Current Developments and Challenges in the Bologna Process

Bologna Presentation

(adapted by J. Stašková)

Bologna Basics 1: What is the Bologna Process?

Bologna Declaration: June 1999, 29 countries, Joint declaration on ‚The European Higher Education Area‘

(EHEA) Commitment to achieve EHEA as a key way to promote

citizens‘ mobility and employability and Europe‘s overall development

Bologna Process: Intergovernmental process Meanwhile 45 countries (i.e. EU and non-EU) Bologna Follow-up Group, Board, Secretariat Key role of European HE institutions and students

Bologna Basics 2: Action Lines

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

Bologna

Prague

Berlin

The Three-Cycle System

Pre-Bologna: Various types of degrees across Europe Increased students‘ and academics‘ mobility Recognition problems

From two to three cycles Bologna, 1999: first and second cycle (undergraduate and

graduate) Berlin, 2003: doctorate as third cycle

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)

Why Qualifications Frameworks?

A tool for fostering transparency, flexibility and mobility of learners

On the national level: need for systematic articulation and navigation between qualifications

Overarching (European) qualifications frameworks: serve as translation device

Keep in mind: Individual qualifications do not directly relate to overarching

qualifications frameworks (only via national qualifications frameworks or systems)

QFs have to be generic and multi-purpose

Qualifications Framework for the EHEA:Starting Point - the Berlin Communiqué

‘Ministers encourage the member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile…

…They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.’

The Lisbon DeclarationEurope’s Universities beyond 2010: Diversity with a Common Purpose

I. Introduction

Strong Universities for Europe:

Europe’s universities have, since their foundation

over 800 years ago, championed enquiry, fostered a civilised and

tolerant society and prepared young people for their role in society

and the economy. Europe now expects its universities to perform

an even wider role, enabling civil society to meet the

challenges of the twenty-first century.

The Lisbon DeclarationEurope’s Universities beyond 2010: Diversity with a Common Purpose

2. Universities and the Knowledge Society

3. A diversified university system: Universities recognize that moving from an elite to a mass system of higher education implies the existence of universities with different missions, and strengths. This requires a system of academic institutions with highly diversified profiles, based on equality of esteem for different missions.

4. The fundamental importance of university autonomy: For universities, the adaptability and flexibility required to respond to a changing society and to changing demands relies above all on increased autonomy and adequate funding, giving them the space in which to find their place.

The Lisbon Declaration Europe’s Universities beyond 2010:

Diversity with a Common Purpose

5. Universities and an inclusive society:

Europe’s universities accept their public responsibility for

promoting social equity and an inclusive society. They are

making great efforts to widen the socio-economic basis of their

student populations; they are dedicated to ensuring access and

giving opportunities to succeed to all those who are qualified and

have the potential to benefit from higher education. Success in this

task requires partnership with governments and other parts of the

educational system.

The Lisbon Declaration Europe’s Universities beyond 2010:

Building the European Higher Education Area

6. Refocusing on key goals:

Universities are fully committed to building the EHEA, as the

immense success of the rapid introduction of a three cycle

higher education structure across Europe shows

to ensure that a stronger student focus, employability, mobility, attractiveness and social inclusion are firmly embedded as characteristics of the emerging EHEA.

The Lisbon Declaration Europe’s Universities beyond 2010:

Building the European Higher Education Area

7. A stronger student focus:

Universities are aware that additional efforts are needed to

meet the challenges of the shift towards student-centred learning.

This involves encouraging use of learning outcomes and being

explicit about what graduates are expected to know and be able

to do, but also encouraging critical thinking and the

active engagement of students.

The Lisbon Declaration Europe’s Universities beyond 2010:

Building the European Higher Education Area

8. ECTS:

Trends V shows the effective role of ECTS in structuring learning processes, when it is used properly on the basis of learning outcomes and student workload. It provides a basis for trust within and between institutions, cycles and disciplines, thus promoting the flexible and multi-faceted mobility that is a key objective of the Bologna Process.

Universities strongly urge the European Commission to build on the achievements of ECTS in the further development of proposals for a credit system for vocational education and training (ECVET).

The Lisbon DeclarationEurope’s Universities beyond 2010: Building the European Higher Education Area

ECTS:

Every effort should be made to avoid the existence of two

separate credit systems within one lifelong learning

strategy. Universities wish to take a leading role in the further

development of ECTS. EUA will take up this challenge as part

of its continued support to universities in implementing the

Bologna Process reforms through the Bologna Handbook and

the organisation of dedicated seminars and other events; as

the Trends V results demonstrate -

this process will take time!!!

Thank you for your attention.

Qualification Framework for the EHEA

ECTS CreditsLearning OutcomesCycles

QF for EHEA

Doctorate

Master

Bachelor

(?)

Normally90 – 120

(Minimum 60)

180 - 240

Min.3 years

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)

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…

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 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

Issues to think about when setting up NQFs

What is the need for NQF? Promote & foster objectives & not just a mechanism – (flexible

learning, student-centred learning, LLL, learning outcomes, etc.)

Wide consultation & dialogue has to be first step Involve right people in development from beginning

(institutions, students, employers) Make use of experience of countries that have successful

experience

Example of NQF:German Qualifications Framework

Three cycles (Bachelor, Master, Doctorate) Described in terms of:

Knowledge and understanding (‚Wissen und Verstehen‘) Ability to do (‚Können‘) Formal aspects, incl. access and articulation, length and

workload (ECTS) E.g. Bachelor (formal aspects):

3 – 4 years of full-time study/180 – 240 ECTS All Bachelor degrees give the right to access Master

programmes Types of degrees: BA, BSc, BEng, BMus, LLB, Diplom (FH)

EQF for Lifelong Learning

Eight levels covering different forms of learning incl. basic learning, Vocational Education & Training, HE, informal learning, etc.

Learning outcomes/Descriptors: Knowledge Skills Competences

No measure of workload (no credit system) Level 6 – 8: Descriptors ‚correspond‘ to Dublin Descriptors

in QF for EHEA Recommendation from the European Commission to the

European Council & Parliament (EQF for LLL not adopted yet)

QF for the EHEA vs. EQF for Lifelong Learning

QF for EHEAEQF for

Lifelong Learning

45 Bologna countries 25 (EU) countriesGeographical

scope

Adopted by 45 ministersin Bergen, 2005

Not yet adoptedStatus

3 Bologna cycles Eight levelsLevels/Cycles

Learning outcomes (Dublin Descriptors), ECTS

Learning outcomes Elements

Higher education Lifelong learningEducational

scope

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?

Diploma Supplement: Issued everywhere to all students? ECTS: Correct use? Recognition: Problems solved? Curriculum reform: Formal adoption of new degrees or profound

reform? Students centred learning: Already well understood? National Qualifications Frameworks: Do HEIs understand their value

and purpose? Are stakeholders involved in the development? Overarching Qualifications Frameworks: Helpful or confusing?