4.18.24 Movement Legacies, Reflection, and Review.pptx
The Bologna Process – 2010 and beyond
1. The Bologna Process – 2010
and beyond
Michael Gaebel
European University Association
AUCC Bologna Symposium 26/01/2008
2. EUA - « the Voice of 34 national Rectors’
Conferences
European Universities«
800 individual universities
in 46 European countries
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EUA Membership - 2008
3. European University Association (EUA)
• Independent membership organisation
• Secretariat in Brussels, Belgium
• Goals: Strengthen the European universities
• Institutional development
• Advocacy and representation of the European
universities
• Shaping HE and Research policy at European level
Bologna Process + Lisbon Agenda
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4. 2010 – Completion of two complementary
European reform processes
Lisbon Strategy/European Research Area: Bologna Process:
27+ Member States of European Union 46 Bologna Countries
+ international associate countries
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5. The Bologna Process:
Building the European Higher Education Area
1998/99 46 European countries have signed up
• Governmental push for system convergence,
• Focus: Teaching and learning
The Lisbon Strategy/European Research Area
2000 European Union – currently 27+ countries
• multi-national co-operation among all the actors & in all scientific fields
• EU Member States and international partners
• to make Europe the most competitive knowledge based society
• « capable of sustainable economic growth, with more and
better jobs and greater social cohesion »
• Focus: R&D, S&T – also requires innovation of teaching and learning
Universities are central actors in both processes
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6. Bologna : a pan-European HE Reform Process
a voluntary process; with no legal obligations & a tiny
‘Bologna’ Secretariat
every 2 years: Joint Ministerial Meeting & Communiqué
Reform at national and institutional level
shared responsibility: governments, universities, staff &
students = members of the Bologna Follow-Up Group
increasingly stakeholder driven now that implementation is the
priority
46 countries signed up
2010: Realisation of a European Higher Education Area
characterised by system convergence, mobility of students
and staff, and enhanced international attractiveness
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7. 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
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9. The Global Dimension of Bologna
Bologna Declaration (1999): “the objective of increasing the
international competitiveness of the European system of higher
education”
growing Bologna interest across the globe
Recognition of the process and Bologna degrees
London Ministerial Meeting 2007 - Adoption of a “strategy for the
EHEA in a global context”
Universities are a driving force but
new approaches required > globalisation, growing competition, new providers
etc.
rethink their role, mission & goals & develop specific profiles & portfolios:
demand for policy dialogue & enhanced cooperation
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10. A European Dimension in Quality Assurance
Quality - a core issue of
Bologna
Bergen 2005 - Joint European
Standards and Guidelines for
internal, external QA, at
institutional and agency level
Annual European Quality
The E4 – from left to right Forum
• European QA agencies (ENQA) London 2007: EQAR - European
Register of Quality Assurance
• European Colleges (EURASHE)
Agencies – launched in 2008
• EUA
• European Student Union (ESU) …10…
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11. Three Cycle System - Achievement
EUA Trends Report 2007:
83% of HEIs have the 3-cycle structure in place
?%
Trends III - Trends V - Trends VII -
2003 2007 2010
EUA’s Trends report
– a regular report on the implementation of Bologna reforms at
institutional level
- around 900 institutions answered to the Trends V questionnaire
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12. Three-cycle system - issues to be tackled
Curriculum reform, innovation of teaching and learning,
Learning outcome approach
Degrees – and qualifications?
Employability of the Bachelor
Transparency and readability of Master degrees
Articulation between the cycles
Development of national Qualifications Frameworks
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13. Mobility
European Credit Transfer System (ECTS) in place –
but still to be improved
To what extent Bologna enhances student and faculty
mobility?
Issues within and outside HE
Students overrun from Bachelor to Master
Bachelor and Master too short for mobility
portability of grants, pension rights
visa problems
residence, work permits etc.
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15. 1) Lifelong learning and access
Demographic and economic changes
more education to more people
more diverse student population
flexible provision
social questions (tuition fees, grants & other financial
support)
Lifelong learning as the new paradigm
EUA: “Lifelong Learning Charter for Europe’s
Universities” (2008)
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16. 2) Link between higher education and research
HEIs to develop further their specific research
profiles
maintain the momentum of the reform of doctoral
education
career opportunities for young researchers
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17. 3) Redefine public responsibility
public responsibility & institutional autonomy
accountability
institutional governance
diversification of funding sources
excellence in relation to a variety of different
institutional missions
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18. Outlook
2010 - less a deadline and more the start of a new phase
Some reforms are accomplished, others on their way
The economic and social environment is changing e. g.
demographic situation of Europe
Increasing need for university for linking research and
education mission and addressing LLL opportunities
Global Dimension to be mainstreamed
mobility
Bologna needs global reflection and recognition
Some of issues such as learning outcomes, recognition, mobility, to
be addressed with international partners
Global challenges, globalisation & emergence of international
education …18…
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21. 4) Mainstream the global dimension
EHEA cannot function in a vacuum : communicating
the ‘process’ to the world and engaging with
partners is crucial
Mobility is an international, & not simply an intra-
European question
Different institutions and countries across the EHEA
are at different phases of their ‘internationalisation’
process & have different priorities
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22. Towards the European Higher Education Area: Lisbon and
European Research Area
ERA Green Paper “modern and open Universities recognised as
key stakeholders in achieving the future successful development of
S & T in Europe.
“Modern”: Modernisation agenda, EC Communication of 10 May 2006.
“Open”: to collaboration with external partners, regional and international;
readiness to share knowledge.
7th Framework Programme 2007-2013: 54 bill. EUR funding
multilateral international research networks, European Research
Council, European Institute of Technology
Europe’s funding gap: 2% of GDP to higher education institutions by
2015 (currently 1.2% GDP - Modernisation Agenda).
University Autonomy: cover all aspects of the university’s functions –
academic, organisational, financial and recruitment and staffing
matters – No micro management by governments
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23. V. EHEA- increasingly intertwined in a global
setting
EHEA cannot function in a vacuum : communicating the
‘process’ to the world and engaging partners is crucial
Different institutions and countries across the EHEA are at
different phases of their ‘internationalisation’ process & have
different priorities
Mobility is an international, & not simply an intra-European
question
Attracting global talent: the changing role of the university as
a service provider and an ‘exporter’
Demographic developments will play an increasingly
important role
EUA
Slide 23
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24. V. Impact on universities and EUA
Internationalisation is an increasing priority for universities across
Europe
Builds on longstanding research collaboration but now takes
account of the challenges of globalisation – competition and
cooperation
Particular importance of cooperation at master & doctoral level
EUA increasingly developing its own international agenda, e.g.
Longstanding & regular ‘Transatlantic Dialogue’ with the US and
Canada (ACE & AUCC)
International cooperation with associations of graduate schools
Development of new form of policy dialogue, especially with Asia
& Latin America
Publication of a Bologna & …24…
an,Internationalisation Handbook
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25. VI Conclusion
The 2010 deadline for creating the European Higher Education
Area (EHEA) is approaching – time to reflect & move on
Successful movement for reform across 46 countries in a relatively
short period – raising the profile of European HE & overcoming
fragmentation
considerable progress but also still work to do: mobility, LLL,
realising a student centred approach
Has proved to be a catalyst for new reform thinking & ways of
working (e.g. government – stakeholder cooperation)
Is developing a European HE discourse (identity & approach)
while providing a basis for cooperation with other regions
Must now respond to increasing global pressure – rankings,
international competition, brain drain etc.
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26. “Europe, thanks to
Bologna, may have been
given the opportunity to
respond to the 21st century
agendas”
Peter Scott, ACA President,
Vice-Chancellor, Kingston University/UK
EUA Bologna Handbook, 2006
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