Bakes, Corrie

Revistes Catalanes amb Accés Obert

306
Il Corso di Laurea in Beni Archeologici si pone 
come obiettivo quello di creare una ﬁgura professionale 
dotata tanto di una speciﬁca formazione umanistica 
quanto di una collaterale notazione tecnico-scientiﬁ-
ca, in modo da permettere al laureato di svolgere la 
più ampia gamma di funzioni professionali di vario 
livello nei campi della conservazione, tutela, recupe-
ro, restauro e fruizione dei Beni Archeologici. Esso 
intende fornire anche una solida preparazione di base 
su cui sviluppare, tramite l’accesso alla Laurea Spe-
cia-listica biennale, peculiari competenze professionali 
d’alto livello nel campo dello studio e della gestione 
istituzionale, tecnica e giuridica del patrimonio ar-
cheologico. Questo percorso costituisce anche un titolo 
preferenziale per l’accesso ai Master speciﬁci di primo 
livello, a contenuto tecnico professionale, nonché ai 
corridoi di ulteriore perfezionamento cos-tituiti da 
diversi e compositi programmi di dottorato.
Conseguito il Corso di Laurea triennale, lo studen-
te potrà iscriversi ai corsi di Laurea Specialistica in 
Conservazione e valorizzazione dei Beni Archeologici. 
Nell’Anno Accademico 2002/03 sono stati attivati tre 
curricula:
— Beni Culturali del Mondo Antico;
— Tradizione e Innovazione dal Tardoantico al Me-
dioevo;
— Comunicazione e Scambio di Beni Culturali fra 
Oriente e Occidente.
Il Corso, di durata biennale, rilascia il Diploma di 
Laurea in Conservazione e Valorizzazione dei Beni 
Archeologici.
Questo corso di Laurea ha come obiettivo la for-
mazione di professionisti con competenze speciﬁche 
nella tutela, catalogazione, conservazione e valoriz-
zazione del patrimonio culturale archeologico. Per 
questo motivo il corso prevede l’approfondimento 
sia di alcune discipline umanistiche (in particolare 
storiche e ﬁlologico-linguistiche) sia di insegnamenti 
a carattere tecnico-scientiﬁco (quali Fisica applicata ai 
Beni Cul-turali, Chimica dell’ambiente e del restauro). 
Il percorso formativo contempla inoltre un adeguato 
addestra-mento nel versante tecnico-operativo, da 
conseguirsi per mezzo di attività di laboratorio, ti-
rocini e campag-ne di scavo, ﬁno al raggiungimento 
di una completa preparazione metodologica e pratica 
ﬁnalizzata alla tutela, conservazione e valorizzazione 
del patrimonio archeologico.
Il laureato in questo Corso di Laurea potrà trova-
re occupazione nelle Amministrazioni pubbliche dei 
Beni Culturali Archeologici a carattere sia regionale 
che nazionale. E’ possibile anche l’impiego presso i 
musei pubblici e privati, gli archivi, le biblioteche, le 
fondazioni, e in genere presso quegli Enti pubblici e 
privati che hanno come scopo la conservazione dei 
beni archeologici.
Possibili sbocchi ci sono anche nel settore privato: 
in particolare negli archivi aziendali, nelle aziende di 
informazione, nei centri di documentazione.
La laurea permette inoltre di partecipare ai con-
corsi nei ruoli tecnico-scientiﬁci del Ministero dei 
Beni Culturali e Ambientali, delle Regioni e degli 
Enti locali nella carriera degli Archeologi e degli 
Storici dell’arte; ed è inﬁne aperto l’accesso al campo 
dell’insegnamento. 
Archaeology and 
t h e  B a c h e l o r-
Master
system at the 
U n i v e r s i t y  o f 
Leiden,
the Netherlands
Corrie Bakels
In the summer of 1999 the European ministers of 
Education agreed a common system of higher education 
which resulted in the so-called Bologna Declaration. 
The system consists of two cycles: a Bachelor course 
of at least three years, followed by a Master course. 
From 2002 onwards this BaMa model was introduced 
at Dutch universities. I will describe here the present 
situation concerning the study of Prehistory and 
Archaeology at the University of Leiden. In Leiden 
Prehistory and Archaeology have their own faculty: the 
Faculty of Archaeology. Archaeology is also taught at 
Amsterdam, Groningen and Nijmegen, but there the 
discipline forms part of the Faculty of Humanities. 
Nevertheless, the organization of the BaMa system 
is everywhere quite similar. The University of Leiden 
offers the largest variety in specializations.
The study starts with a three year Bachelor pro-
gramme. An academic year lasts 42 weeks. The ﬁrst 
year, a foundation year, is called Propedeuse. All 
students follow the same courses, which are divided 
into three categories. Category A, valued at 33 ects 
(credit points), comprises general subjects such as 
the history of archaeology, theory and method, data 
analysis, the correct writing of papers, and a ﬁeld 
school on an excavation. Category B, 18 ects, concerns 
courses on cultural periods and regions, followed by 
the writing of a paper on one of the taught subjects. 
The periods and regions are prehistory, classical 
archaeology, archaeology of the Near East including 
Egypt, archaeology of Asia, and archaeology of native 
American peoples. Category C, 9 ects, covers impor-
tant related disciplines and comprises introductions 
to geology, ecology, and cultural anthropology. Much 
of the teaching is done in formal lectures in lecture 
halls, but more active participation of the students is 
generated through the writing of the paper and the 
work on an excavation. Each subject has its own exa-
mination, which leads to a certiﬁcate. All certiﬁcates 
together result in a Propedeuse certiﬁcate. 
With a Propedeuse certiﬁcate a student has the 
307
right to enter the second year of the Bachelor pro-
gramme. This again has an A, B and C structure. 
A, 20 ects, is compulsory for everybody and covers 
advanced theory and methods, GIS (geographical 
information systems), advanced ecology, and ﬁeld 
work. B, 20 ects, is the ﬁrst step to specialization. 
Subjects will have to be chosen in one of seven ﬁnal 
tracks: science-based archaeology, European prehistory, 
European historical archaeology including maritime 
archaeology, classical archaeology, archaeology of the 
Near East, archaeology of Asia, and archeology of 
Mesoamerica and the Caribbean. Category C, 20 ects, 
is meant for minor subjects, which can be selected 
from a track different from the one followed in B, 
or from courses taught at other facul-ties, such as a 
foreign language or history. Students are quite free 
in their choice of subjects in C.
The third year follows the same pattern, but with 
more advanced courses and more original, indivi-
dual work. It culminates in a BA-paper, in which 
the student presents his or her own research. When 
all certiﬁcates are in order a student is awarded a 
Bachelors Degree.
Students can stop here, and some do, but at 
present many students continue their studies by 
following the one year MA programme. Because 
this programme is also open to foreign students, is 
taught in English, and can be entered twice a year, 
in September and February. The same tracks are 
offered as in the BA degree course, but in addition 
a MuseumMaster has been created. The latter is a 
joint initiative of the National Museum of Ethnology 
and the Faculty of Archaeology. Because Science-ba-
sed Archaeology comprises such diverse subjects, this 
track offers specialization in either ceramic studies, 
lithic studies and functional analysis of prehistoric 
artefacts, archaeobotany or archaeozoology. Again 
the ABC model is followed, with 12 ects for general 
courses, 40 ects for a specialization, and 8 ects for 
supporting disciplines. The ﬁnal product in all tracks 
is the MA thesis.
The Faculty has now had two years of experience 
with the BaMa system. New is the Research Master 
programme, which started in September 2004 and 
will last two years. It is meant as a stepping-stone for 
future PhD students, though students with a regular 
MA also have access to a PhD study.
What has the experience with the BaMa model taught 
me? In the past we had already the Propedeuse and 
this has not changed. The second and third year are 
also not very different from what we were teaching 
before. It is the MA which makes the difference and 
especially the inﬂux of international students. One 
of the main aims of the Bologna Declaration was to 
facilitate the mobility of students. It seems to work. 
On the one hand it makes teaching more difﬁcult, 
because notwithstanding the international BA, all stu-
dents have their individual failings. I don’t think that 
this can be remedied, because every university has 
its own specializations and strong and weak points, 
but it makes the MA programme time consuming 
for staff. On the other hand the internationalization 
is also rewarding because refreshing. However, two 
years experience is not much. I should like to see 
an international evaluation after ﬁve years, executed 
at all participating universities.
I should like to add a postscript. It is not only 
the BaMa model which has inﬂuenced academic tea-
ching of archaeology. For the section of the discipline 
concerned with European archaeology, the Valletta or 
Malta convention has brought about more change than 
the Bologna Declaration. Research is now steered by 
“Valletta” excavations and the standardized reports 
going with them. For the training of students in the 
ﬁeld this is not bad. The trouble lies in the teaching 
of post-excavation skills and specializations. The new 
regime requires reports delivered within a few months 
after the excavation and written by qualiﬁed people, 
and these conditions are not compatible with an on-
the-job training of students. At present a solution is 
being sought but the problem is not yet resolved.
La enseñanza 
universitaria de 
la arqueología en 
Francia
Joaquín Ruiz de Arbulo
En Francia, los estudios universitarios han estado 
regulados desde 1984 por la Loi sur l’enseignement 
superieur o Loi Savary (loi 84-52, de 26-01-1984; 
v. texto en //aget.free.fr/savary/loisavary.html), con 
sucesivas reformas parciales aplicadas en 1989 (re-
for-      ma Jospin, loi 89-486, de 10-07-1989) y 
1997 (reforma Bayrou, BO 16, 17/04/97). En el 2003 
se inició en Francia el debate del nuevo proyecto de 
ley impulsado por el ministro de Educación Nacional 
Luc Ferry conocido como la “réforme LMD (Licence-
Maîtrise-Doctorat)” que debe permitir la homologación 
europea de los diplomas franceses.  
La enseñanza universitaria en Francia se articula 
en dos periodos docentes diferenciados: un primer 
ciclo, de dos años de duración, presentado bajo la 
forma de un Diplome d’Etudes Universitaires Generales 
(DEUG), o bien de un Diplome d’Etudes Universitaires 
Scientiﬁques et Techniques (DEUST); y un segundo 
ciclo, compuesto por dos diplomas independientes y 
sucesivos de carácter anual denominados Licence et 
Maitrisse. La carrera investigadora en Francia con-
tinúa con los estudios de tercer ciclo a través del 
DEA, Diplome d’Etudes Aprofondies, normalmente 
cursado en uno o dos años, y a continuación con 
la realización de la tesis doctoral cuya duración 
puede necesitar de dos a cuatro años. Así, la forma 
de contabilizar un currículo de estudios en Francia 
se reﬁere a un Bac+4 (Maitrisse); Bac+5 (DEA) y 
Bac+8 (Doctorat).
La principal característica de la enseñanza de 
la arqueología en Francia es su íntima relación 


Archaeology and the Bachelor-Master system at the University of Leiden, the Netherlands

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