Stefan Bienefeld, DAAD

The Bologna Process - 2010

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Content of the presentation:

Short Introduction to DAAD

Introduction to the Aims and Tools of the Bologna Proce ss

Comment /Discussion on the present situation

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Aim of the presentation:

The audience receives information about DAAD and the Aimsand Tools of the Bologna Process.

The participants are enabled to contribute to the discuss ion on the Bologna Reforms. They are encouraged to get more in-depth information by their own.

The participants of the discussion will prove their abili ty to communicate in an intercultural group and to make their ownjudgements on complex contents of educational reforms.

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The DAAD is….A self-administrative organisation of theGerman institutions of higher educationWith 229 member institutionsand 127 student bodies

DeutscherAkademischerAustauschDienst

Der DAAD ist ...

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The DAAD has...

• a budget of about € 356 million

• more than 55,000 scholarshipand grant holders each year(Germans and foreigners)

• 600 professors in its 90 selectioncommittees

• 63 regional offices and information centres abroad

The DAAD is also.. .o the national agency for the EU

mobility programmes in HigherEducation

o the German National IAESTE Committee (International Association for the Exchange of Students for TechnicalExperience)

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Get more information online:

www.daad.de

www.campus-germany.de

www.hochschulkompass.de

www.testdaf.de

www.goethe.de

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General Aims of the Bologna Process

� Increasing of Mobility

� Increasing of the Attractiveness of the European Higher Education Area

� Implementation of a system of easy readable and compara ble degrees

� Implementation of a three-cycle system of academic pro grammes

� Introduction of a system to transfer academic results a s the European Credit

Transfer and Accumulation System (ECTS)

� Improvement of the European Cooperation in the field of Quality Assurance

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From the Leuven and Louvain-la-Neuve Communiqué:

I Mobility – In 2020, at least 20% of graduates in the EuropeanHigher Education Area should have had a study or training periodAbroad; opportunities for mobility shall be created in each of thethree cycles. Mobility flows across the EHEA shall be balanced.

II Social Dimension – Improving learning environment; removing allbarriers to study; creating appropriate economic conditions forstudents at all levels.

III Lifelong Learning (LLL) – Establishing principles for LLL asrecognition of prior learning on the basis of learning outcomes forformal, non-formal and informal learning paths, reflected by nationalqualifications frameworks till 2012.

IV International Openness – Engagement in global collaboration andhighlighting the attractiveness of European higher education by joint European actions

V Quality Assurance – Transnational education governed by the European Standards and Guidelines for quality assurance in line with the UNESCO/OECD Guidelines for Quality Provision in Cross-BorderHigher Education.

Higher Education Priorities for the Decade to Come

Further MeetingsAnniversary Conference - 2010 Budapest and Vienna

Next Ministerial Conference - 2012 Bucharest

Following Ministerial Conferences in 2015, 2018, 2020

In future, the Bologna Process will beco-chaired by the country holding theEU presidency and a non-EU country

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Source Eurydice 2009

Mobility

In 2020, at least 20% of graduates in the European Higher Education Area should have had a study or training period abroad; opportunities for mobility shall be created in each of the three cycles. Mobility flows across the EHEA shall be balanced.

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ERASMUS Student Mobility (SMS) 1987/88 – 2007/8

0

20.000

40.000

60.000

80.000

100.000

120.000

140.000

160.000

180.000

DE 657 1.937 3.906 4.924 6.897 9.365 11.361 12.633 13.637 13.070 13.785 14.693 15.715 15.872 16.626 18.482 20.688 22.427 23.848 23.884 23.556

EU 3.244 9.914 19.456 27.906 36.314 51.694 62.362 73.407 84.642 79.874 85.999 97.601 107.666 111.092 115.432 123.957 135.586 144.037 154.033 159.324 162.588

1987/ 88 1988/ 89 1989/ 90 1990/ 91 1991/ 92 1992/ 93 1993/ 94 1994/ 95 1995/ 96 1996/ 97 1997/ 98 1998/ 99 1999/ 00 2000/ 01 2001/ 02 2002/ 03 2003/ 04 2004/ 05 2005/ 06 2006/ 07 2007/ 08

1987/88: 3,250 European ERASMUS students

2007/8: 163,000 European ERASMUS students (+ 20,000 ERASMUS trainees)

1987/88: 660 German ERASMUS students

2007/8: 23,556 German ERASMUS students(+ 2,733 ERASMUS trainees)

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Survey done by DAAD in 2008(Members of the BFUG)

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Development of student mobility

0

50000

100000

150000

200000

250000

300000

2000/2001 2001/2002 2002/2003 2003/2004 2004/2005 2005/2006

n Incomings = 1.243.516n Outgoings = 781.747

Survey I (Members of the BFUG)

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Bologna-Process – ECTS

- Study programmes consist of modules, that are defined - b yLEARNING OUTCOMES and their descriptions include defin itionsof teaching and assessment methods used in the modules.

- The European Credit Transfer and Accumulation System (ECTS) providesyou with all necessary information (Information Package, Course Catalogue)

- The Learning Agreement between student, sending and re ceivinginstitution sets the frame for the academic education unde rgone abroad.

- The Transcript of Records shows the study results and gua rantees therecognition of the results at home.

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Bologna-Process – Diploma Supplement / Lisbon Recognition Convention

- A Diploma Supplement stating not only the academic achie vements of a graduate but also her/his social involvement is provided automatically and forfree in the home language and in English

- Lisbon Recognition Convention:

Section V – Recognition of periods of studyArticle V.1Each Party shall recognise periods of study complete d within the framework of a higher education programme in another Party. This recogniti on shall comprise such periods of study towards the completion of a higher education programme in the Party in which recognition is sought, unless substantial differenc es can be shown between the periods of study completed in another Party and the part of the higher education programmewhich they would replace in the Party in which reco gnition is sought.Source: Convention on the Recognition of Qualificat ions concerning Higher Education in the European Re gionLisbon, 11.IV.1997

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ENQA Standards and Guidelines for QualityAssurance in the EHEA , 2005

Internal Quality Assurance External Quality Assurance

1. for internal quality assurance within h.e. institution s2. for external quality assurance of higher education3. for external quality assurance agencies

European register of European quality assurance agencies

Ber

gen

2005

HR

K 2007

The Bologna Process - Quality Assurance

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The Bologna Process – Global Dimension

IV International Openness – Engagement in global collaboration andhighlighting the attractiveness of European higher education by joint European actions

From the Leuven/Louvain-la-Neuve Communiqué, 2009

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The Bologna Process – Social Dimension

II Social Dimension – Improving learning environment; removing allbarriers to study; creating appropriate economic conditions forstudents at all levels.

From the Leuven/Louvain-la-Neuve Communiqué

Thank you very much for your attention!

For more Information:

www.daad.de

eu.daad.de