1. Current Developments and Challenges in the Bologna Process
Bologna Presentation
(adapted by J. Stašková)

2. Bologna Basics 1: What is the Bologna Process?
Bologna Declaration:
June 1999, 29 countries,
Joint declaration on ‚The European Higher Education Area‘ (EHEA)
Commitment to achieve EHEA as a key way to promote citizens‘ mobility and employability and Europe‘s overall development
Bologna Process:
Intergovernmental process
Meanwhile 45 countries (i.e. EU and non-EU)
Bologna Follow-up Group, Board, Secretariat
Key role of European HE institutions and students

3. Bologna Basics 2: Action Lines
Easily readable and comparable degrees
Two cycle structure
Use of credits such as ECTS
Mobility
Cooperation in quality assurance
European dimension
Lifelong learning
Involvement of students
Attractiveness and competitiveness of the EHEA
Doctoral studies and synergies between EHEA and ERA
Bologna
Prague
Berlin

4. The Three-Cycle System
Pre-Bologna:
Various types of degrees across Europe
Increased students‘ and academics‘ mobility
Recognition problems
From two to three cycles
Bologna, 1999: first and second cycle (undergraduate and graduate)
Berlin, 2003: doctorate as third cycle
Bologna Declaration:
First cycle lasts at least three years
First cycle qualification gives access to second cycle and shall be relevant to European labour market
Use of a credit system (ECTS)

5. Why Qualifications Frameworks?
A tool for fostering transparency, flexibility and mobility of learners
On the national level: need for systematic articulation and navigation between qualifications
Overarching (European) qualifications frameworks: serve as translation device
Keep in mind:
Individual qualifications do not directly relate to overarching qualifications frameworks (only via national qualifications frameworks or systems)
QFs have to be generic and multi-purpose

6. Qualifications Framework for the EHEA: Starting Point - the Berlin Communiqué
‘Ministers encourage the member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile…
…They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.’

7. Strong Universities for Europe:
The Lisbon Declaration Europe’s Universities beyond 2010: Diversity with a Common Purpose
I. Introduction
Strong Universities for Europe:
Europe’s universities have, since their foundation
over 800 years ago, championed enquiry, fostered a civilised and
tolerant society and prepared young people for their role in society
and the economy. Europe now expects its universities to perform
an even wider role, enabling civil society to meet the
challenges of the twenty-first century.

8. The Lisbon Declaration Europe’s Universities beyond 2010: Diversity with a Common Purpose
2. Universities and the Knowledge Society
3. A diversified university system: Universities recognize that moving from an elite to a mass system of higher education implies the existence of universities with different missions, and strengths. This requires a system of academic institutions with highly diversified profiles, based on equality of esteem for different missions.
4. The fundamental importance of university autonomy: For universities, the adaptability and flexibility required to respond to a changing society and to changing demands relies above all on increased autonomy and adequate funding, giving them the space in which to find their place.

9. 5. Universities and an inclusive society:
The Lisbon Declaration Europe’s Universities beyond 2010: Diversity with a Common Purpose
5. Universities and an inclusive society:
Europe’s universities accept their public responsibility for
promoting social equity and an inclusive society. They are
making great efforts to widen the socio-economic basis of their
student populations; they are dedicated to ensuring access and
giving opportunities to succeed to all those who are qualified and
have the potential to benefit from higher education. Success in this
task requires partnership with governments and other parts of the
educational system.

10. 6. Refocusing on key goals:
The Lisbon Declaration Europe’s Universities beyond 2010: Building the European Higher Education Area
6. Refocusing on key goals:
Universities are fully committed to building the EHEA, as the
immense success of the rapid introduction of a three cycle
higher education structure across Europe shows
to ensure that a stronger student focus, employability, mobility, attractiveness and social inclusion are firmly embedded as characteristics of the emerging EHEA.

11. 7. A stronger student focus:
The Lisbon Declaration Europe’s Universities beyond 2010: Building the European Higher Education Area
7. A stronger student focus:
Universities are aware that additional efforts are needed to
meet the challenges of the shift towards student-centred learning.
This involves encouraging use of learning outcomes and being
explicit about what graduates are expected to know and be able
to do, but also encouraging critical thinking and the
active engagement of students.

12. The Lisbon Declaration Europe’s Universities beyond 2010: Building the European Higher Education Area
8. ECTS:
Trends V shows the effective role of ECTS in structuring learning
processes, when it is used properly on the basis of learning
outcomes and student workload. It provides a basis for trust
within and between institutions, cycles and disciplines, thus
promoting the flexible and multi-faceted mobility that is a key
objective of the Bologna Process.
Universities strongly urge the European Commission to build on the
achievements of ECTS in the further development of proposals for
a credit system for vocational education and training (ECVET).

13. this process will take time!!!
The Lisbon Declaration Europe’s Universities beyond 2010: Building the European Higher Education Area
ECTS:
Every effort should be made to avoid the existence of two
separate credit systems within one lifelong learning
strategy. Universities wish to take a leading role in the further
development of ECTS. EUA will take up this challenge as part
of its continued support to universities in implementing the
Bologna Process reforms through the Bologna Handbook and
the organisation of dedicated seminars and other events; as
the Trends V results demonstrate -
this process will take time!!!

14. Thank you for your attention.

15. Qualification Framework for the EHEA
ECTS Credits
Learning
Outcomes
Cycles
QF for EHEA
Doctorate
Master
Bachelor
(?)
Normally
90 – 120
(Minimum 60)
Min.
3 years

16. Learning Outcomes: Dublin Descriptors
Generic statements of typical expectations of achievements and abilities associated with qualifications at the end of a cycle
Outcome approach: Results are more important than how they are acquired
Dublin Descriptors look at knowledge and understanding, its application, making judgments, communication, learning skills
Descriptors should be read in relation to each other (Bachelor – Master – Doctorate)

17. Example: Dublin Descriptors on Making Judgements
Bachelor: (involves) gathering and interpreting relevant data…
Master: (demonstrates) the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data…
Doctorate: (requires being) capable of critical analysis, evaluation and synthesis of new and complex ideas…

18. Key Features of ECTS
ECTS = European Credit Transfer and Accumulation System
History: from mobility to accumulation
Quantitative measure based on student workload required to achieve learning outcomes
Additional mobility tools: Diploma Supplement, Learning Agreements, Mobility Pass
ECTS principles:
60 credits full-time academic year (1500 – 1800 hours)
i.e. 1 credit ca. 25 – 30 working hours
Credits for all components of study programmes – reflect quantity of work each component requires

19. Issues to think about when setting up NQFs
What is the need for NQF?
Promote & foster objectives & not just a mechanism – (flexible learning, student-centred learning, LLL, learning outcomes, etc.)
Wide consultation & dialogue has to be first step
Involve right people in development from beginning (institutions, students, employers)
Make use of experience of countries that have successful experience

20. Example of NQF: German Qualifications Framework
Three cycles (Bachelor, Master, Doctorate)
Described in terms of:
Knowledge and understanding (‚Wissen und Verstehen‘)
Ability to do (‚Können‘)
Formal aspects, incl. access and articulation, length and workload (ECTS)
E.g. Bachelor (formal aspects):
3 – 4 years of full-time study/180 – 240 ECTS
All Bachelor degrees give the right to access Master programmes
Types of degrees: BA, BSc, BEng, BMus, LLB, Diplom (FH)

21. EQF for Lifelong Learning
Eight levels covering different forms of learning incl. basic learning, Vocational Education & Training, HE, informal learning, etc.
Learning outcomes/Descriptors:
Knowledge
Skills
Competences
No measure of workload (no credit system)
Level 6 – 8: Descriptors ‚correspond‘ to Dublin Descriptors in QF for EHEA
Recommendation from the European Commission to the European Council & Parliament (EQF for LLL not adopted yet)

22. QF for the EHEA vs. EQF for Lifelong Learning
QF for EHEA
EQF for
Lifelong Learning
Geographical
scope
45 Bologna countries
25 (EU) countries
Educational
scope
Higher education
Lifelong learning
Levels/
Cycles
3 Bologna cycles
Eight levels
Elements
Learning outcomes
(Dublin Descriptors), ECTS
Learning outcomes
Status
Adopted by 45 ministers
in Bergen, 2005
Not yet adopted

23. Implementation Issues (from EUA’s Trends reports)
Access and articulation: From Bachelor to Master; entry requirements for Doctorate
Employers understanding: New system well understood by employers? What should be done in order to better promote the new degrees?
Diploma Supplement: Issued everywhere to all students?
ECTS: Correct use?
Recognition: Problems solved?
Curriculum reform: Formal adoption of new degrees or profound reform?
Students centred learning: Already well understood?
National Qualifications Frameworks: Do HEIs understand their value and purpose? Are stakeholders involved in the development?
Overarching Qualifications Frameworks: Helpful or confusing?