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

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

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

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)

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

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.’

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.

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.

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.

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.

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.

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).

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!!!

Thank you for your attention.

Qualification Framework for the EHEA ECTS Credits Learning Outcomes Cycles QF for EHEA Doctorate Master Bachelor (?) Normally 90 – 120 (Minimum 60) 180 - 240 Min. 3 years

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)

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…

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

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

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)

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)

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

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?