1. Bologna Process The students’ perspective Tblisi, 9 November 2005 Nicolaas Heerens Bologna Process Committee ESIB

2. Bergen Communique Challenges and priorities: Higher education and research The social dimension Mobility The attractiveness of the EHEA and cooperation with other parts of the world

3. Plus….important challenges and obstacles in some other Bologna action lines Degree structures ECTS Student participation

4. Bergen Communique: Degree structures “There are still some obstacles to access between cycles.”

5. Access to the second cycle First and second cycle are interconnected Acess to second cycle should be open to all bachelor graduates Obstacles to free access: academic, financial, social

6. Bergen Communique: Mobility “Mobility of students and staff among all participating countries remains one of the key objectives of the Bologna Process.”

7. Mobility Without Regional Prejudices Without Brain-Drain Without Social Obstacles Without Discrimination of any kind Without academic obstacles

8. Mobility (Continued) Obstacles remain Time pressure Financial obstacles Language Recognition of study abroad Administrative procedures Visa Work permits

9. Bergen Communique: Social dimension “The social dimension of the Bologna Process is a constituent part of the EHEA and a necessary condition for the attractiveness and competitiveness of the EHEA. We renew our commitment to making quality higher education equally accessible to all, and stress the need for appropriate conditions for students so they can complete their studies without obstacles related to their social and economic background.”

10. Social Dimension Social dimension extremely broad topic! Priotity and further challenge within Bologna process after Bergen this year Integral part of all Bologna action lines, of all reforms Sufficient study and living conditions for all students Accessibility, regardless background

11. Meaning… Incentives for underrepresented groups to enroll in HE Social support schem Good information Conditions for completion Drop out rates progress Support schemes Tutoring, counciling – academic, professional Learning facilities Flexibility with types of studies (part time, distance learning Equality –(e.g. gender – female deans or researchers – promotion) Realistic workload- no overloaded programs

12. ECTS Calculation of workload:  Total time students need for learning  NOT only teaching hours

13. Bergen Communique: Student participation “We underline the central role of higher education institutions, their staff and students as partners in the Bologna Process.”

14. Berlin communique (2003) “Ministers note the full participation of student organisations in the Bologna Process and underline the necessity to include the students continuously and at an early stage in further activities. Students are full partners in higher education governance.”

15. Why student involvement? Students are important part of the academic community Different perspectives lead to better policies Students have a unique inside perspective in education Part of the learning experience of students

16. nicolaas@esib.org