Tempus THE BOLOGNA PROCESS An overview in slides

A: the intergovernmental process Tempus A: the intergovernmental process Step 1: Sorbonne Declaration 1998 Step 2: Bologna Declaration 1999 Step 3: Prague Communiqué 2001 Step 4 : Berlin Communiqué 2003

Tempus B: “From Berlin to Bergen” - The role of the European Commission in the Bologna Process

Tempus Sorbonne Declaration 1998: ”harmonisation of the architecture of the European Higher Education System” Signed in May 1998 the ministers in charge of higher education of France, Italy, the United Kingdom and Germany Other European countries later subscribed to the Declaration. 

Tempus The Sorbonne Declaration focused on: a progressive convergence of the overall framework of degrees and cycles in an open European area for higher education a common degree level system for undergraduates (Bachelor's degree) and graduates (Master's and doctoral degree) enhancing and facilitating student and teacher mobility (students should spend at least one semester abroad); removing obstacles for mobility and improving recognition of degrees and academic qualifications

Tempus Bologna 1999  In June 1999, 29 European ministers in charge of higher education met in Bologna to lay the basis for establishing a European Higher Education Area by 2010 and promoting the European system of higher education world-wide.

Tempus Bologna 1999  In the Bologna Declaration, the ministers affirmed their intention to: adopt a system of easily readable and comparable degrees adopt a system with two main cycles (undergraduate/graduate) establish a system of credits (such as ECTS) promote mobility by overcoming obstacles promote European co-operation in quality assurance promote European dimensions in higher education

Tempus And after…. Bologna 1999 Convinced that the establishment of the European Higher Education Area would require constant support, supervision and adaptation to continuously evolving needs, the ministers decided to meet again in two years time.

Tempus Prague 2001  the ministers in charge of higher education of 33 European signatory countries met in Prague in May 2001 to follow up the Bologna Process and to set directions and priorities for the following years. In the Prague Communiqué the ministers reaffirmed their commitment to the objectives of the Bologna Declaration Two years after the Bologna Declaration, the ministers in charge of higher education of 33 European signatory countries met in Prague in May 2001 to follow up the Bologna Process and to set directions and priorities for the following years.

Tempus Prague 2001  Ministers emphasised as important elements of the European Higher Education Area: lifelong learning involvement of students enhancing the attractiveness and competitiveness of the European Higher Education Area to other parts of the world (including the aspect of transnational education) Ministers appreciated the active involvement of the European University Association (EUA) and the National Unions of Students in Europe (ESIB) Ministers took note of the constructive assistance of the European Commission They made comments on the further process with regard to the different objectives of the Bologna Declaration

Tempus And after… Prague 2001 The ministers decided that the next follow-up meeting of the Bologna Process should take place in 2003 in Berlin to review progress and to set directions and priorities for the next stages of the process towards the European Higher Education Area.

Tempus Berlin 2003 in Berlin in September 2003, Ministers defined three intermediate priorities for the next two years: quality assurance the two-cycle degree system recognition of degrees and periods of studies. In the Berlin Communiqué, specific goals were set for each of these action lines.   When ministers met again in Berlin in September 2003, they defined three intermediate priorities for the next two years: quality assurance, the two-cycle degree system and recognition of degrees and periods of studies. In the Berlin Communiqué, specific goals were set for each of these action lines.   Ministers charged the Follow-up Group with organising a stocktaking process in time for their summit in Bergen 2005 and undertaking to prepare detailed reports on the progress and implementation of the intermediate priorities set for the period.

Berlin Intermediate priorities I Tempus Berlin Intermediate priorities I Quality assurance national quality assurance systems should include: A definition of the responsibilities of the bodies and institutions involved Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results A system of accreditation, certification or comparable procedures, international participation, co-operation and networking Ministers stressed the need to develop mutually shared criteria and methodologies and agreed that by 2005 national quality assurance systems should include: A definition of the responsibilities of the bodies and institutions involved Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results A system of accreditation, certification or comparable procedures, international participation, co-operation and networking

Berlin Intermediate priorities I Tempus Berlin Intermediate priorities I Ministers asked for the development of an overarching framework of qualifications for the European Higher Education Area. Within such frameworks, degrees should have different defined outcomes. First and second cycle degrees should have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs.

Berlin Intermediate priorities II Tempus Berlin Intermediate priorities II Recognition of degrees and periods of studies Ministers underlined the importance of the Lisbon Recognition Convention, which should be ratified by all countries participating in the Bologna Process. Every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge.

Berlin Intermediate priorities III Tempus Berlin Intermediate priorities III The third cycle beyond the present the two main cycles, two additional objectives: to include the doctoral level as the third cycle in the Bologna Process to promote closer links between the European Higher Education Area (EHEA) and the European Research Area (ERA).  Ministers also considered it necessary to go beyond the present focus on two main cycles of higher education to include the doctoral level as the third cycle in the Bologna Process and to promote closer links between the European Higher Education Area (EHEA) and the European Research Area (ERA).  This added an action line to the Bologna Process: Doctoral studies and the synergy between EHEA and ERA. 

10 Action Lines – based on Bologna, Prague & Berlin Tempus 10 Action Lines – based on Bologna, Prague & Berlin Bologna Declaration 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 cooperation in quality assurance 6. Promotion of the European dimension in higher education

10 Action Lines – based on Bologna, Prague & Berlin Tempus 10 Action Lines – based on Bologna, Prague & Berlin Prague Communiqué 7. Lifelong learning 8. Higher education institutions and students 9. Promoting the attractiveness of the European Higher Education

10 Action Lines – based on Bologna, Prague & Berlin Tempus 10 Action Lines – based on Bologna, Prague & Berlin Berlin Communiqué 10. European Higher Education Area and European Research Area – two pillars of the knowledge based society.

Tempus B: “From Berlin to Bergen” - The role of the European Commission in the Bologna Process

B: “From Berlin to Bergen” - Tempus B: “From Berlin to Bergen” - The Bologna process coincides with Commission policy in higher education supported through European programmes and notably Socrates-Erasmus. The Commission participates as a full member in the Bologna Follow-up Group and the Bologna Board. Lisbon agenda in March 2000, to make Europe by 2010 "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion". The Bologna process coincides with Commission policy in higher education supported through European programmes and notably Socrates-Erasmus. The Commission supports and stimulates Bologna activities at European level and participates as a full member in the Bologna Follow-up Group and the Bologna Board. From an EU perspective the Bologna process fits into a broader agenda defined in Lisbon in March 2000, when EU Heads of State and Government decided on an objective and a strategy to make Europe by 2010 "the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion".

B: “From Berlin to Bergen” - Tempus B: “From Berlin to Bergen” - In Barcelona, in March 2002, the European education and training systems should become a “world quality reference”. link the Bologna Process with the Copenhagen process on enhanced European co-operation in Vocational Education and Training, EU Education Ministers have translated this far-reaching ambition into a series of shared objectives for the different education and training systems in Europe. Progress in reaching these objectives will be evaluated against "Reference Levels of European Average Performance" or "European Benchmarks". The Commission will link the Bologna Process with the Copenhagen process on enhanced European co-operation in Vocational Education and Training, launched in December 2002, and look for possible synergies in important fields such as transparency of qualifications, credit transfer and quality assurance.

Berlin Intermediate priorities I: quality insurance Tempus Berlin Intermediate priorities I: quality insurance The Commission will support and contribute to the realisation of this Mandate given by Ministers to ENQA. Early 2004, the Commission will present a Report on the implementation of the Council Recommendation of September 1998 on European co-operation in quality assurance in higher education. Berlin Communiqué: "At the European level, Ministers call upon ENQA through its members, in co-operation with the EUA, EURASHE and ESIB, to develop an agreed set of standards, procedures and guidelines on quality assurance, to explore ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to report back through the Follow-up Group to Ministers in 2005. Due account will be taken of the expertise of other quality assurance associations and networks.“ The Commission will support and contribute to the realisation of this Mandate given by Ministers to ENQA. Early 2004, the Commission will present a Report to the Parliament and the Council of Ministers on the implementation of the Council Recommendation of September 1998 on European co-operation in quality assurance in higher education. Drawing lessons from the experiences acquired, the Commission Report will contain proposals on how to make European quality assurance more coherent in line with the commitments made by Ministers in Bologna, Prague and Berlin.

Tempus Berlin Intermediate priorities II: Recognition of degrees and periods of studies Berlin Communiqué: the European Credit Transfer System (ECTS) facilitates student mobility and international curriculum development. ECTS is increasingly becoming a generalised basis for the national credit systems. the ECTS should become not only a transfer but also an accumulation system every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. "Ministers stress the important role played by the European Credit Transfer System (ECTS) in facilitating student mobility and international curriculum development. They note that ECTS is increasingly becoming a generalised basis for the national credit systems. They encourage further progress with the goal that the ECTS becomes not only a transfer but also an accumulation system, to be applied consistently as it develops within the emerging European Higher Education Area." "They set the objective that every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. It should be issued in a widely spoken European language."

Tempus Berlin Intermediate priorities II: Recognition of degrees and periods of studies 1. ECTS Institutions wishing to introduce ECTS for the first time may apply for an ECTS Introduction Grant. Institutions which use ECTS may apply for the ECTS label. Label holding institutions (only a few in 2004) may apply for an “ECTS for Lifelong Learning Grant”. They will form a fast growing Pilot Group, testing the use of "ECTS for Lifelong Learning". In 2004, the Commission will restyle the ECTS Users Guide on the web. The Commissions has taken several initiatives to promote ECTS. Institutions wishing to introduce ECTS for the first time may apply for an ECTS Introduction Grant. Institutions which use ECTS in all first and cycle degree programmes may apply for the ECTS label. Label holding institutions (only a few in 2004) may apply for an “ECTS for Lifelong Learning Grant”. They will form a fast growing Pilot Group, testing the use of "ECTS for Lifelong Learning". In 2004, the Commission will restyle the ECTS Users Guide on the web and complete it with examples from the ECTS practice. A short brochure "ECTS Key Features" is available on the web and will be distributed widely in hard copy.

Tempus 2. Diploma Supplement In parallel to ECTS , the Commission promotes the Diploma Supplement. Higher Education institutions may apply for a Diploma Supplement label. By the end of 2003, the Commission has come forward with a proposal to integrate different transparency instruments developed for vocational training and bring them together into a single European Framework for Transparency of Qualifications and Competences, called EUROPASS, which will include the Diploma Supplement, used in higher education. In parallel to ECTS , the Commission promotes the Diploma Supplement. Higher Education institutions may apply for a Diploma Supplement label. By the end of 2003, the Commission has come forward with a proposal to integrate different transparency instruments developed for vocational training (like Europass, European Portfolio and the European CV) and bring them together into a single European Framework for Transparency of Qualifications and Competences, called EUROPASS, which will include the Diploma Supplement, used in higher education.

Tempus NARIC Network The Commission continues to support the NARIC network of credential evaluators The Commission will support measures to enhance the visibility and effectiveness of the centres and welcomes in particular the cooperation between ENIC/NARIC and ENQA, exploring the links between recognition and quality assurance. The Commission continues to support the NARIC network of credential evaluators, cooperating closely with the parallel network of ENIC centres coordinated by Council of Europe/UNESCO-CEPES. The Commission will support measures to enhance the visibility and effectiveness of the centres and welcomes in particular the cooperation between ENIC/NARIC and ENQA, exploring the links between recognition and quality assurance.

Berlin Intermediate priorities III: The third cycle Tempus Berlin Intermediate priorities III: The third cycle Berlin Communiqué: Member States are to elaborate a framework of comparable and compatible encouraged qualifications for their higher education systems Ministers to elaborate an overarching framework of qualifications for the European Higher Area." All Ministers commit themselves to having started the implementation of the two cycle system by 2005.“ 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 Area." beyond the present the two main cycles to include the doctoral level as the third cycle in the Bologna Process to promote closer links between the European Higher Education Area (EHEA) and the European Research Area (ERA). 

Berlin Intermediate priorities III: The third cycle Tempus Berlin Intermediate priorities III: The third cycle The Commission supports initiatives enhancing the comparability and compatibility of qualifications and notably the university project "Tuning Educational Structures in Europe" The Commission supported the Copenhagen Bologna Seminar on Qualification Structures in March 2003 and will support in 2004 an initiative to design an overarching framework of qualifications for the European Higher Area against which national frameworks would articulate. the Commission will encourage the development of a European Qualifications Framework for Lifelong learning. The Commission supports initiatives enhancing the comparability and compatibility of qualifications and notably the university project "Tuning Educational Structures in Europe" in which professors from 135 universities seek to describe the content of qualifications in nine different subject areas in terms of workload, level, learning outcomes, competences and profile. The Commission supported the Copenhagen Bologna Seminar on Qualification Structures in March 2003 and will support in 2004 an initiative to design an overarching framework of qualifications for the European Higher Area against which national frameworks would articulate. Building on this initiative, the Commission will encourage the development of a European Qualifications Framework for Lifelong learning.

Tempus Call for Proposals for Europe-wide Participation Projects contributing to the Realisation of the European Higher Education Area (Bologna Process) – 2004 Under this Call, the Commission will support a number of 27 projects in the following Bologna related fields:

Tempus A new Pilot Project, carried out by university networks, introducing internal quality assurance mechanisms (quality culture) in universities and other higher education institutions A Pilot Project, carried out by quality assurance or accreditation agencies, evaluating joint or double degrees, delivered in partnership across Europe Developing European Cooperation in Accreditation in certain disciplines/professional fields of study The design of an overarching Qualifications Framework for the European Higher Education Area[1]

Tempus A Pilot Project coordinating the development of ECTS for Lifelong Learning by some 10 higher education institutions in possession of the "ECTS Label" and the Socrates "ECTS for LLL Grant". The Pilot Project is expected to grow to 100 label holding institutions by March 2005. Projects for the benefit of ENIC recognition information centres in Tempus countries (NARIC counterparts) Widening the participation in existing Bologna related projects to countries, not participating in the Socrates programme

Tempus A Project to coordinate and inform National Teams of Bologna Promoters, being created in all 40 Bologna Signatory States and 6 potential Bologna Signatory States in Tempus-Tacis, at the initiative of national public authorities, in consultation with the higher education sector of the country concerned. Support to the creation of National Teams of Bologna Promoters in the Tempus-Cards (5) and Tempus-Tacis Bologna Signatory States (1) and potential Bologna Signatory States in Tempus-Tacis (6). Organisation of Bologna Seminars and Conferences, dealing with the main action lines of the Bologna process, gathering participants from all 40 Bologna Signatory States as well as observers from neighbouring countries and other continents.