Bologna Process in Higher Education Sherzad Hakim Director Directorate of Quality Assurance Hawler Medical University Erbil, Iraq

Contents: Definition The overarching aim Why it is called BP and who participates? What are the reforms all about? Participating countries How it works? Ministerial conferences Working groups Higher Education Priorities Framework of Qualifications/EHEA European Credit Transfer and Accumulation System (ECTS)

Definition A voluntary European inter-governmental process involving 47 countries. It’s a reform process aimed at creating the European Higher Education Area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe.

The overarching aim is to create: A European Higher Education Area (EHEA) based on international cooperation and academic exchange that is attractive to European students and staff as well as to students and staff from other parts of the world.

More specifically, the envisaged European Higher Education Area will: facilitate mobility of students, graduates and higher education staff; prepare students for their future careers and for life as active citizens in democratic societies, and support their personal development; offer broad access to high-quality higher education, based on democratic principles and academic freedom.

Why is it called Bologna Process and who participates? The Bologna Process is named after the Bologna Declaration, which was signed in the Italian city of Bologna on 19 June 1999 by ministers in charge of higher education from 29 European countries.

Today, the Process unites 47 countries - all parties to the European Cultural Convention and committed to the goals of the European Higher Education Area. An important characteristic and key to its success is that: It also involves European Commission, Council of Europe and UNESCO-ECHE, as well as representatives of higher education institutions, students, staff, employers and quality assurance agencies.

What are the reforms all about? Easily readable and comparable degrees organised in a three-cycle structure (e.g. bachelor-master-doctorate): Countries are currently setting up national qualifications frameworks that are compatible with the overarching framework of qualifications for the European Higher Education Area and define learning outcomes for each of the three cycles. Quality assurance in accordance with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG).

Fair recognition of foreign degrees and other higher education qualifications in accordance with the Council of Europe/UNESCO Recognition Convention. Work is also undertaken in areas of broader societal relevance, such as the links between higher education, research and innovation; equitable participation and lifelong learning.   The ongoing reforms will have a strong impact on how European higher education relates to higher education in other parts of the world, which is why Ministers have adopted a Strategy for the European Higher Education Area in Global Setting.

Participating Countries Albania Germany Norway Andorra Greece Poland Armenia Holy See Portugal Austria Hungary Romania Azerbaijan Iceland Russian Federation Belgium Ireland Serbia Bosnia-Herzegovina Italy Slovak Republic Bulgaria    Kazakhstan Slovenia Croatia Latvia Spain Cyprus Liechtenstein Sweden Czech Republic Lithuania Switzerland Denmark Luxembourg "the former Yugoslav Republic of Macedonia" Estonia Malta Turkey Finland Moldova Ukraine France Montenegro United Kingdom Georgia Netherlands  

Additional &Consultative Members Additional member European Commission Consultative members Council of Europe UNESCO European Centre for Higher Education European University Association European Association of Institutions in Higher Education European Students' Union European Association for Quality Assurance in Higher Education Education International Pan-European Structure BUSINESSEUROPE

How it works... The Bologna Process is taken forward through a work programme that receives orientations from ministerial conferences every two/three years. These conferences are prepared by a Bologna Follow-up Group, which in turn receives input from working groups and seminars.

Ministerial Conferences City Dates Bologna, Italy 18-19 June 1999 Prague, Czech Republic 18-19 May 2001 Berlin, Germany 18-19 September 2003 Bergen, Norway 19-20 May 2005 London, United Kingdom 17-18 May 2007 Leuven/Louvain-la-Neuve, Belgium 28-29 April 2009 Budapest/Vienna, Hungary/Austria   10-12 March 2010

Working Groups To implement the Bologna reforms and to make progress in all priority areas, strong efforts were required especially at national and institutional level. To support these efforts with joint action at European level, the Ministers entrusted the Bologna Follow-up Group to prepare work plans for the period leading up to the Ministerial Conferences.

As part of the 2009-2012 work plan, the Bologna Follow-up Group set up seven working groups on the following topics: Social Dimension Qualifications Frameworks International Openness Mobility Recognition Reporting on the implementation of the Bologna Process Transparency mechanisms To further disseminate the Bologna reforms, countries and organisations participating in the Bologna Process also organise various seminars and conferences.

Higher Education Priorities social dimension: equitable access and completion, lifelong learning; employability; student-centred learning and the teaching mission of higher education; education, research and innovation; international openness; mobility; data collection; multidimensional transparency tools; funding.  

Framework of qualifications/EHEA The Bergen Conference of European Ministers Responsible for Higher Education (19-20 May 2005) adopted the overarching framework for qualifications in the EHEA, comprising three cycles. Each cycle is based on learning outcomes and competences, and credit ranges in the first and second cycles. Ministers committed themselves to elaborating national frameworks for qualifications compatible with the overarching framework for qualifications in the EHEA by 2010, and to having started work on this by 2007.

European Credit Transfer and Accumulation System (ECTS) Is a standard for comparing the study attainment and performance of students of higher education across the European Union and other collaborating European countries. For successfully completed studies, ECTS credits are awarded. One academic year corresponds to 60 ECTS credits that are normally equivalent to 1500–1800 hours of total workload, irrespective of standard or qualification type. ECTS credits are used to facilitate transfer and progression throughout the Union. ECTS also includes a standard grading scale, intended to be shown in addition to local (i.e. national) standard grades:

Outcomes ECTS Credits First cycle qualification Qualifications that signify completion of the first cycle are awarded to students who: • have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; • can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; • have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues; • can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; • have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Typically include 180-240 ECTS credits

Outcomes ECTS Credits Second cycle qualification Qualifications that signify completion of the second cycle are awarded to students who: • have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; • can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; • have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; • can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; • have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Typically include 90-120 ECTS credits, with a minimum of 60 credits at the level of the 2nd cycle

Outcomes ECTS Credits Third cycle qualification Qualifications that signify completion of the third cycle are awarded to students who: • have demonstrated a systematic understanding of a field of study and mastery of the skills and methods of research associated with that field; • have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; • have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; • are capable of critical analysis, evaluation and synthesis of new and complex ideas; • can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; • can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society. Not specified

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