Recognition issue in the Bologna Process: from London to Leuven/Louvain-la-Neuve Kevin Guillaume NARIC-French Community of Belgium DG non compulsory education and scientific research Ministry of the French Community

Content Overview of the Bologna Process London Communiqué 2007 Work programme Results of the Leuven/Louvain-la-Neuve Conference 2009 Next steps

Overview of the Bologna Process Source: Eurydice

London Communiqué 2007 (1) (§2.5) Fair recognition of higher education qualifications, periods of study and prior learning, including the recognition of non-formal and informal learning, are essential components of the EHEA (…) (§2.6) There has been progress in the implementation of the Lisbon Recognition Convention, ECTS and diploma supplements, but the range of national and institutional approaches to recognition needs to be more coherent. (…) To improve recognition practices, we therefore ask the Bologna Follow-up Group to arrange for the ENIC/NARIC networks to analyse our national action plans and spread good practice.

London Communiqué 2007 (2) (§2.11) Only in a small number of EHEA countries could the recognition of prior learning for access and credits be said to be well developed. Working in cooperation with ENIC/NARIC, we invite BFUG to develop proposals for improving the recognition of prior learning. (§3.6) We call on HEIs, ENIC/NARIC centres and other competent recognition authorities within the EHEA to assess qualifications from other parts of the world with the same open mind with which they would expect European qualifications to be assessed elsewhere, and to base this recognition on the principles of the LRC.

Work programme (1) Priorities for  NAPs  Prior learning  NQFs  EHEA in a global setting  Stocktaking exercise Constitution of coordination/working groups within the Bologna Follow-up Group  CG on LLL (UK/Scotland)  CG on QFs (CoE)  WG on Global dimension (AU)  WG on Stocktaking (LV)

Work programme (2) Outcomes of the coordination/working groups: CG on LLL  Focuses on the recognition of prior learning  Bologna Seminar entitled “Recognition of Prior Learning, Quality Assurance and Implementation of Procedures” (  Welcomes EUA Charter on LLL  Recommends that Procedures for the recognition of prior learning should be made more open and transparent

Work programme (3) CG on QFs  Strong link between development of QFs and recognition of qualifications  Need for credential evaluators to gain an adequate understanding of qualifications frameworks as well as of the concept of qualifications WG on Global dimension  Highlights the global dimension of the networks  Asks for reporting back on the work done by the WG “recognition within a global setting”  Promotes a more concrete policy dialogue  Bologna Policy Forum

Work programme (4) WG on Stocktaking  DS: Only half the countries have implemented Better linking DS with QFs and ECTS  LRC: Interpretations differ quite enormously Better linking recognition and QA procedures Discussions on the variety of practices amongst the EHEA  ECTS: Better linking ECTS and learning outcomes

Work programme (5) Networks’ working party on NAPs  Recommendations to Ministers: Sign and/or ratify LRC Adapt the national legislation Include recognition procedure within internal and external quality assurance reviews

Results of the Leuven/Louvain-la- Neuve Conference 2009 (1) Leuven/Louvain Communiqué  (§6) (…) Moreover, the Bologna Process has promoted the Diploma Supplement and the European Credit Transfer and Accumulation System to further increase transparency and recognition.  (§11) (…) Successful policies for lifelong learning will include basic principles and procedures for recognition of prior learning on the basis of learning outcomes regardless of whether the knowledge, skills and competences were acquired through formal, non-formal, or informal learning paths. (…)

Results of the Leuven/Louvain-la- Neuve Conference 2009 (2)  (§19) (…) Moreover, mobility policies shall be based on a range of practical measures pertaining to the funding of mobility, recognition, available infrastructure, visa and work permit regulations. (…)  (§22) These transparency tools need to relate closely to the principles of the Bologna Process, in particular quality assurance and recognition, which will remain our priority (…)  (§26) In particular the BFUG is asked (…) to follow-up on the recommendations of analysis of the national action plans on recognition.

Results of the Leuven/Louvain-la- Neuve Conference 2009 (3) Only one political commitment  follow-up on the recommendations of the analysis of NAPs BUT recognition shall be seen as an instrument to strong political orientations/objectives:  20% of mobile students in the EHEA by 2020  Development of transparency tools  Implementation of LLL policies  International openness of the Bologna Process

Results of the Leuven/Louvain-la- Neuve Conference 2009 (4) First Bologna Policy Forum:  15 non-European countries invited  Interests and expectations from those countries Readability and comparability of systems Methodologies and approaches of cooperation QA Mobility Recognition  We are convinced that fair recognition of studies and qualifications is a key element for promoting mobility and we will therefore establish dialogue on recognition policies and explore the implications of the various qualifications frameworks in order to further mutual recognition of qualifications.

Next steps (1) Work programme  Specific WG on recognition?  Mandate to ENIC and NARIC networks?  Closer cooperation with the networks NAPs  report on the further developments at national level International openness  report expected from WG Prior learning  within a CG on LLL Transparency tools  ? Mobility  ?

Next steps (2) Bologna beyond 2010  Finalising the Bologna agenda Still different “recognition cultures” Still a lack of common understanding of the concept used Still a need to foster the link between recognition and QA  Challenges for the EHEA Ageing population New forms of education/training Recognition of all forms of learning New providers of education/training

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