Conference of European Education Ministers, Leuven/Louvain 28 April 2009
Higher Education in Europe 2009:
Developments in the Bologna Process
David Crosier,
Eurydice, EACEA
SCOPE OF THE REPORT
• Selection of key topics: Ba/Ma cycles; ECTS; DS; NQF; Mobility and Portability
• Focus on national policy/action
• No « judgement » just « reflection »
KEY FINDINGS: BA/MA CYCLES
• All countries have introduced Bologna cycles, but…
• Main models vary considerably• Vocational education & certain disciplines
remain outside Bologna reform in some countries
-> Implications for LLL & knowedge society
Two-cycle structure models most commonly implemented, 2008/09
240 + 120 ECTS
240 + 60 ECTS
180 + 120 ECTS
Various combinations
No Master programmes
Not available
Source: Eurydice
KEY FINDINGS: ECTS
• System in place in most countries
• But different understandings / stages of development of « the ECTS system »
Level of Implementation of ECTS
75 % + using ECTS based on learning outcomes and student workload
75 % + using ECTS based on student workload
75 % + using ECTS based on contact hours, or contact hours & student workload
75 % or less using ECTS with variety of credit definitions
National credit systems in parallel. ECTS mainly used for transfer
Source: Eurydice
KEY FINDINGS: DIPLOMA SUPPLEMENT
• Not only question, has DS been introduced? but is it useful?
• Very few countries have undertaken any monitoring to find out…
• For those that have, mixed outcomes:
-> Benefits of tool not being fully realised
DIPLOMA SUPPLEMENT: MONITORING
National monitoring has been undertakenor is planned
No national monitoring
DS not introduced
STUDENT MOBILITY: KEY ISSUES
• Lack of data still a problem
• Impact of Bologna reforms impossible to know
• Generally low levels of mobility
• Interesting country issues regarding mobility flows
STUDENT MOBILITY
Incoming student mobility Outgoing student mobility
Less than 1 %
1-3 %
3-6 %
6-10 %
10 % +
Data not available
MOBILITY AND PORTABILITY
• Wide variety of national practice, & little progress
• Impact of portability of student funding on mobility difficult to know…but lack of funding correlates with low mobility
• Many countries impose additional conditions to access mobility funding, with potential detrimental impact
OVERALL CONCLUSION
-> Considerable progress, but…
-> Diversity of understanding and implementation of Bologna reforms raises questions about how open and inclusive the EHEA will be
-> Far from reaching the end of Bologna history, the need for intensified European cooperation is becoming ever more clear