1. “Three Cycle System in the Framework of Bologna Process”, Summer School, Erevan, Armenia, 2008 The Three-Cycle System Algirdas Vaclovas Valiulis, Bologna expert, Lithuania

2. What is the Bologna Process? n Bologna Declaration: –June 1999, 29 countries, –Joint declaration on The European Higher Education Area, 2003‘ (EHEA) –Commitment to achieve EHEA as a key way to promote citizens‘ mobility and employability and Europe‘s overall development n Bologna Process: –Intergovernmental process; –Meanwhile 45 countries (i.e. EU and non-EU); –Bologna Follow-up Group, Board, Secretariat; n Key role of European HE institutions and students

3. What is the Bologna Process? The European Education Ministers 1999 identified six action lines in Bologna and in Prague 2001 they have added three more. This action lines are following: n - adoption of a system essentially based on two cycles; n - adoption of a system of easily readable and comparable degrees; n - establishment of a system of credits; n - promotion of mobility; n - promotion of the European dimension in higher education; n - promotion of European cooperation in quality assurance; n - promotion of lifelong learning; n -promotion the attractiveness of the European Higher Education Area.

4. What is the Bologna Process? The 2001 Prague summit of European education ministries has confirmed the intention of gradually convergence between the different educational systems in Europe. This implies the necessity of adapting curricula in terms of contents, structure, learning tools, assessment methods, etc. The Bologna Declaration calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Education Area, attractive for European students and for students and scholars from other continents.

5. From Bologna to Bergen The progress on building a dynamic and inclusive Europe at both a national and European level has been too slow. n GDP per head for the EU as a whole is still only around 70% of that in the US – the same level as 30 years ago. n There are countries in European Union where public spending on education has meet the Lisbon targets but not all.

6. Bologna Process Participating Countries

7. Bologna Action Lines n Easily readable and comparable degrees; n Two cycle structure; n Use of credits such as ECTS; n Mobility; n Cooperation in quality assurance; n European dimension; n Lifelong learning; n Involvement of students; n Attractiveness and competitiveness of the EHEA; n Doctoral studies and synergies between EHEA and ERA;

8. n Previous practice how higher education qualifications are described is listing the: admission requirements, duration of programme (later workload in credits), study contents, i.e. lists of courses but almost nothing has been said about learning outcomes: competencies, skills, etc.

9. The Three-Cycle System n Pre-Bologna: –Various types of degrees across Europe; –Increased students‘ and academics‘ mobility; –Recognition problems. n From two to three cycles –Bologna, 1999: first and second cycle (undergraduate and graduate); –Berlin, 2003: doctorate as third cycle. n 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).

10. 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).

11. 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…;

12. 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; Credit is a way of quantifying the learning outcomes; Credits can only be obtained after completion of the work required and assessment of the learning outcomes achieved; Credits are allocated to all educational components of a study programme (such as modules, courses, placements, dissertation work, etc.) and reflect the quantity of work each component requires;

13. Key Features of ECTS –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.

14. Diploma Supplement Include Programme requirements; Include details of any particular features that help define the qualification, especially information on the requirements for successfully passing it. If available, provide details of the learning outcomes, skills, competencies and stated aims and objectives associated with the qualification

15. Diploma Supplement Add any additional information not included above but relevant to the purposes of assessing the nature, level and usage of the qualification; Give information on the higher educational system: its general access requirements; types of institution and the QUALIFICATIONS STRUCTURE. This description should provide a context for the qualification and refer to it.

16. 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? –Curriculum reform: Formal adoption of new degrees or profound reform? –ECTS: Correct use? –Diploma Supplement: Issued everywhere to all students? –Recognition: Problems solved? –Students centred learning: Already well understood?

17. Bologna Degree systems corecard: All Bologna Process countries 1- Establishment and recognition of joint degrees; 2- Access to the next cycle; 8 - Stage of implementation of diploma supplement; 10 - Stage of implementation of the ECTS Green (5), Light green (4), Yellow (3), Orange (2), Red(1)

18. Thank You for patience