Appendix I – Report of on-site seminar Sarajevo

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					                               Report of on-site seminar Sarajevo 2009

Sida project ‘Widening Participation on the Road to Membership’

Seminar with the European ‘Polifonia’ expert
Bologna Working Group in Sarajevo,
26 November 2009

Ester Tomasi-Fumics (University of Music and Performing Arts Vienna, co-chair), Hannu Apajalahti
(Sibelius Academy), Jörg Linowitzki (Musikhochschule Lübeck), Jan Rademakers (Conservatorium
Maastricht), Håkon Stødle (University of Tromsø), Jeremy Cox (Royal College of Music in London), Şirin
Tuğbay (Polifonia project administrator), Stine Bundgaard (AEC), Zoran Nikolic (Academy of Arts of the
University of Banja Luka), Natasa Glisic (Academy of Arts of the University of Banja Luka), Slobodan
Raicki (Faculty of Music of the University of Arts in Belgrade), Brank Pencic (Faculty of Music of the
University of Arts in Belgrade), Ivan Cavlovic (Music Academy of the University of Sarajevo), Vedran Tuce
(Music Academy of the University of Sarajevo)

Ivan Cavlovic, dean of Music Academy of the University of Sarajevo, welcomes the ‘Polifonia’ Bologna
Working Group and the Sida partner representatives to Sarajevo and to the Academy. Ester Tomasi-
Fumics, co-chair of the ‘Polifonia’ Bologna Working Group, welcomes the partner institutions, and
informs the participants about the expectation of the working group, which is to achieve an open
atmosphere. She informs the participants about the general schedule of the programme, which is

Introduction of ERASMUS Network for Music ‘Polifonia’ and the ‘Bologna’ Working Group
The day starts with a short introduction of the work of the ERASMUS Network for Music ‘Polifonia’. Şirin
introduces the project, which is in its second cycle, and runs with 66 partner conservatoires until
October 2010. The 7 working groups (WGs) of the project are shortly introduced with their aims and
expected final outcomes: Accreditation WG, Research WG, WG for Continuing Professional
Development, WG for Instrumental/Vocal Teacher Training, Pre-College WG and External Stakeholders
Panel. Ester takes over the presentation to explain the work of the “Bologna” Working Group.

The Bologna working group’s main task in this cycle of ‘Polifonia’ (2004-2007) has been the completion
Tuning Brochure, which is available in each participant’s seminar folder. This publication gives an
overview of developments in higher music education in Europe as well as European standards with a set
of reference points for the design and delivery of degree programmes in music. The working group is
also working on a handbook on assessment, and is analyzing the use of tools published in the previous
cycle of ‘Polifonia’. The group is also co-organising a conference in Ghent on 12-13 February 2010 with
the ‘Polifonia’ Accreditation working group which will include workshops on how to deal with different
aspects of the Bologna process. Şirin reminds the participants that Sida will finance 2 representatives
from partner institutions to take part in this conference.

Presentations by Sida partner institutions
Vedran Tuce, Music Academy of the University of Sarajevo starts his presentation with some background
information on the academy. The academy shares the building with the music school of Sarajevo. The

                                 Report of on-site seminar Sarajevo 2009

academy adapted the Bologna process into 2 cycles in the academic year of 2005-2006, but the academy
is not satisfied as this is forced by the Bosnian government in a very strict way that does not suit music
education. Vedran explains that before the adaptation of “Bologna”, it was a 4+2 system, which is now
reduced to 4+1. To address the shortage of time, the academy is preparing a 3rd cycle in some of the
departments, so that the students can stay in the academy longer. The academy is afraid that if they
make “mistakes” now, it will take a long time to change things later on. Ester comments that “Bologna”
is one big learning process, and everyone is learning from mistakes being made. Jeremy comments that
the expertise in the AEC would be of use for these kinds of worries.

Second to present is the Faculty of Music of the University of Arts in Belgrade, which was founded in
1937. The faculty covers both arts and sciences in music in 15 study programmes and first generation of
“Bologna” graduates came out of the academic year 2006-7 from the 4+1 system. The faculty also has
3rd cycle programmes; one is a specialization programme of 1 year, and the second is a doctoral study of
3 years. They have also developed learning outcomes. The problem experienced by the faculty is that
the Bologna standards were given from the Ministry and these do not work because the Ministry did not
consider the specificities of higher music education. This misunderstanding has resulted in these
following points to be imposed on the institution; only 20 active lessons per week is allowed, which is
impossible due to time devoted to practice, and each professor is allowed to have only 6 lessons per
week. There is no funding but a lot of laws.

Next to present is the Academy of Arts of the University of Banja Luka, which is also in the 4+1 system
offering 2 cycles. Zoran explains it is very interesting to see that all academies are experiencing similar
problems. He mentions it is the last year of the accreditation cycle for the institution and they need to
be prepared for next year, when they will go through an accreditation process. Jeremy adds that
accreditation is not a process with an end; it is a constant re-evaluation of the institutions (approx. every
5th year).

Presentations by ‘Bologna’ Working Group members
The presentations by the project partners are followed by short presentations of the member
institutions of the Bologna working group. Ester explains that the group feels it is important for the
project partners to see the differences among “Western European” higher music education institutions
in terms of the level of implementation of the Bologna process.

Ester shortly presents the University of Music and Performing Arts in Vienna. The institution is quite
large compared to the Western Balkan academies (3000 students, 850 teachers) and is still working on
integrating the Bologna principles, but still has Diploma studies. She explains that in Austria, there are
still a lot of negative reactions to the Bologna structure, mainly a gap between what is on paper and
what is in the mind of the teachers. The institution has not yet defined learning outcomes, and will be
accredited in 2012. Ester adds that although some students are not happy with the idea of the Bologna
process, the institution is trying to involve the students in the development of curricula.

Hannu continues with the situation at Sibelius Academy in Helsinki. He explains that a new degree
system was founded in 1970’s and in the 90s polytechnic institutions were founded. Hannu believes that
there are too many regulations in the Finnish system. In universities, the two cycles are 3+2, but
polytechnics have 4 years for the 1st cycle and no 2nd cycle. Yet students in Finland often study more

                                Report of on-site seminar Sarajevo 2009

than 5 years. He adds that there should be more possibilities for students and that a solution must exist
that takes the cultural situation into account.

Jörg talks about the situation in Germany, where 16 different states (Bundesländer) have 16 different
laws, which affect in total 56 Musikhochschulen. Most of the institutions are happy with the system. The
change was done with reflection and evaluation, together with the students. In Lübeck, the two cycles
are structured as 4+2, and doctoral studies exist since half a year on theory, science and ear training.
Jörg finds that the main challenge is to change the teachers’ mindset to become a part of the change.

Håkon explains that in Norway there has been very close cooperation between the conservatoires and
also with Scandinavia. Students are involved in every part of the education system. He explains that
University of Tromsø has experienced some problems due to the National framework, but finds Bologna
well implemented otherwise.

Jan Rademakers presents the situation at the Maastricht Conservatorium, which has an identity
challenge; the academy is part of a University as well as an faculty of the arts. They have settled in a 4+2
structure. Currently, the academy has each year an evaluation of the programmes by the students and
the analysis is given back to the students. He finds that Bologna has not been a big challenge to
implement in his institution, and believes this is due to their previously strong system.

The diversity of levels of implementation creates several questions and comments from the project
partners. One of the main challenges seems to be the distribution of the ECTS and workload. It is
especially difficult to calculate workload of music students as they practise on their own time. Jeremy
comments that ECTS – workload corresponds to the fiction of the typical student; it should only be used
as guidelines or tools and not as “the law”.

The conversation about the ECTS leads to a bigger discussion on 3rd cycle. The Music Academy of the
University of Sarajevo finds the 3rd cycle as a way of providing the students longer study time without
payment. They would like to know how to sustain a 3rd cycle and what the experience of the group has
been. The prolongation of the studies would enable the students to be of higher quality when they
graduate and start teaching pre-college education. The academy feels that not having a 3rd cycle is going
to affect pre-college education, and thus affect the level of students coming to the academy. Several
working group members explain how their 3rd cycle is organized to give a general idea to the project

From the direction of the discussion, the Bologna working group feels that AEC’s expertise in
accreditation and lobbying would be an asset to the partner institutions in their upcoming accreditation
procedures. Jeremy gives some details about how the AEC has been involved in informal and formal
accreditation visits and the systems of cooperation AEC has undertaken with national accreditation
agencies and suggests that the AEC could take the first step to contact the Bosnian and Serbian
Ministries of Education to introduce the association and suggest their assistance in the upcoming
accreditation procedures.

                                Report of on-site seminar Sarajevo 2009

The project partners inform the group that the accreditation agency will start operating in the second
half of 2010. It is decided that the academies of Banja Luka and Sarajevo will meet and write down some
main points and inform the AEC on who to contact in the Ministries. Then the AEC could send a letter
informing the ministry on what the AEC is, what the strengths are and what the AEC can offer, as well as
inform them about the Sida funded project.

The discussion then returns to the idea of 3rd cycle studies, and what research could be done in the 3rd
cycle. All working group members have different kind of 3rd cycle research activities, and this shows a
variety of things that can be done in the 3rd cycle. In terms of artistic research, some examples are given
on what kind of artistic research there exists. The project partners are reminded that the ‘Polifonia’
Research working group will organize a seminar on 16 February 2010 in Novi Sad, and that their
expertise is all kinds of research in conservatoires.

The meeting concludes with positive feedback on the practicality of the seminar and the existence of
tangible solutions.

                                                                                Report made by Şirin Tuğbay


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