Continuing Professional Development in the Bologna

process

Pat Davies, Executive Secretary EUCEN conference - Bergen 28-30 April

Bologna declaration(s)

Bologna 1999: ECTS-compatible systems also covering lifelong learning activities

Prague 2001: ‘Lifelong learning is an essential element of the European Higher Education Area. In the future Europe, built upon a knowledge-based society and economy, lifelong learning strategies are necessary to face the challenges of competitiveness and the use of new technologies and to improve social cohesion, equal opportunities and the quality of life.’

Berlin 2003: underlined the important contribution of HE

in making lifelong learning a realitynational governments taking steps to align

national policies to this goalurged institutions to enhance the possibilities

for lifelong learning, including the recognition of prior learning

Bologna realities

Trends III 2003:Diversity of definition in HEIs: LLL – UCE – UAEGap between national policy and implementation‘most salient problem is clearly the lack of integration

of LLL provision in the general strategies, core processes and decision-making of the institution’

Even in UK, Finland and France … CE/LLL centres not always recognised on equal footing

Trends III (contd):Percentage of HEIs reporting an LLL

strategy:35% had a LLL strategy31% in early stages of developing one26% planned to develop one5% saw no need for one3% no view

Trends IV 2005 No section on LLL (but in national reports)On access: mostly about selection – calls

for review of legislationOn modularisation: increased flexibility

expected by students not been realised

Trends IV contdOn the recognition of non-formal/non-academic

qualifications: ‘The topic is part of a wider theme of LLL that has

very much been neglected so far in the Bologna discussion … it is still not perceived as an important topic in many institutions… often not understood …. limited awareness exists in many HEIs … often misunderstood as the permeability between the university sector and the polytechnics/college sector’. (p22-23)

Continuing Professional Development (CPD)

Short courses, seminars, conferences, …

Masters courses

CPD: 4 questions

1. Should CPD be brought within the ECTS framework?

2. If so, how?

3. What is a Masters?

4. What is the link between CPD and Masters programmes?

CPD and ECTS

Arguments for:Accreditation increasingly required by

professional associationsIndividuals need toolsBridges between different kinds of qulaificationsDoes not have to be compulsoryNew forms of collaboration for universitiesShift of focus to 3rd mission

CPD and ECTS

Arguments against:Costly and time consuming for little

rewardNo solid evidence of needOther prioritiesDistort purpose of learning

How?

Assign a levelFormal assessmentNew forms of assessmentNew forms of quality assuranceCredit rating: competences or

workload?Accumulation and transfer rules

Recommendations

Universities should develop ECTS for CPD

It should be voluntary for learnersEuropean Commission, European

associatons and national agencies should promote a debate

European Commission should support pilot projects

Review in Trends report for 2007

What is a masters?

Academic or professionalInitial/follow-on or post experienceFollow-on or conversionUniversity-based or work-basedTaught or research-based or project-basedDisciplinary or inter-disciplinary or mult-

disciplinaryCombination models

Link between CPD and masters?

The ‘building up’ modelThe ‘dividing up’ model

To pay or not to pay?

Recommendations

Bologna co-ordinating group should: support work to develop a common

framework for terminologypromote sharing of case studies and

models

Review in Trends report for 2007