Transcript Mathematical modelling (Applied Mathematics)

SEE Doctoral Studies in
Mathematical Sciences
Bologna Process
and
Doctoral Studies in
Mathematics
at Sofia University
Chavdar Lozanov
University of Sofia
Bologna Process
The overarching aim of the Bologna Process is to create
a European Higher Education Area (EHEA) based on
international cooperation and academic exchange
The envisaged European Higher Education Area will:
• facilitate mobility of students, graduates and higher
education staff;
• prepare students for their future careers and for life as
active citizens in democratic societies, and support their
personal development;
• offer broad access to high-quality higher education,
based on democratic principles and academic freedom.
COUNTRIES PARTICIPATING IN THE
PROCESS OF CREATING THE EHEA
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Albania
Andorra
Armenia
Austria
Azerbaijan
Belgium
Bosnia and Herzegovina
Bulgaria
Croatia
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Georgia
•Germany
•Greece
•Holy See
•Hungary
•Iceland
•Ireland
•Italy
•Latvia
•Liechtenstein
•Lithuania
•Luxembourg
•Malta
•Moldova
•Montenegro
•Netherlands
•Norway
•Poland
•Portugal
•Romania
•Russian Federation
•Serbia
•Slovak Republic
•Slovenia
•Spain
•Sweden
•Switzerland
•“the former Yugoslav
•Republic of
Macedonia”
•Turkey
•Ukraine
•United Kingdom
Easily readable and comparable degrees:
a qualifications framework of three cycles
The objective of the Bologna Process is to structure higher education along
three cycles (Bachelor-Master-PhD), converging formerly very diverse
higher education structures in Europe and bringing them in line with
international standards.
In 2005, Ministers adopted an overarching Framework for Qualifications in the
European Higher Education Area comprising three cycles and they agreed
to develop national qualifications frameworks that are compatible with this
overarching framework.
National qualifications frameworks describe the qualifications of an education
system and how they interlink. They describe what learners should know,
understand, and be able to do on the basis of a given qualification, as well
as how learners can move from one qualification to another within a system.
The self certification report, which is the final stage in the development of
national frameworks, demonstrates how the national framework relates to
the overarching Framework for Qualifications in the European Higher
Education Area.
Bergen Communiqué, May 2005
Five core policy areas:
The Strategy for the EHEA in a Global Setting encompasses the
following five core policy areas:
1. Improving Information on the EHEA;
2. Promoting European Higher Education to enhance its world-wide
attractiveness competitiveness;
3. Strengthening Cooperation based on partnership;
4. Intensifying policy dialogue;
5. Furthering recognition of qualifications.
Every country in the EHEA should endorse these policy goals and
decide on appropriate measures for their implementation, in the light
of national priorities.
Therefore, the emphases which a specific country will set might
justifiably differ those of the next. And, evidently, not all measures and
initiatives may be suitable and appropriate to implement for all partner
countries and regions.
London Communiqué, May 2007
Doctoral Education
Doctoral education – generally corresponding to a workload
of 3–4 years full time – was introduced to the Bologna
Process as the third cycle by Ministers in 2003, when
they agreed that:
• The core component of doctoral training should be the
advancement of knowledge through original research;
• Doctoral programmes should promote interdisciplinary
training and the development of transferable skills to
meet the needs of the wider labour market;
• Participants in third cycle programmes should be
considered both students and early stage researchers;
and
• More doctoral candidates should be encouraged to take
up research careers within the European Higher
Education Area.
Third cycle qualification
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Qualifications that signify completion of the third cycle are awarded
to students who:
have demonstrated a systematic understanding of a field of study
and mastery of the skills and methods of research associated with
that field;
have demonstrated the ability to conceive, design, implement and
adapt a substantial process of research with scholarly integrity;
have made a contribution through original research that extends the
frontier of knowledge by developing a substantial body of work,
some of which merits national or international refereed publication;
are capable of critical analysis, evaluation and synthesis of new and
complex ideas;
can communicate with their peers, the larger scholarly community
and with society in general about their areas of expertise;
can be expected to be able to promote, within academic and
professional contexts, technological, social or cultural advancement
in a knowledge based society.
Bergen Conference of European Ministers Responsible
for Higher Education 19-20 May 2005
SOFIA UNIVERSITY
“St. Kliment Ohridski”
• Slavic studies
• Classical and
Modern Philology
• History
• Philosophy
• Law
• Journalism
• Education
• Primary school
education
• Math and Informatics
• Physics
• Chemistry
• Biology
• Economics
• Theology
• Medicine
• Geology - Geography
Faculty of Math and Informatics
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Mathematics
Applied Mathematics
Statistic
Informatics
Computer Science
Software engineering
Information Systems
Mathematics & Informatics
Doctoral Studies
FIELD OF STUDY
MATHEMATICS
Code:
Subject
01.01.01.
01.01.02.
01.01.04.
01.01.05.
01.01.06.
01.01.09.
01.01.10.
01.01.11.
01.01.13.
Logic
Algebra and Number Theory
Calculus and Analysis
Differential Equations
Geometry and Topology
Computational Mathematics (Numerical Methods)
Probability and Statistics
Operations Research
Mathematical modelling (Applied Mathematics)
Admittance of PhD students:
1. Entrance examination on specific
subject (written and oral)
An examining committee (board of
examiners) – minimum 3 Lecturers
having academic rank
2. Entrance examination on foreign
language
3. Faculty council appoints director of
studies (tutor)
Forms of Education:
• A. Individual work of PhD students:
according to Individual curriculum of the
student drawn by the tutor
• B. Particular scientific seminars – PhD
students present their papers
• C. Colloquium of FMI - PhD students
meet invited lecturers
• D. Exams (doctoral minimums) on:
specific subject and foreign language.
Some figures for the last six years:
Code
Subject
PhD
students
Lecturers having
academic rank
PhD students /
Lecturers
01.01.01
Logic
9
6
1,50
01.01.02
Algebra and Number Theory
3
7
0,43
01.01.04
Calculus and Analysis
2
10
0,20
01.01.05
Differential Equations
7
7
1,00
01.01.06
Geometry and Topology
5
10
0,50
01.01.09
Computational Mathematics
(Numerical Methods)
3
5
0,60
01.01.10
Probability and Statistics
7
4
1,75
01.01.11
Operations Research
2
5
0,40
01.01.13
Mathematical modelling
(Applied Mathematics)
11
27
0,41
Some figures for the last six years :
Form of education:
Number
Full-time
form
49
33
External
form
13
Unattached
(free) form
3
Termination:
Number
%
Defended
a thesis
Struck off
– entitled to
defend a thesis
Struck off
– not entitled to
defend a thesis
Still
studying
49
7
25
2
15
100%
14,3%
51,0%
4,1%
30,6%
Number of Papers of PhD students for
the last six years:
Code
Subject
Papers
published
in Bulgaria
Papers
published
abroad
Total
01.01.01
Logic
4
5
9
01.01.02
Algebra and Number Theory
5
1
6
01.01.04
Calculus and Analysis
2
0
2
01.01.05
Differential Equations
2
11
13
01.01.06
Geometry and Topology
4
7
11
01.01.09
Computational Mathematics
(Numerical Methods)
8
18
26
01.01.10
Probability and Statistics
11
10
21
01.01.11
Operations Research
0
0
0
01.01.13
Mathematical modelling
(Applied Mathematics)
4
13
17
Number of PhD students that
participate conferences, seminars etc.
Code
Subject
In Bulgaria
In other countries
01.01.01
Logic
2
3
01.01.02
Algebra and Number Theory
2
2
01.01.04
Calculus and Analysis
0
0
01.01.05
Differential Equations
3
3
01.01.06
Geometry and Topology
0
5
01.01.09
Computational Mathematics
(Numerical Methods)
0
2
01.01.10
Probability and Statistics
0
4
01.01.11
Operations Research
0
0
01.01.13
Mathematical modelling
(Applied Mathematics)
3
3
SEE Doctoral Studies in
Mathematical Sciences
Thank you for the attention!
Chavdar Lozanov
University of Sofia