1. EUA – Bologna 1 The Bologna Process – Towards the European Higher Education Area Pierre de Maret EUA Board Member Former Rector of Brussels University (ULB) Melbourne, 15 November2007

2. EUA – Bologna 2 A borderless, interconnected, interdependent world. We can now jump daily from the local to the global. It is for this type of world that we should be educating our students

3. EUA – Bologna 3 BOLOGNA

4. 4 Bologna… a la Bolognese

5. Bologna… …the city

6. Bologna… The oldest University of the world - 1088 …its University

7. EUA – Bologna 7 A Millennium later, Europe had a tremendous diversity of national higher education systems

8. EUA – Bologna 8 Bologna is also …a Process for the creation of a European Higher Education Area (EHEA)

9. EUA – Bologna 9 Why a European HE system convergence? Complicated study structures difficult to understand and operationalise Rigid study structures, little flexibility, limited scope for reorientations Obstacles for international exchange, restricted mobility

10. EUA – Bologna 10 Overarching Goals: 1.To facilitate the mobility of students, researchers and graduates within Europe 2.To increase the international attractiveness of the European system of Higher Education.. Bologna Process

11. EUA – Bologna 11 1998 1999 2001 2003 2005 2007 2009 Sorbonne, Paris: 4 European Education Ministers launch the process for a European Higher Education Area BOLOGNA 29 countries sign the Bologna Declaration – the Universities support the process Goal: 2010 PRAGUE 33 countries BERLIN 40 countries Bergen 45 countries Chronology Leuven London 46 countries

12. Bologna, an evolving process In 46 countries, the same structures … with sufficient flexibility for for cultural differences and specific demands

13. EUA – Bologna 13 Key characteristics  Successful movement for reform across 46 countries, in a relatively short period – over 74% of HEIs now say that they consider the EHEA necessary & desirable  A vast reform agenda to enhance the quality of European HE – a shared responsibility between governments, HEIs, staff & students  A voluntary process with no legal obligations & a tiny bureaucracy  Flexibility and partnership as principles: with a joint responsibility of all partners for successful implementation  Growing interest from the rest of the world in the Bologna reforms

14. from Reykjavik The same structure to NicosiaFrom Lisbon to Moscow Diplomas which are recognised all over Europe

15. EUA – Bologna 15 European Higher Education Area (EHEA) 46 Countries (signatories of European Cultural Convention of 1957) 800 Mill. Inhabitants

16. EUA – Bologna 16 Goals Recognition of diploma Mobility of students and faculty Employability all over Europe Enhanced study structures Attractiveness of the European Higher Education

17. EUA – Bologna 17 10 Bologna Actionlines Bologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Prague Ministerial summit of 2001: 7. Focus on lifelong learning 8. Inclusion of higher education institutions and students 9. Promotion of the attractiveness of the European Higher Education Area Berlin Ministerial summit of 2003: 10. Doctoral studies and the synergy between the European Higher Education Area and the European Research Area Bergen Ministerial summit of 2005 : autonomous universities London Ministerial summit of 2007: European Register of Quality Assurance Agencies EHEA in a global setting

18. EUA – Bologna 18 Our common model with Bologna is a model of cooperation and solidarity Toward a European higher education area:  3 years Bachelor + 2 years Master+ Doctorate  European Credit Transfer System (ECTS)  Diploma Supplement  Quality assurance  The Global Dimension of European Higher Education Area

19. EUA – Bologna 19  Pre-Bologna: a huge variety of national degrees Long first degree – 5 years Diplom, Candidature, Magister, License etc.  Now: 3 compatible cycles  Enormous progress since 1999: 82% of HEIs have the 3 cycles in place (fast increase: 2003 only to 53%) Three cycle system

20. EUA – Bologna 20

21. EUA – Bologna 21  Pre-Bologna: few countries have national credit systems  European Credit Transfer System (ECTS)  Developed in 1980’s by European Commission  Adopted by the Bologna Process  60 credits per year – 1500-1800 workload hours  1 credit 25-30 working hours  Beginning: Transfer Credits for exchange of students  Student workload-based  Now: Transfer- and Accumulation  Increasingly learning outcome oriented Recognition: European Credit System

22. EUA – Bologna 22 Diploma Supplement  Bologna Declaration: “a system of easily readable and comparable degrees”  Diploma supplement produced by national institutions on the basis of a template developed by EC, Council of Europe, UNESCO  Eight sections – among them information identifying the qualification information on the level of the qualification information on the contents and results gained, information on the function of the qualification, information on the national higher education system  Issued in a widely spoken European language  Benefits graduates, higher education institutions and employers  Implemented by almost 50% of the universities (2006)

23. EUA – Bologna 23 The European QA Agency Register  Web-based: easily accessible for international partners.  Will be the responsibility of the stakeholders: HEIs, students, QA agencies and social partners.  Central involvement of stakeholder organisations: ENQA, EUA, European Colleges (EURASHE), European Student Union (ESU)  Legitimacy to QA agencies beyond national level.  Possibility of selecting a QA agency that uses methods most suited to their specific goals/institutional strategies and missions.

24. EUA – Bologna 24  Making student centred learning a reality Using the different Bologna transparency instruments & tools properly: ECTS, DS Focus on learning outcomes At national level – developing qualifications frameworks Progression from one cycle to another  Continued focus on quality – also in response to growing demands for transparency, growth in rankings etc..  Engaging with society  Removing obstacles to mobility

25. EUA – Bologna 25 The Global Dimension of Bologna (1)  Bologna Declaration (1999): “objective of increasing the international competitiveness of the European system of higher education”.  Attract students and scholars from outside Europe.  International partnership and cooperation.  London 2007: European Ministers adopt Strategy for the European Higher Education Area in a Global Setting, comprising information, promotion, cooperation based on partnership, HE policy dialogue, and recognition.  Strategy requires action at institutional, national & European level.  Universities: continue to develop strategies and structures to enhance their international profiles.  Activities of EU (Asia Link, Erasmus Mundus, Research funding under 7th Framework Programme) and individual European countries.

26. EUA – Bologna 26 The Global Dimension of Bologna (2)  growing interest across the globe  demand for policy dialogue & enhanced cooperation How does the 3 cycle degree structure articulate with other regions What about ECTS and the Diploma Supplement Interest in the European Register of QA agencies What about joint degrees?  Responses from around the globe include Francophone Africa and the MEDA countries of the southern Mediterranean are adopting Bologna Reforms Latin America considers the Process as model for regional integration Increasingly positive attitude in the US Developing dialogue with Asia, Australia and New Zealand

27. EUA – Bologna 27 Conclusion Conclusion  Raising the profile of European HE  Giving European HEIs experience in implementing reforms & increasing their flexibility  Many of the distinctive features are contributing to raising the attractiveness of European HEIs  A catalyst for new thinking  A renewed base for cooperation with other regions based on partnership and solidarity

28. EUA – Bologna 28 References for further information oEUA website: www.eua.bewww.eua.be oEUA publications (Bologna Brochure, Trends reports etc.) http://www.eua.be/index.php?id=128 http://www.eua.be/index.php?id=128 oBologna Handbook oENQA – European Standards and Guidelines for QA: www.enqa.euwww.enqa.eu oEuropean Student Union www.esib.org/www.esib.org/ oEURASHE – European Colleges http://www.eurashe.euhttp://www.eurashe.eu oEuropean Commission - DG Education http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html oBologna-Bergen website ohttp://www.bologna-bergen2005.no/http://www.bologna-bergen2005.no/ oBologna Benelux website http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ oUniversities UK Europe Unit http://www.europeunit.ac.uk/bologna_process/index.cfm http://www.europeunit.ac.uk/bologna_process/index.cfm