THE BOLOGNA PROCESS

Political Aims Create a European Higher Education Area by 2010 Simplify the European qualification systems Improve mobility within the EU and attract students and scholars from abroad Ensure high-quality standards for recognised education Need of reforms

THE BOLOGNA PROCESS The Lisbon Strategy Europe to become the most competitive and dynamic knowledge-based society in the world by 2010 European education and training systems to become a world-wide reference for quality and excellence by 2010 Create sufficient system of compatibility Need of profound changes in education systems

THE BOLOGNA PROCESS The Agendas Converge Bologna and Lisbon largely coincide and reinforce each other Bologna: intergovernmental process (40 countries) supported by the Commission Lisbon: Community process, shared objectives measured against European benchmarks

THE BOLOGNA PROCESS Action Lines (1) 1.Easily readable and comparable degrees 2.Bachelor-Master-Doctorate system 3.Credit system (transfer and accumulation) 4.Mobility 5.European cooperation in quality assessment

THE BOLOGNA PROCESS Action Lines (2) 6.Integrated study programmes and joint degrees (revision of national legislation) 7.Lifelong learning 8.Empowerment of higher education institutions and students 9.Attracting students from abroad 10.Linking up with European Research Area (extending Bologna to the doctoral level)

THE BOLOGNA PROCESS Immediate Priorities 1)Bachelor-Master (two-cycle) system 2)Recognition of degrees and period of studies 3)Quality assurance

THE BOLOGNA PROCESS (1) Two-Cycle System Bachelor of 3 or 4 years; Master of 1 or 2 years Almost all countries have implemented new system; others to start implementation by 2005 Elaborate framework of comparable and compatible qualifications (National Qualifications Frameworks plus overarching European Qualifications Framework) Describe qualifications in terms of workload, level, learning outcomes, competences and profile

THE BOLOGNA PROCESS (2) Recognition Consistent and correct application of the European Credit Transfer and Accumulation System (ECTS) Use of Diploma Supplement (DS) Ratification of the Lisbon Recognition Convention

THE BOLOGNA PROCESS (2) Recognition – ECTS – What? A systematic way of describing an educational programme by attaching credits to its components A student-centred system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired For mobile and non-mobile students For transfer between institutions and accumulation within an institution

THE BOLOGNA PROCESS (2) Recognition – ECTS – Why? Initially to transfer credits and recognise periods of study abroad to enhance quality and volume of student mobility Recently also a credit accumulation system Makes study programmes easy to read and compare Facilitates mobility and academic recognition Crucial for the design of a national and European Qualifications Framework Helps universities to organise and revise study programmes Makes European higher education more attractive

THE BOLOGNA PROCESS (2) Recognition – ECTS – Key Features 60 credits = realistic work load of average full-time student in one academic year to achieve pre-established learning outcomes ( hours per year; 1 credit = hours; smallest credits 3 or 5) Credits obtained after successful completion and appropriate assessment Student workload comprises time required to complete the learning activities (lectures, study, papers etc) Credits are allocated to all educational components of a study programme (courses, placements, research etc) Performance is documented by a national grade plus an ECTS grade ranking performance on a statistical basis (A=best 10%, B=next 25%, C=next 35%, D= next 25%, E=next 10%; F=fail)

THE BOLOGNA PROCESS (2) Recognition – ECTS – Further Features Credits acquired abroad replace a comparable period of study at home Automatic recognition of credits only within the framework of guided mobility ECTS for Lifelong Learning: recognition of skill and competences acquired outside higher education on basis of workload and learning outcomes; can result in the award of waivers for certain components of a programme ECTS Counsellors across Europe provide guidance

THE BOLOGNA PROCESS (2) Recognition – ECTS – Key Documents Information Package/Course Catalogue: information on the institution, information on degree programmes and individual course units (qualifications, goals, access, methods, etc) and information for students; to be published on the web; also in English Learning Agreement between student and institution: list of courses to be taken including ECTS credits Transcript of Records: performance record by showing the list of courses taken, ECTS credits gained, national and ECTS credits awarded

THE BOLOGNA PROCESS (2) Recognition – ECTS Label Awarded to institutions which apply ECTS correctly in all first and second cycle degree programmes Use of Information Package/Course Catalogue, Learning Agreement and Transcript of Records obligatory Use of ECTS grading scale, Diploma Supplement recommended Possible award of an ECTS for Lifelong Learning Grant

THE BOLOGNA PROCESS (2) Recognition – Diploma Supplement (DS) To be added to each diploma awarded To provide a standardised description of the nature, level, context, content, status and function of the studies To include sufficient independent data to improve transparency and professional recognition of qualifications To include description of the national education system

THE BOLOGNA PROCESS (2) Recognition – Diploma Supplement (DS) Crucial for the design of a national and European Qualifications Framework DS Label is awarded to institutions issuing the DS correctly to all students upon graduation DS Councellors across Europe provide guidance

THE BOLOGNA PROCESS (3) Quality Assurance (QA) – Principles QA = accreditation confirming that certain pre- established quality standards have been met QA demonstrates and enhances quality QA on the basis of academic inputs and outcomes (learning process, efficiency, competences etc) Need for comparability and recognition of qualifications within the EU European Diversity: no single QA model needed

THE BOLOGNA PROCESS (3) Quality Assurance (QA) – Levels At institutional, national and European level Primary responsibility with each institution By 2005 national QA systems: definition of responsibilities, evaluation standards for programmes or institutions, system of accreditation, international networking By 2005 European Network for QA in Higher Education (ENQA) to develop agreed QA standards, procedures and guidelines; and peer review system for QA and accreditation of QA agencies

THE BOLOGNA PROCESS (3) Quality Assurance (QA) – European Clearing House System No pan-European mega QA agency but strong network of national QA agencies System of mutual recognition of national, regional, sectoral etc QA agencies of sufficient quality and credibility Creation of European Registry of co-approved agencies

THE BOLOGNA PROCESS (3) Quality Assurance (QA) – Trust Mutual recognition depends on trust No fixed European standards (although standards tend to converge) But 3 principles to be respected: independence (from state, institutions, national interest), definition of type/level of standards applied (consistent, clear, known, stable but flexible), procedures applied QA agencies to submit themselves to external quality evaluation

THE BOLOGNA PROCESS The Tuning Project – A Related Activity Initiative of 135 European universities to “tune educational structures in Europe” Corresponds to Bologna aims: comparable degrees, two-cycle system, use of credit system, definition of European qualifications Identifies points of reference for generic and subject- specific competences described as learning outcomes Serves as reference points for curriculum design and evaluation, but no harmonisation of programmes

THE BOLOGNA PROCESS Advancement of Reforms Two-cycle system well advanced: pressure on late comers is mounting as European universities are tightly linked in many networks ECTS system well advanced: no resistance as system is flexible; only risk of wrong implementation National legislations increasingly allow for joint degrees QA received strong impetus through political mandate to ENQA Report in Bergen (NO) in May 2005

THE BOLOGNA PROCESS Global Impact More competition because of more understandable structures More cooperation because of compatible structures European Charter for Researchers European Doctorate Label to be awarded to programs with a clear European Dimension

THE BOLOGNA PROCESS European Charter and Code of Conduct To give individual researchers the same rights and obligations wherever they work throughout the EU Addresses MS, employers, institutions, funding organisations and researchers Addresses the roles and responsibilities and entitlements Improve recruitment, make selection procedures fairer and more transparent and proposes different means of judging merit

THE BOLOGNA PROCESS Some statistics Only 21%of the EU working age pop. Has achieved tertiary edu.(US 38% Canada 43% Japan 36%) In the EU 52% relevant age group enrolled in higher edu. (Japan 49% Canada 59% USA 81%) EU educates more graduates in S&T and produces more PhDs but they don’t go on into research – 5.5 per 1000 (US 9 and Japan 9.7)

ERASMUS MUNDUS Further Information educ/bologna/bologna_en.html