1. Achieving Bologna goals: where does Europe stand before 2010? Prof. Andrejs Rauhvargers University of Latvia Chair of the Bologna Stocktaking Working group EAIR Forum, Vilnius, Lithuania, 23-26 August 2009

2. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 European Higher Education Area goals (Bologna declaration) promote citizens' mobility promote citizens' employability increasing the international competitiveness of the European of higher education Bologna declaration signed on 19 June 1999 by 29 countries - EU, EEA and candidate countries of that time

4. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Main tasks as seen in 1999 transparent and understandable HE systems based on two (three) cycles: Bachelor’s; Master’s and Doctoral implementation of ECTS, employability establishing quality assurance, improved recognition international cooperation student and staff mobility European dimension of studies

5. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Between 1999 and 2009: 19 more countries have joined Process has become pan-European New tasks/ aspects not foreseen in 1999: moving towards student-centred, outcomes-based learning establishing overarching and national qualifications frameworks global dimension –cooperation with other World regions, internationalisation of institutions in Europe social dimension of the process

6. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Bologna Process Stocktaking 2009 Based on National Reports Criteria and questionnaire approved by the Bologna Follow-up group In cooperation with Eurydice, EUA Trends team, ESU student review team, Data collection group (Eurostat/Eurostudent) Bologna working groups on Social dimension, Mobility, Global dimension, Qualifications Frameworks etc.

7. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Degree structure in 41 countries (85%) all or almost all students below doctoral level are enrolled in the Bologna two- cycle degree system while in 2007 stocktaking it was 71%.

8. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Degree structure - i ssues: Low actual proportion of students in the Bologna three cycle studies in some countries e.g. RU, DE SI, AN, but also in AT, HU, FYR Macedonia Real reworking of programmes is still under question, poor implementation discredits the whole idea of introduction of the bachelor-master system In some countries certain regulated professions are not included and L evels of qualification in the EU directive 2005/36/EEC is not compatible with the Bologna cycles

9. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Access and admission to the next cycle 90% of the countries report that access to the next cycle is established but actual admission to the next cycle studies may include additional measures other field of studies same field of studies

10. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Employability countries still don’t have sufficient data, Bachelor – acceptance and employability in some countries employability of bachelor graduates is still a problem, in some it improves and in some has not a specific problem too little involvement of employers: ▫ relatively stronger in curriculum design ▫ less in quality assurance and governance

11. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Unemployment – Eurostat/ Eurostudent report report Educational level obviously correlates with employment: unemployment rate of low- educated people is higher than 16 %, while it was 10 % for highly educated people Recent graduates are more affected by unemployment than those who graduated at least 3 years ago: ▫ 4-5 times higher unemployment in CZ, LU, HU, MT, RO, SK ▫ same or bigger unemployment as lower educated IT, PT, TR

12. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Unemployment rate of HE graduates Eurostat, EU-LFS

13. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 ECTS % of programmes using ECTS Credits are linked with learning outcomes

14. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 ECTS Use of credits for accumulation and transfer is +/- implemented Issues: linkage with learning outcomes : - not everywhere, - not always properly problems to measure workload correctly May take time for proper implementation

15. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Learning outcomes learning outcomes are understood as important priority underpinning progress several other action lines – qualifications frameworks, student– centred learning, ECTS, recognition including recognition of prior learning, i.e. success of lifelong learning Issues: LOs culture is new to many countries LOs are sometimes confused with overall goals of subject courses and programs LO’s are often seen as a separate task and not in an integrated way

16. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Qualifications frameworks Proposal of qualifications framework prepared with cycles and credit ranges - 38 countries NQF proposal nationally discussed and approved - 18 countries

17. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Qualifications frameworks NQFs fully implemented and certified with the European overarching framework IE, UK-Sc, UK-EWNI, DE, NL, BeFl Close to completion – Nordic countries Issues: Superficial implementation, Starting self-certification too early

18. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Implementation of European Standards and Guidelines for Quality Assurance developed by: ENQA, EUA, EURASHE, ESU, approved 2005 External QA and European cooperation Practically all countries follow the pattern self- assessment/peer review/ publication of review results/ follow-up procedures European QA Register has started admitting first QA agencies Only 16 countries have evaluated their QA Agencies Less than half the countries are members of ENQA Foreign peers in expert teams – 2/3 of the countries

19. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Internal QA more or less in place: - internal approval of programmes, - quality assurance of staff - QA strategy

20. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Internal QA Less achievements: development of learning outcomes of programmes student assessment measuring achievement of learning outcomes The need of change is not always understood Fully-fledged introduction of outcomes-based quality culture will take time after 2010

21. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 International involvement in QA

22. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Student involvement in QA

23. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Recognition - implementation of the Lisbon Recognition Convention (LRC) LRC principles are not always transposed in national legislation Outdated approaches such as “nostrification” and “equivalence” are still alive Recognition procedures vary greatly between and within countries Credits are often formally “recognised” but not properly transferred We have not established fair & coherent recognition across the EHEA yet Need to improve procedures is not always understood

24. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Tools to improve recognition revise national legislation find an appropriate solution to the ‘triangle’ of the international legislation, national legislation and autonomy include recognition procedures among the issues assessed within both internal and external quality assurance. carry out discussion on recognition and terminology reach consensus on the understanding of “substantial differences” Involves change of attitude/culture – will take time after 2010

25. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Recognition of prior learning In a small group of countries RPL already works well RPL is more often used for admission to HE rather then for allocation of credits Difficulties for some countries in understanding the concept of RPL, need of staff training RPL may be included in national policy but not applied in practice

26. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Joint degrees in 75% countries JDs are now legally possible Estimated number of joint programmes in Europe is over 2,300 JD’s are mainly at master’s level Issues: joint quality assurance, issuing degree certificate jointly, sustainability, funding, registration, duration programmes

27. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Mobility -two-thirds of the countries report they have managed to ease visa/work permit arrangements -countries stimulate the development of programmes taught in a foreign language (mainly English), providing English or host country’s language support -funding is not the only hindrance to mobility -some countries complain that students are not interested -students highlighted the lack of information available in their home country.

28. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Portability of grants and loans portable grants AND loans: Nordics, AT, Befl, DE, CH, FR, Pl, Pt a.o.. neither grants nor loans portable: ALB, ARM, BeFr, IT, RU, UK, UKR

29. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Student mobility data (Eurostat/UOE) -outbound mobility rate in the Bologna Area is increasing +5 % annually since 2000 -but % of students enrolled abroad in Europe is quite low - 2.3 % of students with EU citizenship -inbound mobility rates in Europe are 7 %, with around half being non-citizens of EHEA, growing -Be, Fr, AT, UK and CH - inbound mobility rate above 14 %, similar to that of Canada (UK 22%) -incoming students number is growing, but proportion of those coming from the EHEA has dropped

30. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Student mobility data (Eurostat/UOE) Students from highly educated backgrounds more often have a study period abroad (3 times more in some countries, but nearly equal CH and AT) Students from low-educated backgrounds consider funding issue as the main obstacle. Staff Erasmus mobility remains limited, (EU average 2%) but it is growing +7 % annually since 2001 Staff mobility is higher in Pt, AT, Fi and most of the “new” EU member states (3-6%) and 14% in Malta

31. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Social dimension of the EHEA some countries carefully describe the situation, give a clear explanation of policy measures and clear strategies for the future, others provided hardly any information or even stated that they have no under-represented groups striking discrepancy between optimistic description in NRs vs. the data provided by Eurostat & Eurostudent all countries take actions to enhance participative equity, but usually don’t monitor the impact in spite of efforts, there is a way to go before “student body … should reflect the diversity of our populations” (London Communiqué)

32. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Social Dimension of the EHEA In EU 17% of those whose parents have low education graduated from HE but in 8 countries it less than 10% (CZ, HU, CY, LV, MT, PL, SI, SK) In average more than 50 % of those whose parents achieved higher education also completed higher education, in some countries it is over 75 % impact of the educational level of parents on successful completion of higher education is especially high in the Czech Republic, Hungary, Cyprus, Poland and Slovakia as well as in Belgium, Italy, and Luxembourg * data from Eurostat/Eurostudent survey

33. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Social Dimension of the EHEA Share of part-time students is growing, (especially in the 30+ age group 37% to 48% since 2000. There is also a group of “de facto” part time students who study: ▫ less then 30 hours per week - at least 20%- in all the respondent countries, ▫ less than 20 hours per week - at least 10% students in 18 of 20 respondent countries and at least 20% in half of the respondent countries ▫ less than 10 hours per week – up to 15-20% in some countries ▫ data from Eurostat/Eurostudent survey

34. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Structure of income sources – students living away from parents

40. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 So, where do we stand? We have achieved a lot, but there are also things to do in the future: -Structural reforms are relatively close to completion -Success in internal quality assurance, system of credits, qualifications frameworks, lifelong learning and recognition depend much on the success in understanding and implementing learning outcomes -Social dimension of the Bologna process remains unsolved. (serious) national strategies and evidence- based decisions are needed

41. Fighting for Harmony - students, society and the academy in tune EAIR Forum, Vilnius, Lithuania, 23-26 August 2009 Thanks for your attention!