attempt was made at the ICSU meeting in February, where they added a day on capacity building questions. Sahm attended. The ICSU officers were unaware of all the different educational activities in the various unions. Not clear whether anything will develop.

6.3 UNESCO (Alarcon)

Mirella Alarcon attended the meeting representing S. Raither, who was unable to attend. She reviewed UNESCO initiatives over the past decade. UNESCO supported the University Foundation Course in Physics (UUFCP). This was a development of four modern introductory university physics courses. The courses were to include some modern topics and eliminate some traditional topics. The project group have completed two first year texts, lab manuals, lecture demonstration videos, and software. Only the AsPEN project was really successful. Pilot tests of core materials in English produced in China were completed in 1995. Not much has been done since then. They were reviewed in 1999 and an update was suggested because of developments of new teaching methods and to make them more relevant to the Asian context. The materials are available on the UUFCP web site. Demos are being put on videos and digitized to be made internet accessible.

There have been new UNESCO supported initiatives to in science education DPR, Korea, and Cambodia.

6.4 ASPEN (Alarcon and Lee)

21 (15 active) member countries. Established in 1981 as a regional cooperative program for university physics education. Focus on improving communication between physics educators. Developed educational resource materials (UUFCP see above). Since 1999 have held active learning workshops in Australia, Malaysia, Korea, Vietnam, …Started with Laws, Thornton, Sokoloff workshop (an NSF-Chautauqua workshop) in Australia. Another was done in Korea. Participants were selected for interest and track records. ASPEN participants given opportunity to practice and present the methods. They were then supposed to go back to their own countries and present their own workshops. Did Sri Lanka, Malaysia, and will have Laos in October. Some ASPEN workshop leaders have been developing ILDs with traditional equipment but keeping the ILD structure.

6.5 EPS (Tibell)

The European Physical Society (EPS) decided last year to establish an education division, (changing it from an “inter-divisional group” where it had a somewhat peripheral standing). The new division is chaired by Aart Klein (Netherlands). They met last year in Amsterdam and laid out the structure and goals of the division. The division will have a pre-university and a university section. Both have advisory boards and have meetings to set agendas and proposed activities. The proposed activities include establishing conferences, a EUPEN-style research project on European schools funded by the European Union, support for development of posters, and a teacher exchange program.

7. ICPE Medal

7.1 Design of the Medal (Sahm, Jossem)

Jossem presented a review of the history of the ICPE medal and comparisons with other comparable medals. The old medals are all gone. Future medals would have to be recast. There was some discussion on whether the obverse design by the Hungarian artist should be retained. (The reverse design changed a few years ago from the original design.) Jossem reported that the cost of reproducing the present medal was on the order of $100-$200 each. (Jossem managed to get this done by an art student at Ohio State. It would probably cost twice or three times that to have it done professionally.)

The commission discussed whether to create a new design for the medal or to use the old one. There was a small preference for a retaining the original design (4 pro, 3 for new, 2 non voting). For the reverse, the commission decided to eschew the text in relief from the original design in favor of having all the text engraved. It was decided that the commission would like to have the ICPE logo on the back, either cast or engraved. Jossem and Sahm will seek information on the cost of casting the medal.

8. ICPE Member Candidates for 2002-2005

The commission can suggest candidates for the next commission. Candidate should have the approval of the Liaison committees of the country involved, so it is good for us to suggest to them early. There should only be one candidate from one country and there should be a good representation from around the world. Another restriction is that an ordinary member should not serve more than 2 terms (6 years) and an officer 1 term (3 years). Exceptions are possible.

Of the existing commissioners, Hyodo, Ogborn, Tibell, and Vicentini are willing (and permitted) to serve another term. Krotov, Redish, and Sere have completed their allowed terms and Sahm will retire from the commission. Zhao reported that the Chinese physical society is recommending Luo Xing-Kai for the next commission. The Belgian Physical Society has recommended Hendrik Ferdinande. The American Physical Society has recommended Dean Zollman.

All three officers will be leaving at the end of this term. For continuity (and by IUPAP rules), officers should be chosen from the existing commission. Traditionally, the commission’s views may be expressed and are often taken into account. It was decided that the commission will vote to recommend names of new officers at the next ICPE meeting .

9. Next Meeting

No conferences were submitted this year for ICPE approval, though traditionally GIREP seeks and obtains it. The previously approved ICPE conference in Manila occurs to early to serve as host for the ICPE meeting next year. It was agreed to meet in Lund in conjunction with the GIREP meeting August 5-9. The commission agreed to meet after that meeting on August 10-11, 2002.

Appendix: Long-Term Priorities

Responding to change

The International Commission on Physics Education (ICPE) is glad to support Conferences and other meetings and activities of any nature that are felt to be of value and are within its remit. However, in addition and without prejudice to any such activities that may be proposed, the Commission feels that it would be helpful to form a long term view of activities that it particularly wishes to encourage.

Having discussed the problems and issues that the Commission feels are likely to be central to Physics Education over the next five or so years, the Commission would be particularly pleased to support activities that address these problems and issues. The Commission has identified a number of changes to which Physics Educators need to respond, and hopes that activities will be developed which address these needs and possible responses to them.

Change in Physics as a subject

Physics is increasingly developing interdisciplinary fields in which physics plays an essential role in relation to other sciences. Various developments in Biophysics are one obvious example amongst many. Physics is also deeply involved in fundamental work related to various technologies. Opto-electronics is just one example, as is quantum computing. Techniques have also changed, notably in the wide use of computer power in designing and running experiments, and the growth in the use of visualization and image processing in presenting data.

Yet these developments are as yet barely reflected in high school and introductory physics courses, so that students do not see the richness and diversity of possible careers and interests that could develop out of choosing to study physics. Evidently such courses have to cover a range of topics that are fundamental in the sense that they are needed for almost any later work in physics or physics-related topics. But students also need to get a reasonably faithful picture of the variety that physics can offer, and a chance to become interested in one or more possibility. Physics education thus needs to respond to these changes in the subject itself, and in how it is done. There is important scope for sharing ideas about how to bring these new aspects of Physics into the Physics classroom.

Change in interest in studying physics

World-wide, with few exceptions, there has been a decline in the number or proportion of students wanting to study physics. For many of the general public, it seems that Biology occupies ‘center stage’ in the sciences, dealing with exciting new possibilities and raising new moral and social challenges. This shift of interest also affects funding. Actions to attract more students to physics must be a high priority for the immediate future. Actions to attract more high quality teachers to Physics are essential to this goal. Meetings reporting on possible strategies and identifying crucial factors needing to be addressed would be particularly valuable.

Change in the goals of Physics Education

World wide, with the rapid increase in secondary and tertiary education, Physics needs to be taught to larger and larger proportions of the school and college or university level population. Physics has to be ‘for everyone’, not just for the minority who will become physicists. An urgent matter for discussion is the extent to which these two goals are or are not compatible, and whether and if so at what stage Physics courses need to offer more diverse provision for different kinds of people.

In particular the possible conflicts between the need to teach future physicists something of the mathematical and experimental rigor involved in the subject, and the need to interest a much wider population in the ideas of physics, need extensive and careful consideration.

Change in the research base for Science Education

Research in Physics Education has developed and is developing. We now as a result have a much better understanding of students’ thinking and have a range of research-based resources for improving the effectiveness of courses. Discussion is needed to identify where there is a good consensus on results, and to identify further issues for research.

However, it remains the case that the majority of physics courses are designed and taught without reference to the findings of previous research, or to the tools which that research has provided for improving and measuring their effectiveness. This points to the need for efforts to establish much better communication between physicists and those involved in physics education research. In doing so it has to be recognized that the interests and concerns of these two groups are often very different, making fruitful dialogue difficult. At the same time, such efforts are timely, in that the decline in popularity of physics presents an opportunity, as physicists become concerned for the future of their subject.

The pace of change

That the world is changing is nothing new. But the nature and intensity of current change, particularly as information technology transforms economies, means that the future is more than usually unpredictable. It is against this background that the ICPE has chosen to group its concerns under the broad heading of ‘Responding to change’. Thinking ahead about the shape of Physics Education to come should be an important focus of international activity in Physics Education.

WWW Goldmine

‘Tuning Educational Structures in Europe’

Synergy area: Physics

Launching Meeting 2001-05-04/05, Brussels (BE)

Bologna process

Trends in Learning Structures in Higher Education (II)

http://147.83.2.29/salamanca2001/documents/trends/trends.PDF

Convention of European Higher Education Institutions Salamanca 2001

http://www.salamanca2001.org/

plus links to all previous documents (>English>Documents): see Annex

From Bologna Declaration to Prague 2001

ESIB’s follow-up of this process is done by the Committee on Prague

http://www.esib.org/prague/

· Deutschland im europäischen Hochschulraum.Plenar-Entschließung der HRK zu den Schlussfolgerungen aus der Bologna-Erklärung

http://www.hrk.de/ >Archiv> Entschließungen>2000-2001

Quality Assurance

Handbook for academic review

http://www.qaa.ac.uk/public/acrevhbook/contents.htm

European Network for Quality Assurance

http://www.enqu.net/index.lasso

Internationalisation and quality assurance: towards worldwide accreditation?

Dirk Van Damme, IAUP XIIth Triennial Conference, Brussels (1999)

Diploma supplement

Diploma supplement. E.C.

http://europe.eu.int/comm/education/recognition/index.html

Diploma Supplement Deutschland. Handbuch.

http://www.hrk.de/ >Archiv>Diploma Supplement

ECTS and ECTS extension

ECTS

http://europe.eu.int/comm/education/socrates/ects.html

ECTS extension feasibility project

http://europe.eu.int/comm/education/socrates/ectsext.html

Accreditation

Accrediting Accreditation Agencies and Accrediting Degree Programmes leading to Bakkalaureus/Bachelor’s and Magister/Master’s Degrees - Basic Standards and Criteria
http://www.accreditation-council.de/criteria.htm

Towards Accreditation Schemes for Higher Education in Europe?

http://www.unige.ch/cre/activities/accreditation/accreditation_home.htm

Transnational Education

Transnational Education Project

Report and Recommendations (March 2001)

http://147.83.2.29/salamanca2001/documents/pos_papers/finalversion.PDF

Recognition issues

Recognition of diplomas

http://europe.eu.int/comm/education/recognition/index.html

Recognition issues in the Bologna process

Sjur Bergan, et al. EAIA Forum, Vol. 3, No.1 (2001) 26/27

Recognition problems and solutions of transnational education –

the code of good practice

Andrejs Rauhvargers, EAIA Forum, Vol. 3, No. 1 (2001) 28/29

Bachelor-Master

BE (nl)

VL.I.R. advies betreffende de implementatie van de Bolognaverklaring in Vlaanderen - luik bachelor-masterstructuur en binaire stelsel

http://www.vlir.be/vlir/onderwijs/Bama.htm

Empfehlungen zur Einführung neuer Studienstrukturen und –abschlüsse (Bakkalaureus/Bachelor – Magister/Master) in Deutschland

http://www.wrat.de/texte/4418-00.pdf

Tagungsdokumentation. Bachelor und Master in Mathematik und Naturwissenschaften

Dokumentationen & Materialien Band 39. DAAD, Bonn (2000)

Rencontres et travaux. Europe

http://www.cpu.fr/thematique/europe/rencontre_index.html

Construction de l’espace européen de l’enseignement supérieur

http://www.education.gouv.fr/discours/2001/orientsup.htm
http://www.cpu.fr/actu/article_index.asp?id=345
http://www.cpu.fr/_pdf/C3ES.doc

Naar een open Hoger Onderwijs.

Invoering van een bachelor-masterstructuur in het Nederlandse hoger onderwijs

http://www.minocw.nl/onderwij/ho/bachelor/main.htm

David Blunkett' s Speech on Higher Education, 15 February 2000

at Maritime Greenwich University

http://cms1.gre.ac.uk/dfee/#speech

Organisations

ERASMUS: Thematic Network Projects

http://europe.eu.int/comm/education/socrates/tnp/index.html

European University Association (EUA)

http://www.unige.ch/eua/

Since 1 April 2001 result of merger between:

Association of European Universities (CRE)

http://www.unige.ch/cre/

Confederation of European Union Rector’s Conferences (CRUE)

http://www.crue.upm.es/eurec/

European recognition networks (ENIC)

http://www.lu.lv/ace/wp/networks.htm

Akkreditierungsrat (Accreditation Council in Germany)

http://www.accreditation-council.de/main.htm

Newsletter

Education and Culture at a glance

http://europa.eu.int/comm/dgs/education_culture/publ/newsletter/newsletter_1.htm

Some ‘caveats’

Evaluieren wir uns zu Tode? Eine Bestandsaufnahme. Ch. Ebel-Gabriel

Physikalische Blätter 57 (2001) Nr. 5, p. 3

Are we daring enough? Conservatism in the science system.

http://www.esf.org/ftp/pdf/2001/Espb/ESPB11.pdf

Limits to Competition

Group of Lisbon, MIT Press (1996) ISBN: 0262071649

The word compete originally meant "to seek together," but in our time it has taken on more adversarial connotations and has become a rallying cry of both firms and governments, often with devastating consequences. Limits to Competition explores the question of whether free-market competition can indeed deliver the full range of needs for sustainable development. Is competition the best instrument for coping with increasingly severe environmental, demographic, economic, and social problems at a global level?

A n n e x

Basic Documents in the Bologna Process

Joint declaration on harmonisation of the architecture of the European higher education system by the four Ministers in charge for France, Germany, Italy and the United Kingdom. Paris, the Sorbonne, May 25 1998 http://www.murst.it/progprop/autonomi/sorbona/sorbgb.htm