1EUA – Bologna

The Bologna Process – Towards The Bologna Process – Towards the European Higher Education the European Higher Education

AreaArea

Pierre de MaretEUA Board Member

Former Rector of Brussels University (ULB)

Melbourne, 15 November2007

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A borderless, interconnected, interdependent world.

We can now jump daily from the local to the global.

It is for this type of world that we should be educating our students

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BOLOGNABOLOGNA

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Bologna…

a la Bolognese

Bologna…

…the city

Bologna…

The oldest University of the world - 1088

…its University

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A Millennium later,

Europe had a tremendous diversity of national higher education systems

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Bologna is also Bologna is also

…a Process for the creation of a European Higher Education Area (EHEA)

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Why a European HE system Why a European HE system convergence? convergence?

Complicated study structures

difficult to understand and operationalise

Rigid study structures,

little flexibility, limited scope for reorientations

Obstacles for international exchange,

restricted mobility

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Overarching Goals:

1. To facilitate the mobility of students, researchers and graduates within Europe

2. To increase the international attractiveness of the European system of Higher Education..

Bologna Process

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1998

1999

2001

2003

2005

2007

2009

Sorbonne, Paris: 4 European Education Ministers launch the process for a European Higher Education AreaBOLOGNA 29 countries sign the Bologna Declaration – the Universities support the process

Goal: 2010PRAGUE 33 countries

BERLIN 40 countries

Bergen 45 countries

ChronologyChronology

Leuven

London 46 countries

Bologna, an evolving processBologna, an evolving process

In In 46 countries46 countries,,

the the same structuressame structures

… … with sufficient with sufficient flexibilityflexibility for for for for cultural differencescultural differences and and specific demandsspecific demands

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Key characteristicsKey characteristics

Successful movement for reform across 46 countries, in a relatively short period – over 74% of HEIs now say that they consider the EHEA necessary & desirable

A vast reform agenda to enhance the quality of European HE – a shared responsibility between governments, HEIs, staff & students

A voluntary process with no legal obligations & a tiny bureaucracy

Flexibility and partnership as principles: with a joint responsibility of all partners for successful implementation

Growing interest from the rest of the world in the Bologna reforms

from Reykjavik

The same structure

to NicosiaFrom Lisbon

to Moscow

Diplomas which are recognised all over Europe

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European Higher Education Area (EHEA)European Higher Education Area (EHEA)46 Countries (signatories of European Cultural Convention of 1957)

800 Mill. Inhabitants

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GoalsGoals

Recognition of diploma

Mobility of students and faculty

Employability all over Europe

Enhanced study structures

Attractiveness of the European Higher

Education

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10 Bologna Actionlines10 Bologna ActionlinesBologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees2. Adoption of a system essentially based on two cycles3. Establishment of a system of credits4. Promotion of mobility5. Promotion of European co-operation in quality assurance6. Promotion of the European dimension in higher educationPrague Ministerial summit of 2001:7. Focus on lifelong learning8. Inclusion of higher education institutions and students9. Promotion of the attractiveness of the European Higher Education AreaBerlin Ministerial summit of 2003:10. Doctoral studies and the synergy between the European Higher Education Area and the

European Research AreaBergen Ministerial summit of 2005 : autonomous universities

London Ministerial summit of 2007: European Register of Quality Assurance Agencies EHEA in a global setting

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Our common model with Bologna is a model of cooperation and solidarity

Toward a European higher education Toward a European higher education area:area:

3 years Bachelor + 2 years Master+ Doctorate

European Credit Transfer System (ECTS) Diploma Supplement Quality assurance The Global Dimension of European Higher

Education Area

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Pre-Bologna: a huge variety of national degreesLong first degree – 5 yearsDiplom, Candidature, Magister, License etc.

Now: 3 compatible cycles Enormous progress since 1999: 82% of HEIs have the 3 cycles in

place (fast increase: 2003 only to 53%)

Three cycle systemThree cycle system

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Pre-Bologna: few countries have national credit systems

European Credit Transfer System (ECTS)

Developed in 1980’s by European Commission

Adopted by the Bologna Process

60 credits per year – 1500-1800 workload hours

1 credit 25-30 working hours

Beginning: Transfer Credits for exchange of students

Student workload-based

Now: Transfer- and Accumulation

Increasingly learning outcome oriented

Recognition: European Credit SystemRecognition: European Credit System

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Diploma SupplementDiploma Supplement Bologna Declaration: “a system of easily readable and comparable degrees”

Diploma supplement produced by national institutions on the basis of a template developed by EC, Council of Europe, UNESCO

Eight sections – among them information identifying the qualification information on the level of the qualification information on the contents and results gained, information on the function of the qualification, information on the national higher education system

Issued in a widely spoken European language Benefits graduates, higher education institutions and employers

Implemented by almost 50% of the universities (2006)

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The European QA Agency RegisterThe European QA Agency Register

Web-based: easily accessible for international partners.

Will be the responsibility of the stakeholders: HEIs, students, QA agencies and social partners.

Central involvement of stakeholder organisations: ENQA, EUA, European Colleges (EURASHE), European Student Union (ESU)

Legitimacy to QA agencies beyond national level.

Possibility of selecting a QA agency that uses methods most suited to their specific goals/institutional strategies and missions.

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Making student centred learning a reality Using the different Bologna transparency instruments & tools

properly: ECTS, DS Focus on learning outcomes At national level – developing qualifications frameworks Progression from one cycle to another

Continued focus on quality – also in response to growing demands for transparency, growth in rankings etc..

Engaging with society Removing obstacles to mobility

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The Global Dimension of Bologna (1)The Global Dimension of Bologna (1)

Bologna Declaration (1999): “objective of increasing the international competitiveness of the European system of higher education”.

Attract students and scholars from outside Europe.

International partnership and cooperation.

London 2007: European Ministers adopt Strategy for the European Higher Education Area in a Global Setting, comprising information, promotion, cooperation based on partnership, HE policy dialogue, and recognition.

Strategy requires action at institutional, national & European level.

Universities: continue to develop strategies and structures to enhance their international profiles.

Activities of EU (Asia Link, Erasmus Mundus, Research funding under 7th Framework Programme) and individual European countries.

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The Global Dimension of Bologna (2)The Global Dimension of Bologna (2)

growing interest across the globe demand for policy dialogue & enhanced cooperation

How does the 3 cycle degree structure articulate with other regions What about ECTS and the Diploma Supplement Interest in the European Register of QA agencies What about joint degrees?

Responses from around the globe include Francophone Africa and the MEDA countries of the southern

Mediterranean are adopting Bologna Reforms Latin America considers the Process as model for regional integration Increasingly positive attitude in the US Developing dialogue with Asia, Australia and New Zealand

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ConclusionConclusion

Raising the profile of European HE Giving European HEIs experience in implementing

reforms & increasing their flexibility Many of the distinctive features are contributing to

raising the attractiveness of European HEIs A catalyst for new thinking A renewed base for cooperation with other regions

based on partnership and solidarity

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References for further informationReferences for further information

o EUA website: www.eua.beo EUA publications (Bologna Brochure, Trends reports etc.)

http://www.eua.be/index.php?id=128o Bologna Handbooko ENQA – European Standards and Guidelines for QA: www.enqa.euo European Student Union www.esib.org/o EURASHE – European Colleges http://www.eurashe.euo European Commission - DG Education

http://ec.europa.eu/education/policies/educ/bologna/bologna_en.htmlo Bologna-Bergen website o http://www.bologna-bergen2005.no/o Bologna Benelux website

http://www.ond.vlaanderen.be/hogeronderwijs/bologna/o Universities UK Europe Unit

http://www.europeunit.ac.uk/bologna_process/index.cfm