The Bologna Process – 2010 and beyond Michael Gaebel European University Association AUCC Bologna Symposium 26/01/2008
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The Bologna Process – 2010 and beyond
Michael GaebelEuropean University Association
AUCC Bologna Symposium 26/01/2008
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EUA - « the Voice of European Universities«
34 national Rectors’Conferences
800 individual universitiesin 46 European countries
EUA Membership - 2008
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European University Association (EUA)• Independent membership organisation• Secretariat in Brussels, Belgium• Goals: Strengthen the European universities
• Institutional development• Advocacy and representation of the European universities• Shaping HE and Research policy at European level
Bologna Process + Lisbon Agenda
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Lisbon Strategy/European Research Area: Bologna Process:27+ Member States of European Union 46 Bologna Countries+ international associate countries
2010 – Completion of two complementary
European reform processes
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The Lisbon Strategy/European Research Area
1998/99 46 European countries have signed up• Governmental push for system convergence, • Focus: Teaching and learning
2000 European Union – currently 27+ countries• multi-national co-operation among all the actors & in all scientific fields • EU Member States and international partners• to make Europe the most competitive knowledge based society• « capable of sustainable economic growth, with more and
better jobs and greater social cohesion »
• Focus: R&D, S&T – also requires innovation of teaching and learning
Universities are central actors in both processes
The Bologna Process: Building the European Higher Education Area
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Bologna : a pan-European HE Reform Process
a voluntary process; with no legal obligations & a tiny ‘Bologna’ Secretariatevery 2 years: Joint Ministerial Meeting & CommuniquéReform at national and institutional levelshared responsibility: governments, universities, staff & students = members of the Bologna Follow-Up Groupincreasingly stakeholder driven now that implementation is the priority46 countries signed up2010: Realisation of a European Higher Education Area characterised by system convergence, mobility of students and staff, and enhanced international attractiveness
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10 Bologna ActionlinesBologna Declaration of 1999:1. Adoption of a system of easily readable and comparable degrees2. Adoption of a system essentially based on two cycles3. Establishment of a system of credits4. Promotion of mobility5. Promotion of European co-operation in quality assurance6. Promotion of the European dimension in higher education
Prague Ministerial summit of 2001:7. Focus on lifelong learning8. Inclusion of higher education institutions and students9. Promotion of the attractiveness of the European Higher Education Area
Berlin Ministerial summit of 2003:10. Doctoral studies and the synergy between the European Higher Education Area and
the European Research Area
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Approaching 2010
Have the reforms achieved their goals at institutionaland national level?
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The Global Dimension of Bologna
Bologna Declaration (1999): “the objective of increasing the international competitiveness of the European system of higher education”growing Bologna interest across the globeRecognition of the process and Bologna degreesLondon Ministerial Meeting 2007 - Adoption of a “strategy for the EHEA in a global context”Universities are a driving force but
new approaches required > globalisation, growing competition, new providers etc.rethink their role, mission & goals & develop specific profiles & portfolios:
demand for policy dialogue & enhanced cooperation
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A European Dimension in Quality Assurance
Quality - a core issue of Bologna
Bergen 2005 - Joint European Standards and Guidelines for internal, external QA, at institutional and agency levelAnnual European Quality ForumLondon 2007: EQAR - European Register of Quality Assurance Agencies – launched in 2008
The E4 – from left to right• European QA agencies (ENQA)• European Colleges (EURASHE)• EUA • European Student Union (ESU)
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?%
Trends VII -2010
Trends V -2007
Trends III -2003
Three Cycle System - AchievementEUA Trends Report 2007:
83% of HEIs have the 3-cycle structure in place
EUA’s Trends report
– a regular report on the implementation of Bologna reforms at institutional level
- around 900 institutions answered to the Trends V questionnaire
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Three-cycle system - issues to be tackledCurriculum reform, innovation of teaching and learning, Learning outcome approachDegrees – and qualifications?Employability of the BachelorTransparency and readability of Master degreesArticulation between the cycles Development of national Qualifications Frameworks
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MobilityEuropean Credit Transfer System (ECTS) in place –but still to be improvedTo what extent Bologna enhances student and faculty mobility?Issues within and outside HE
Students overrun from Bachelor to Master Bachelor and Master too short for mobilityportability of grants, pension rightsvisa problemsresidence, work permits etc.
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Approaching 2010
New goals and priorities?
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1) Lifelong learning and access
Demographic and economic changesmore education to more peoplemore diverse student populationflexible provisionsocial questions (tuition fees, grants & other financial support) Lifelong learning as the new paradigm EUA: “Lifelong Learning Charter for Europe’s Universities” (2008)
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2) Link between higher education and research
HEIs to develop further their specific research profiles maintain the momentum of the reform of doctoral educationcareer opportunities for young researchers
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3) Redefine public responsibility
public responsibility & institutional autonomy accountabilityinstitutional governance diversification of funding sourcesexcellence in relation to a variety of different institutional missions
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Outlook
2010 - less a deadline and more the start of a new phaseSome reforms are accomplished, others on their wayThe economic and social environment is changing e. g. demographic situation of Europe Increasing need for university for linking research and education mission and addressing LLL opportunitiesGlobal Dimension to be mainstreamed
mobilityBologna needs global reflection and recognitionSome of issues such as learning outcomes, recognition, mobility, to be addressed with international partnersGlobal challenges, globalisation & emergence of international education
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Additional slides
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4) Mainstream the global dimensionEHEA cannot function in a vacuum : communicatingthe ‘process’ to the world and engaging withpartners is crucialMobility is an international, & not simply an intra-European questionDifferent institutions and countries across the EHEA are at different phases of their ‘internationalisation’process & have different priorities
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Towards the European Higher Education Area: Lisbon and European Research Area
ERA Green Paper “modern and open Universities recognised as key stakeholders in achieving the future successful development of S & T in Europe.
“Modern”: Modernisation agenda, EC Communication of 10 May 2006.“Open”: to collaboration with external partners, regional and international; readiness to share knowledge.
7th Framework Programme 2007-2013: 54 bill. EUR fundingmultilateral international research networks, European Research Council, European Institute of TechnologyEurope’s funding gap: 2% of GDP to higher education institutions by 2015 (currently 1.2% GDP - Modernisation Agenda).University Autonomy: cover all aspects of the university’s functions –academic, organisational, financial and recruitment and staffingmatters – No micro management by governments
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V. EHEA- increasingly intertwined in a global setting
EHEA cannot function in a vacuum : communicating the ‘process’ to the world and engaging partners is crucialDifferent institutions and countries across the EHEA are atdifferent phases of their ‘internationalisation’ process & have different prioritiesMobility is an international, & not simply an intra-EuropeanquestionAttracting global talent: the changing role of the university as a service provider and an ‘exporter’Demographic developments will play an increasinglyimportant role
EUA Slide 23
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V. Impact on universities and EUAInternationalisation is an increasing priority for universities across EuropeBuilds on longstanding research collaboration but now takes account of the challenges of globalisation – competition and cooperationParticular importance of cooperation at master & doctoral levelEUA increasingly developing its own international agenda, e.g.
Longstanding & regular ‘Transatlantic Dialogue’ with the US and Canada (ACE & AUCC)International cooperation with associations of graduate schoolsDevelopment of new form of policy dialogue, especially with Asia& Latin AmericaPublication of a Bologna & an,Internationalisation Handbook
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VI ConclusionThe 2010 deadline for creating the European Higher Education Area (EHEA) is approaching – time to reflect & move onSuccessful movement for reform across 46 countries in a relatively short period – raising the profile of European HE & overcoming fragmentationconsiderable progress but also still work to do: mobility, LLL, realising a student centred approachHas proved to be a catalyst for new reform thinking & ways of working (e.g. government – stakeholder cooperation)Is developing a European HE discourse (identity & approach) while providing a basis for cooperation with other regionsMust now respond to increasing global pressure – rankings, international competition, brain drain etc.
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“Europe, thanks to Bologna, may have been given the opportunity to
respond to the 21st century agendas”
Peter Scott, ACA President,Vice-Chancellor, Kingston University/UK
EUA Bologna Handbook, 2006
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