European Higher Education and the Bologna Process Dr Frank McMahon Director of Academic Affairs Dublin Institute of Technology August 2010

2 Commencement Bologna Declaration signed in June 1999 by Ministers for Education of 29 countries Included all EU countries (then 15) Overall aim was a coherent European Higher Education Area by 2010 Although noting the autonomy of universities, this was a reform process led by Ministers

3 Objectives A system of easily readable and comparable degrees Adoption of system based on two cycles, undergraduate and graduate A system of credits such as ECTS Promotion of mobility European co-operation in QA Promotion of European Dimension in HE

4 Other Objectives Introduction of shorter cycle Bachelor degrees in countries where they were not a feature e.g. Germany, Italy Improved competitive position vis a vis USA in attracting non-European students Bachelor degree to be relevant to European labour market

5 Prague Communique, 2001 Now 32 countries in process Three new points added: - Need for Lifelong Learning Policies - Role of students and student representative bodies - Importance of enhancing attractiveness of European HE to students from Europe and other parts of world

6 Berlin Communique, 2003 Membership now 40 countries including Russia Set objectives for next 2 years for: - Quality Assurance - Degree Structure: all countries to have 2-cycle system by Diploma Supplement to be issued to all Recognised Doctoral level as 3 rd Cycle

7 Bergen Communique, 2005 Five new members, total now 45 Commitment to adoption of national frameworks of qualifications by 2010 Adoption of standards and guidelines for QA Urged action on recognition of degrees and study periods Emphasised importance of research and structured doctoral programmes

8 London Communique, 2007 Reviewed progress on mobility, degree structure, recognition, Qualification Frameworks (latter to be completed by 2010) Sought to align Bologna with ERA Set priorities for to complete 3-cycle system, QA and recognition Requested more work on data collection, mobility, employability and stock-taking

9 Louvain-la-Neuve, countries participated Delegates from 15 non-participating countries included China, Japan, USA. Emphasised need to widen participation in HE via Lifelong Learning including part-time studies and WBL Development of NFQ and compatibility with over-arching Framework by 2012 In 2020, at least 20% of graduates to have studied abroad Next meetings Bucharest 2012 then 2015, 2018, 2020

10 Budapest Vienna Declaration 2010 Welcomed Kazakhstan as new member Launched the EHEA as envisaged in Bologna Declaration Cited Bologna Process as an unprecedented example of regional, cross-border cooperation in higher education that made European Higher Education more visible on global map. Recommitted to academic freedom as well autonomy and accountability as principles of EHEA.

11 Budapest Vienna Declaration 2010 Acknowledge the key role of institutional leaders and teachers, researchers and administrative staff and students in making EHEA a reality. They fully supported staff and student participation in decision-making structures. Re-affirmed that higher education is a public responsibility and is a major driver for social and economic development and for innovation. Asked the Bologna Follow-Up Group to propose measures to facilitate full implementation of Bologna principles including peer learning and study visits. New website

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13 Titles of Awards Level 10 – Doctoral Degree 9 – Masters Degree & Post-graduate Diploma 8 – Honours Bachelor Degree & Higher Diploma 7 – Ordinary Bachelor Degree 6 – Advanced Certificate & Higher Certificate 5 – Level 5 Certificate 4/5 – Leaving Certificate 4 – Level 4 Certificate 3 – Level 3 Certificate & Junior Certificate 2 – Level 2 Certificate 1 – Level 1 Certificate

14 National Framework Responsibility for its development and maintenance was entrusted to a national authority which enjoyed the confidence of the major providers, awarding bodies, employers and learners A highly consultative approach was adopted, inviting submissions from interested parties and publishing those submissions on an interactive website The framework encompassed all awards in education and training, not just higher education awards There was no distinction between education awards and training awards

15 Awards are based on learning outcomes achieved (knowledge, skill and competence) rather than on a “time served” basis Ideally, awards of professional bodies should be included in the framework alongside the awards of universities and other education and training award bodies Historic awards as well as current awards should be placed in the framework (this work is in progress) A programme of publicising the framework was embarked upon to ensure employers and learners become familiar with the framework National Framework (continued)

16 Framework – a blueprint for change The Irish framework introduced a new concept of an “award” in which an award is a recognition of learning outcomes (rather than a recognition of participation in a programme or any particular learning process) Many new awards were introduced, with new titles and new terminology The framework was not just a compendium of existing awards The framework was not just a mapping of relationships between existing awards No distinction was made between “education” and “training”

17 Bologna Process Advantages of Bologna for Individuals The Bologna Process will improve student and staff opportunities for personal growth through increased travel to partner universities in other European countries Through increased mobility, individuals will gain insight into new cultures, acquire language skills and adaptability which will improve their chances of gaining employment in the European labour market The development of national frameworks of qualifications and recognition of awards of other countries will aid mobility of graduates It helps to develop networks between staff and students across Europe, improving relations and developing friendships

18 Bologna Process Advantages of Bologna for Individuals (continued) More compatible modules will become available to improve studying opportunities at other universities A standard approach to quality assurance will be adopted ECTS credits will be used in almost every European country Standardised student transcripts (“Diploma Supplements”) will be issued to all graduates

19 Bologna Process Advantages of Bologna for Universities European Higher Education will become more attractive in a global market and will help Higher Education Institutions to compete globally A standardised approach will provide the opportunity to strengthen quality assurance in Higher Education Institutions It will help to improve the development of European networks and help to build relationships with other universities in Europe

20 Bologna Process Advantages of Bologna for Universities It offers greater mobility opportunities for staff and students It improves the opportunity to create partnerships at other universities Use of ECTS and development of compatible framework will facilitate the recruitment of students from other European countries

21 USEFUL WEBSITES (Information on Bologna Process) (information on education systems and policies in Europe) (Ireland’s national qualifications authority & framework of awards) (Dublin Institute of Technology) (Higher Education Authority, Ireland)

22 Participating countries and organisations Participating countries AlbaniaGermanyNorway AndorraGreecePoland ArmeniaHoly SeePortugal AustriaHungaryRomania AzerbaijanIcelandRussian Federation BelgiumIrelandSerbia Bosnia-HerzegovinaItalySlovak Republic BulgariaKazakhstanSlovenia CroatiaLatviaSpain CyprusLiechtensteinSweden Czech RepublicLithuaniaSwitzerland DenmarkLuxembourg "the former Yugoslav Republic "the former Yugoslav Republic of Macedonia"of Macedonia EstoniaMaltaTurkey FinlandMoldovaUkraine FranceMontenegroUnited Kingdom GeorgiaNetherlands

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