The Bologna process represents one of the major challenges for European higher education in the new millennium and is also an exciting prospect for the European Union. The process started in 1999 and currently there are 45 countries involved. The Bologna process highlighted several aspects of European higher education for consideration and drew attention to the complexity of issues involved in curriculum planning. What are the implications of the implementation of the Bologna process for the students, the professors, the Departments, the Faculties? What about for the organization of the work? What about for curriculum planning? What about for implementing courses? What about for teaching? This book aims to address some of these questions linking the characteristics of the Bologna process with the principles of the United Nations Decade of Education for Sustainable Development in developing principles for curriculum planning in higher education. The Bologna process defines the framework and characteristics of future curricula and the themes of the decade shape the contents and operational views of these future programs. Sustainable development itself transcends topic boundaries and provides important principles to influence all steps of curriculum planning at universities. The book is intended to provide support for university professors in curriculum design giving detailed consideration to a variety of topics including: aims and objectives, methodologies, the learner-centred approach and collaborative learning, evaluation and specific elements in the design of higher education curricula.

Educating for sustainable development. Curriculum planning in higher education.

BIASUTTI, MICHELE
2007

Abstract

The Bologna process represents one of the major challenges for European higher education in the new millennium and is also an exciting prospect for the European Union. The process started in 1999 and currently there are 45 countries involved. The Bologna process highlighted several aspects of European higher education for consideration and drew attention to the complexity of issues involved in curriculum planning. What are the implications of the implementation of the Bologna process for the students, the professors, the Departments, the Faculties? What about for the organization of the work? What about for curriculum planning? What about for implementing courses? What about for teaching? This book aims to address some of these questions linking the characteristics of the Bologna process with the principles of the United Nations Decade of Education for Sustainable Development in developing principles for curriculum planning in higher education. The Bologna process defines the framework and characteristics of future curricula and the themes of the decade shape the contents and operational views of these future programs. Sustainable development itself transcends topic boundaries and provides important principles to influence all steps of curriculum planning at universities. The book is intended to provide support for university professors in curriculum design giving detailed consideration to a variety of topics including: aims and objectives, methodologies, the learner-centred approach and collaborative learning, evaluation and specific elements in the design of higher education curricula.
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