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Bologna Shaping the Agenda

Bologna today and tomorrow

Lesley WilsonSecretary-General, European University Association

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I. Where we are now: Bologna Achievements (1)

Major change in universities in 46 countries

Over 74% of universities say that « it is essential to make rapid progress towards the EHEA 82% have the 3 cycles in place > 53% in 2003Major changes taking place at doctoral levelThe importance of joint programmes is confirmed Concern for employability – becoming a major driver for curriculum reform Significant swing to ECTS, as a credit & a transfer system but problems of implementation & recognition remain Almost half of institutions say they are issuing DS

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I. Bologna Achievements (2)

National/institutional implementation within broad agreed European frameworks 3 cycle structure - with an overarching Framework for Qualifications for the EHEA using ECTS & the DS as transparency toolsCommonly agreed principles for doctoral programmes in EuropeQuality enhancement & quality assurance on the basis of European Standards & Guidelines (ESG)The European Register of Quality Agencies

An international strategy for the EHEA

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II. The UK starting point (1)

32.0%

74.4%

39.0%

18.7%

It is essential to make rapidprogress towards EHEA

EHEA is a good idea buttime isn't yet ripe

Attitude towards the creation of a EHEA

Trends V- UK Trends V- Europe

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II. 2 - The UK context – a global rather than an European outlook -

59.00

17.2

Trends V- UK Trends V- Europe

Institutional Mission:World-wideTrends V- UK Trends V- Europe

Australia LatinAmerica

US/Canada ArabWolrd

Africa Easterneurope

EU Asia

International AttractivenessTrends V- UK Trends V- Europe

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II. 3 - Use of credit systems but not ECTS

13.0%

66.4% 71.0%

18.3%

Yes, ECTS Yes, but not ECTS

Use of ECTS as credit accumulation system

Trends V- UK Trends V- Europe

18.0%

75.1%59.0%

10.8%

Yes, ECTS Yes, but not ECTS

Use of ECTS as credit transfer systemTrends V- UK Trends V- Europe

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II. 4 - Ahead in the introduction of internal quality processes & QA procedures

91.0%

45.8%

Regularly

Evaluation of student learning services

Trends V- UK

Trends V- Europe

96.0%

70.3%

Regularly

Internal Evaluation of Programmes

Trends V- UK

Trends V- Europe

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II.5 - Less outward mobility but more employer involvement than elsewhere in

Europe

79.0%

28.5%

Significantly more incomingthan outgoing students

Mobility pattern

Trends V- UK

Trends V- Europe

64.0%

28.7%

Closely involved

Involvement of employers in curricula design

Trends V- UK

Trends V- Europe

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III. Looking ahead (1) - Priorities for universities

From structural change to curricular innovation - making student-centred learning a reality Proper use of the Bologna transparency tools: ECTS, DS Focus on learning outcomes At national level – developing qualifications frameworks Addressing articulation & progression issues between cycles

Continuing to focus on internal quality and QA – also in response to growing demands for transparency, the growth in rankings etc..Removing obstacles to staff and student mobility,

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III. Looking ahead (2) - Engaging with society

Joint responsibility of governments & HEIs:

Not only achieving goals but communicating them - Greater engagement with a broad range of stakeholdersEnhancing the employability of “Bologna” graduates – starting with the public sectorAttention to the social objectives – equity in access and student successMaking LLL a reality, taking account of changing demography & patterns of study

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III. Looking ahead (3) Consolidating the European dimension

Launching the European Register of Quality AgenciesAdvancing the international strategy > growing interest in Bologna worldwide Developing a consensus on the role of universities in lifelong learning at European levelImproving the availability of data on European higher education

Agreeing on the shared characteristics of the EHEA – a challenge of 46 countriesBologna beyond 2010 – Do we need a new vision?

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IV. Challenges – (1) the changing context

The EU’s revised Lisbon agenda focused on research and innovation Requires improving links between the EHEA & the ERA –

the importance of doctoral programmes, more researchers & better career opportunities

The broader reform agenda: governance, autonomy & the challenges of funding European HE Globalisation & an ever more global market for education a growing competition for talent ~ impact on Bologna?

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IV. 2 - Challenges for the UK

Strengths: structural changes to the degree system not necessary, strong QA systems in place, long international traditionWeaknesses: less traditional engagement/interest in Europe; foreign language competence lacking; low level outward mobilityOpportunities: strengthen engagement with Europe on the basis of existing strengths ..influence the processThreats: Europe continues to move ahead, more teaching in English etc, becomes increasingly attractive, ‘low cost’ destination for international partners

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IV. 2 – Finally – Focus on the opportunities

Integrate engagement with Europe into overall internationalisation strategies - Articulate the European & the global dimension Strengthen European partnerships & alliances – to improve critical mass & complementarityPromote mobility as a means of improving the employability of graduates on the European labour market: the portability of grants compatible credit systems & the use of the DS Improved language teaching opportunities