the bologna process. political aims create a european higher education area by 2010 simplify the...

THE BOLOGNA PROCESSTHE BOLOGNA PROCESS


Political AimsCreate a European Higher Education Area by 2010Simplify the European qualification systems Improve mobility within the EU and attract students

and scholars from abroadEnsure high-quality standards for recognised

educationNeed of reforms


The Lisbon StrategyEurope to become the most competitive and

dynamic knowledge-based society in the world by 2010

European education and training systems to become a world-wide reference for quality and excellence by 2010

Create sufficient system of compatibilityNeed of profound changes in education systems


The Agendas Converge

Bologna and Lisbon largely coincide and reinforce each other

Bologna: intergovernmental process (40 countries) supported by the Commission

Lisbon: Community process, shared objectives measured against European benchmarks


Action Lines (1)

1. Easily readable and comparable degrees

2. Bachelor-Master-Doctorate system

3. Credit system (transfer and accumulation)

4. Mobility

5. European cooperation in quality assessment


Action Lines (2)6. Integrated study programmes and joint degrees

(revision of national legislation)7. Lifelong learning8. Empowerment of higher education institutions

and students9. Attracting students from abroad10. Linking up with European Research Area

(extending Bologna to the doctoral level)


Immediate Priorities

1) Bachelor-Master (two-cycle) system

2) Recognition of degrees and period of studies

3) Quality assurance


(1) Two-Cycle SystemBachelor of 3 or 4 years; Master of 1 or 2 yearsAlmost all countries have implemented new system;

others to start implementation by 2005Elaborate framework of comparable and compatible

qualifications (National Qualifications Frameworks plus overarching European Qualifications Framework)

Describe qualifications in terms of workload, level, learning outcomes, competences and profile


(2) RecognitionConsistent and correct application of the

European Credit Transfer and Accumulation System (ECTS)

Use of Diploma Supplement (DS)Ratification of the Lisbon Recognition

Convention


(2) Recognition – ECTS – What?A systematic way of describing an educational

programme by attaching credits to its componentsA student-centred system based on the student

workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired

For mobile and non-mobile studentsFor transfer between institutions and accumulation

within an institution


(2) Recognition – ECTS – Why? Initially to transfer credits and recognise periods of study

abroad to enhance quality and volume of student mobility Recently also a credit accumulation system Makes study programmes easy to read and compare Facilitates mobility and academic recognition Crucial for the design of a national and European

Qualifications Framework Helps universities to organise and revise study programmes Makes European higher education more attractive


(2) Recognition – ECTS – Key Features 60 credits = realistic work load of average full-time student in one

academic year to achieve pre-established learning outcomes (1500-1800 hours per year; 1 credit = 25-30 hours; smallest credits 3 or 5)

Credits obtained after successful completion and appropriate assessment Student workload comprises time required to complete the learning

activities (lectures, study, papers etc) Credits are allocated to all educational components of a study

programme (courses, placements, research etc) Performance is documented by a national grade plus an ECTS grade

ranking performance on a statistical basis (A=best 10%, B=next 25%, C=next 35%, D= next 25%, E=next 10%; F=fail)


(2) Recognition – ECTS – Further Features

Credits acquired abroad replace a comparable period of study at home

Automatic recognition of credits only within the framework of guided mobility

ECTS for Lifelong Learning: recognition of skill and competences acquired outside higher education on basis of workload and learning outcomes; can result in the award of waivers for certain components of a programme

ECTS Counsellors across Europe provide guidance


(2) Recognition – ECTS – Key Documents Information Package/Course Catalogue: information on the

institution, information on degree programmes and individual course units (qualifications, goals, access, methods, etc) and information for students; to be published on the web; also in English

Learning Agreement between student and institution: list of courses to be taken including ECTS credits

Transcript of Records: performance record by showing the list of courses taken, ECTS credits gained, national and ECTS credits awarded


(2) Recognition – ECTS LabelAwarded to institutions which apply ECTS correctly in

all first and second cycle degree programmesUse of Information Package/Course Catalogue,

Learning Agreement and Transcript of Records obligatory

Use of ECTS grading scale, Diploma Supplement recommended

Possible award of an ECTS for Lifelong Learning Grant


(2) Recognition – Diploma Supplement (DS)

To be added to each diploma awardedTo provide a standardised description of the nature,

level, context, content, status and function of the studiesTo include sufficient independent data to improve

transparency and professional recognition of qualifications

To include description of the national education system


(2) Recognition – Diploma Supplement (DS)

Crucial for the design of a national and European Qualifications Framework

DS Label is awarded to institutions issuing the DS correctly to all students upon graduation

DS Councellors across Europe provide guidance


(3) Quality Assurance (QA) – PrinciplesQA = accreditation confirming that certain pre-

established quality standards have been metQA demonstrates and enhances qualityQA on the basis of academic inputs and outcomes

(learning process, efficiency, competences etc)Need for comparability and recognition of

qualifications within the EUEuropean Diversity: no single QA model needed


(3) Quality Assurance (QA) – LevelsAt institutional, national and European levelPrimary responsibility with each institutionBy 2005 national QA systems: definition of responsibilities,

evaluation standards for programmes or institutions, system of accreditation, international networking

By 2005 European Network for QA in Higher Education (ENQA) to develop agreed QA standards, procedures and guidelines; and peer review system for QA and accreditation of QA agencies


(3) Quality Assurance (QA) – European Clearing House System

No pan-European mega QA agency but strong network of national QA agencies

System of mutual recognition of national, regional, sectoral etc QA agencies of sufficient quality and credibility

Creation of European Registry of co-approved agencies


(3) Quality Assurance (QA) – TrustMutual recognition depends on trustNo fixed European standards (although standards tend

to converge)But 3 principles to be respected: independence (from

state, institutions, national interest), definition of type/level of standards applied (consistent, clear, known, stable but flexible), procedures applied

QA agencies to submit themselves to external quality evaluation


The Tuning Project – A Related Activity Initiative of 135 European universities to “tune

educational structures in Europe”Corresponds to Bologna aims: comparable degrees,

two-cycle system, use of credit system, definition of European qualifications

Identifies points of reference for generic and subject-specific competences described as learning outcomes

Serves as reference points for curriculum design and evaluation, but no harmonisation of programmes


Advancement of ReformsTwo-cycle system well advanced: pressure on late comers

is mounting as European universities are tightly linked in many networks

ECTS system well advanced: no resistance as system is flexible; only risk of wrong implementation

National legislations increasingly allow for joint degreesQA received strong impetus through political mandate to

ENQAReport in Bergen (NO) in May 2005


Global Impact

More competition because of more understandable structures

More cooperation because of compatible structuresEuropean Charter for ResearchersEuropean Doctorate Label to be awarded to programs

with a clear European Dimension


European Charter and Code of Conduct

To give individual researchers the same rights and obligations wherever they work throughout the EU

Addresses MS, employers, institutions, funding organisations and researchers

Addresses the roles and responsibilities and entitlements Improve recruitment, make selection procedures fairer and

more transparent and proposes different means of judging merit


Some statistics

Only 21%of the EU working age pop. Has achieved tertiary edu.(US 38% Canada 43% Japan 36%)

In the EU 52% relevant age group enrolled in higher edu. (Japan 49% Canada 59% USA 81%)

EU educates more graduates in S&T and produces more PhDs but they don’t go on into research – 5.5 per 1000 (US 9 and Japan 9.7)

ERASMUS MUNDUSERASMUS MUNDUS

Further Information

http://europa.eu.int/comm/education/policies/

educ/bologna/bologna_en.html