Bologna and an established system of Bachlor's/Master's degrees. The example of adult education in Britain.

Autor/in	Field, John
Titel	Bologna and an established system of Bachlor's/Master's degrees. The example of adult education in Britain.
Quelle	In: Bildung und Erziehung, 58 (2005) 2, S. 207-219Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Professionalisierung; Universität; Hochschulzulassung; Berufsabschluss; Master-Studiengang; Bachelor-Studiengang; Erwachsenenbildung; Lebenslanges Lernen; Student; Großbritannien
Abstract	Der Autor charakterisiert die Bachelor- und Master-Studiengänge, so wie sie in England Tradition sind. Dabei wird ihr erfolgreicher Ablauf deutlich, vor allem, dass es gelungen ist, Berufsabschlüsse und Berufszugänge zueinander zu bringen. Sowohl in England als auch in den Vereinigten Staaten bedarf es keiner festgelegten Normen, mit denen der Übergang von der B.A.-Ebene zur M.A.-Ebene gemäß Leistung und Befähigung geregelt werden muss. Dass der Bachelor-Grad einen ersten berufsqualifizierenden Abschluss darstellt, hat sich in diesen Ländern schon durchgesetzt. (DIPF/Sch.). The distinction between Bachelor's and Master's degrees is a well established one in the UK, which also has a long tradition of postgraduate study of adult education. Superficially, then, the British experience might be viewed as an early example of how other higher education systems will work when the Bologna process is completed. While there are several reasons for doubting whether this simple picture is adequate, there are nevertheless some general lessons from the British experience. In Britain, Master's courses in adult education have typically been taken mainly by experienced professionals, who combine study with work, and who see a Master's degree primarily as an opportunity for career enhancement. With the general adoption of lifelong learning in the UK, the constituency of potential students is enormous, but it is also widely distributed, and the market of professional qualifications is highly competitive. As a result, universities have shifted away from a shared concern with Master's courses in adult education, and developed a range of more specialized courses, or offer lifelong learning as an option within a broad, modular Master's curriculum. This tendency is part of a wider process by which the coherent and bounded field of adult education is being displaced by the more open and decentred domain of lifelong learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/1