1. Susana Melo University of Bristol edsjdm@bristol.ac.uk Qualifications frameworks, the Council of Europe, and the epistemic dimension of transnational technocracy 2012 LLAKES Conference, 19th October 2012, London

2. 2 Networks of experts who supply knowledge to authoritative policy actors (Haas, 1992) Instrumental learning: -rational policy-making, evidence-based policy agendas, ‘best practices’ -times of uncertainty, crisis, disruption of policy patterns: revision of assumptions, updating strategies (Stone, 2012; Gilardi & Radaelli, 2012) Epistemic Communities

3. 3 Role of Knowledge and Policy Networks Knowledge DimensionsPolicy Process Production of ideas Problem identification Formulation (Common) adoption Evaluation Spreading of ideas across space through -> regular interaction leads to common patterns of understanding and hegemonic knowledge Transmission of knowledge in technical co-operation (“one-way” transaction?)Implementation Compliance Utilization of knowledge in everyday practices (Stone, 2012) Supra-nationa l Nationa l Local Governance

4. 4 Bologna Process Actors – Mapping Policy Ideas

5. 5 EHEA Qualifications Framework - 2005 Learning outcomesECTS credits First cycle Qualifications that signify completion of the first cycle are awarded to students who: - can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; Typically include 180- 240 ECTS Credits [outcomes+ workload] Second cycle …90- 120 ECTS credits Third cycle … Not specified Excerpt from Bologna Ministerial Conference, Bergen 2005

6. 6 National Qualifications Frameworks (I)Key Criterion: Make levels explicit and refer to them in terms of learning outcomes (2008) (II)Key Consequence: Redesign study programs on the basis of learning outcomes (from structure to approach to teaching practices) (III)Key issues reported in 2012 EHEA conference: Coherent implementation requires at the pan-European level: Training the “trainers’ trainers” Peer learning activities Facilitators: the Council of Europe, Bologna working group, and Network of National Correspondents

7. 7 The Council of Europe... Palais d’Europe, Strasbourg, Feb. 09

8. 8 Council of Europe and Qualifications CoE-UNESCOEuropean Commission Bologna Process 1997 Lisbon Recognition Convention Professional recognition (1989, 1992) Convention: No of ratifications: 15 EHEA countries (1999), 45 (2010) Convention Committee Access implementation plans Recommendations ENIC Network (1994) NARIC Network (1984) ENIC/NARIC Networks + Supporting new networks in other parts of the world Diploma Supplement (1999) Diploma Supplement ECTS Diploma Supplement + ECTS QF Lifelong Learning 2005 EHEA qualifications framework 2007 Council of Europe takes on the task of ‘assisting’ in the development of national qualifications frameworks

9. 9 The CoE as a Facilitator: Methodology Publishing in its own journal: Defining concepts; establishing approaches; discussing procedures (Co-)organising conferences: Organisational support; identifying experts; in some cases cover travel expenses of experts and of participants from some countries Type of conferences –All EHEA (with BFUG) –Regional (with initiator/sponsoring country or not) –National (often upon public authorities’ request)

10. 10 CoE Conferences on the Bologna Process 2005-10 Qualifications Frameworks Other regional Other nationalTotal All EHEA3 3 Regional53 8 National7 1219 15 30 National & Other National Albania5 Azerbaijan3 Armenia2 Georgia2 Moldova2 Russia2 Macedonia1 Turkey1 Ukraine1 Regional & Other Regional Setting and Supporting South East Europe Regional Network for Qualifications (Albania, Bosnia, Bulgaria, Croatia, Greece, Montenegro, Romania, Serbia, Slovenia, Macedonia and Turkey)5 Informal Conferences of Ministers of Education from the New Independent Countries3

11. 11 Some conclusions Formation of transnational technocratic communities through networks of experts who transmit dominant knowledge/train at the supra- national level for implementation of agreed instruments Peer learning for building on mutual trust and sharing of experience (and not for making policies) ‘One-way’ transmission? Problematic? Contested? In this case study, yes!

12. References Haas, P. M. (1992). "Introduction: Epistemic Communities and International Policy Co-ordination." International Organization 46(1). Stone, D. (2012). Agents of Knowledge. The Oxford Handbook of Governance. D. Levi-Faur. Oxford, Oxford University Press: 339-52. Gilardi, F. and C. M. Radaelli (2012). Governance and Learning. The Oxford Handbook of Governance. D. Levi- Faur. Oxford, Oxford University Press: 155-68. 12