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Abstract The European ministers of education decided 1999 in Bologna to take care for convergence in the higher education programs in Europe. This great idea was the logical consequence of the Sorbonne declaration, declared in Paris 1998. It was accepted widely, and with enthusiasm, in politics, economy and initially also in academia. Now, four years after this political decision was made known, concrete steps for implementing these ideas are taking definite shape. It is thus time for a critical fact-finding. In the light of actual laws and regulations, it appears as if politicians and economists on the one side and academic instructors on the other side had different views and interpretations of what was intended in Bologna. Even those responsible for curricula in universities seem to have diverging points of view. Based on the analysis of the Bologna declaration itself, on a report to the Ministers of Education of the signatory countries, on an official German report and of laws and regulations in Germany and their influence on curricula in electrical and electronics engineering, a critical discussion will be given. The author comes to the result, that on a superficial view, the Bologna process is making good progress. On a closer view, however, fiction and reality are gaping considerably- at least for engineering education.