1 t Implementing the Bologna Process in Italy Marzia Foroni DoQuP Training Seminar Roma, 13 Nov 2013

2 Main Actors  Ministry of Education, University and Research;  National Rectors Conference;  National QA Agency (ANVUR);  Higher Education Institutions (University and AFAM);  Academics, students and other stakeholders (employers);  National ENIC/NARIC Centre (CIMEA);  Bologna Experts;  Internationalisation and mobility Agencies (Erasmus, Tempus, Erasmus Mundus, …)

3 In 2010 the EHEA has been launched!! Common platform of  Principles  Actions/Reforms  Policies

4 Principles 1.Responsibility of the Ministers, of institutions and of academic community → definition of roles and responsibility of the main actors (Law 240/2010) 2.Learner centred approach → implementation of the concept of (explected) learning outcomes and workload New challenges: 1.Implementation of the governance reform (Law 240/2010) 2.Assessing achieved learning outcomes and their relevance

5 1.A common degree structure based on three cycles → implementation of the three cycle structure 1.Laurea (180 ECTS), Laurea Magistrale (120/300/360 ECTS), Doctoral education (DM 45/2013) 2.Definition of framework descriptors (obiettivi formativi) 3.Implementation of the National Qualification Framework for HE ( New challenge: «maintenance» of the structure Actions/Reforms

6 2. Common Quality Assurance procedures → implementing the European Standards and Guidelines for quality assurance Reform the system by integrating evaluation of teaching/learning and of research in an individual Agency: ANVUR (Law 286/2006 and DPR 76/2010) Improve procedures and indicators for internal and extrenal quality assurance (DLgs 19/2012 and DM 47/2013) by implementing a new evaluation and accreditation system. New challenges: avoid «burocratisation», increase the European connections of the Italian QA system, use efficently the results of the process. Actions/Reforms

7 3. Common recognition procedures – “The Lisbon Recognition Convention” (1997) → guarantee fair and full recognition of degrees, prior learning (PL) and study periods Implementation (Law 148/2002) and ratification of the Lisbon Recognition Convention (Feb. 2011) Opening up the possibility for HEIs to recognise PL Promoting good practices in HEIs for the recognition of previous formal learning and of study periods abroad. New challenges: recognition of non – formal and informal learning, diversification of access routes to HE. Actions/Reforms

8 Policies 1.Student mobility. Support to incoming and outgoing credit mobility, implementation of national reccomendation on the quality of mobility, reduction of the obstacles for (incoming) Degree mobility (especially visa), promotion of joint/double Degrees. New challenges: improvements in the quality of mobility (financial support and recognition), teachers mobility

Policies 9 2. Social dimension and lifelong learning Invest in policies that (i) increase access to HE; (ii) incentivise HEI in reducing drop-out rates; (iii) incentivise HEI in reducing time-to-degree. Guarantee enough funding to the students support system. Reform the post – secondary education sector and approve the National Qualifications Framework for education and training.National Qualifications Framework New challenges: further invest in the students support system, further increase access and completion rates, diversify access routes to HE and “bridges” between post – secundary and tertiary education.

Policies International openness Incentives to HEIs international cooperation and to the set up of joint/double Degrees within and outside the EHEA. New challenges: integrate national strategies for internationalisation with the EHEA strategy for international openness, improve the quality of bilateral cooperation, improve national internationalisation strategy “

11 Policies 4. Employability Consultation of stakeholders in programme design, involvment of stakeholders in external QA assurance, monitoring of graduates employment rate. New challenges: make achieved learning outcomes (especially general skills and competencies) more relevant to the labour market, broaden the concept of employability, improve communication and mutual understanding between labour market and academia.

12 Policies 5. Connecting education, research and innovation Invest in regional clusters for research and innovation, incentivise critical mass for research and innovation, reform the third cycle including international cooperation and cooperation with enterprises. New challenges: ensure that HE and research contribute to economic and societal development.

13 Useful references: