Luciano Saso, La Sapienza University, Rome, Italy "Studying and training under the Lifelong...

“Studying and training under the Lifelong Learning

Programme (Erasmus, Erasmus placement, Leonardo da Vinci, etc.): Positive Effects of the Bologna Process

Luciano Saso Rector’s Delegate for International Mobility

LLP/Erasmus Institutional Coordinator

luciano.saso@uniroma1.it

www.uniroma1.it

about 150000 Students

about 5000 Teaching Staff

About 5000 Administrative Staff

Bologna Process

To create the European higher education area by making academic degree standards and quality assurance standards more comparable and compatible throughout Europe under the Lisbon Recognition Convention.

To harmonise the architecture of the European Higher Education system

BOLOGNA PROCESS & MOBILITY

Mobility is fundamental to the Bologna Process and has become a barometer of the success of the entire reform agenda. It is widely regarded as both a tool and an end in itself, due to its well-known role in fostering tolerance and diversity at the societal level, while contributing to personal development, social networking and employability. At the last Conference in London, this point was widely acknowledged by Ministers: “Mobility of staff, students and graduates is one of the core elements of the Bologna Process, creating opportunities for personal growth, developing international cooperation between individuals and institutions, enhancing the quality of higher education and research, and giving substance to the European dimension.”

BWSE 2009

Mobility as a tool and a goal for the Bologna Process

Mobility can also be a tool for the proper implementation of the Bologna Process, because it engages with every policy area of it: •qualifications frameworks•ECTS and learning outcomes•recognition practices•quality assurance mechanisms•internationalisation•European dimension•flexible and student-centred curricula•significant social support

Special Attention to Mobility, Employability and Quality in all Major Bologna Process Documents

Sorbonne declaration (1998):

the creation of the European area of higher education as a key way to promote citizens' mobility and employability.

Bologna (1999)

Adoption of a system of easily readable and comparable degrees, also through the implementation of the Diploma Supplement, in order to promote European citizens employability and the international competitiveness of the European higher education system

Establishment of a system of credits, a proper means of promoting the most widespread student mobility. Credits could also be acquired in non-higher education contexts

Bologna (1999)

Mobility for teachers, researchers and administrative staff, recognition and valorisation of periods spent in a European context researching, teaching and training, without prejudicing their statutory rights.

Prague (2001)

The choice of Prague to hold this meeting is a symbol of their will to involve the whole of Europe in the process in the light of enlargement of the European Union.

Lifelong learning is an essential element of the European Higher Education Area. In the future Europe, built upon a knowledge-based society and economy, lifelong learning strategies are necessary to face the challenges of competitiveness and the use of new technologies and to improve social cohesion, equal opportunities and the quality of life.

Berlin (2003)

PROMOTION OF MOBILITY

The Ministers reaffirm their intention to make every effort to remove all obstacles to mobility within the European Higher Education Area. With a view to promoting student mobility, Ministers will take the necessary steps to enable the portability of national loans and grants.

Berlin (2003)

Establishment of a system of credits

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.

Berlin (2003)

Recognition of degrees: Adoption of a system of easily readable and comparable degrees

Ministers underline the importance of the Lisbon Recognition Convention, which should be ratified by all countries participating in the Bologna Process, and call on the ENIC and NARIC networks along with the competent National Authorities to further the implementation of the Convention. 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. They appeal to institutions and employers to make full use of the Diploma Supplement, so as to take advantage of the improved transparency and flexibility of the highereducation degree systems, for fostering employability and facilitating academic

recognition for further studies.

Bergen (2005)

Recognition of degrees and study periods

We note that 36 of the 45 participating countries have now ratified the Lisbon Recognition Convention. We will draw up national action plans to improve the quality of the process associated with the recognition of foreign qualifications. We express support for the subsidiary texts to the Lisbon Recognition Convention and call upon all national authorities and other stakeholders to recognise joint degrees awarded in two or more countries in the EHEA. We will work with higher education institutions and others to improve recognition of prior learning including, where possible, non-formal and informal learning for access to, and as elements in higher education

programmes.

Bergen (2005)

MobilityWe recognise that mobility of students and staff among all

participating countries remains one of the key objectives of the Bologna Process. Aware of the many remaining challenges to be overcome, we reconfirm our commitment to facilitate the portability of grants and loanswhere appropriate through joint action, with a view to making mobility within the EHEA a reality. We shall intensify our efforts to lift obstacles to mobility by facilitating the delivery of visa and work permits and by encouraging participation in mobility programmes. We urge institutions and students to make full use of mobility programmes, advocating full recognition of study periods

abroad within such programmes.

London (2007)

MOBILITY Mobility of staff, students and graduates is one of the core

elements of the Bologna Process, creating opportunities for personal growth, developing international cooperation between individuals and institutions, enhancing the quality of higher education and research, and giving substance to the European dimension.

many challenges remain: Among the obstacles to mobility, issues relating to immigration, recognition, insufficient financial incentives and inflexible pension arrangements feature prominently. ….This includes joint programmes encouraging a significant increase in the number of and the creation of flexible curricula, as well as urging our institutions to take greater responsibility for staff and student mobility, more equitably balanced between countries across the EHEA.

Leuven-Louvain (2009)Mobility

We believe that mobility of students, early stage researchers and staff enhances the quality of programmes and excellence in research; it strengthens the academic and cultural internationalization of European higher education. Mobility is important for personal development and employability, it fosters respect for diversity and a capacity to deal with other cultures. It encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutions. Therefore, mobility shall be the hallmark of the European Higher Education Area. In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad.

Very positive effects of the Bologna Process

COMPARABLE DEGREES INCREASING RECOGNITION OF STUDY AND

TRAINING PERIODS ABROAD DOUBLE, MULTIPLE AND JOINT DEGREES INCREASED MOBILITY REDUCED DROP OUT REDUCED COMPLETION RATES

NO TITLE RECOGNITION BEFORE BOLOGNA: “A DENSE JUNGLE OF DEGREES”

What is an Italian “Laurea”?

THE CASE OF THE ITALIAN PROFESSIONAL “MASTERS” BEFORE BOLOGNA

The most important educational process in history

A successful one!

Interest and admiration in US and Asia Competitive European Higher Education Area (Erasmus

Mundus: 2004-) Peace, Quality and Diversity

Why so many Academics and Students are not happy about it?

Complex and delicate issues

Problems with any reform Problems related to quality assurance Only 10 years to reform European

universities (often very ancient and traditional: Sapienza University of Rome found in 1303)!

Other reforms as “riders” (transvestism)

Bologna Process has been implemented concurrently with other reforms, which have been attached as "riders" to the implementation itself. These reforms go far beyond the minimum provisions necessary to implement the Bologna Process, and include introducing tuition fees, overhauling departments, and changing the organization of universities. These reforms have been criticized as unnecessary, detrimental to the quality of education, or even undemocratic.

Make Bologna History! Celebrating Bologna? We don't think so.

http://bolognaburns.org

TUITION FEESNUMERUS CLAUSUSSEMESTERSEtc.

Other reasons

INFLEXIBLE CURRICULA EMPLOYABILITY OF BACHELOR’s DEGREE FINANCIAL ISSUES SOCIAL ISSUES (Students from lower socio-economic

background, with jobs, with children, with disabilities, etc.) BARRIERS (LANGUAGE, etc.) INCOMPLETE RECOGNITION OF CREDITS CONVERSION OF GRADES 3° CYCLE (mobility, status, employability, etc.)

Social dimension

(BWSE 2009)

Let’s talk to the Students about the Bologna process!

http://unicaroma2010.it

22-25 September 2010

Ten International Forums: more than 300 students from all UNICA member country

1. Internationalisation at universities: challenges and problems.2. The European mobility programmes (Erasmus, Erasmus placement, Erasmus Mundus, Leonardo da Vinci, Marie Curie, doctoral programmes, etc.): toward the 20% mobility by the year 2020?3. What is the role of the university in contemporary society?4. Unity and diversity in future of Europe: the challenge of multiculturalism.5. Innovation, formal and informal education: can universities nurture the creativity of students? 6. The Bologna process and the development of the European higher education: quality, employability and social issues.7. Student mobility and the enlargement and consolidation of the European Union.8. High quality universities with low fees: is it possible? How to choose the best university to study at?9. Sustainable development and greener universities.10. Hard and soft skills: are the European universities helping the students to develop both ?

Mobility programmes & Bologna

No Bologna without Erasmus

2 million students since 1987 LEARNING AGREEMENTS (comparison of

the contents, grades, etc ECTS (credits, grades, etc.)

But now:

No high European mobility (20% by 2020!) without Bologna

European Mobility Programmes

SOCRATES/ERASMUS (1987-2007) LLP/ERASMUS (2007-….) ERASMUS PLACEMENT (2007-….) LEONARDO DA VINCI (1995-….) ERASMUS MUNDUS (2004-….) MARIE CURIE (1995-….)

Mobility

Quality

Employability

ACADEMIC INSTITUTIONS

EMPLOYERS

ERASMUS (1987-): FOR UNDERGRADUATE OR GRADUATE OR Ph.D STUDENTS

Examinations Dissertations

LEARNING AGREEMENT

RECOGNITION + CONVERSION OF GRADES ACCORDING TO ECTS CRITERIA

Recognition: still problems after 22 years

BWSE 2009

Learning agreement is the key document: NOT ALWAYS SIGNED IN ADVANCE!!!

NOT FULL RECOGNITION EVEN WITH A VALID LEARNING AGREEMENT

CONVERSION OF GRADES: “old” ECTS system

Grade best/next Definition

A 10 %

B 25 %

C 30 %

D 25 %

E 10 %

FX

Fail - some more work required before the credit can be awarded

F

Fail - considerable further work is required

LLP/ERASMUS PLACEMENTS (STAGES) SINCE 2007

Companies, other institutions

CREDIT RECOGNITION

KEY ROLE FOR ERASMUS MUNDUS: HIGH QUALITY MOBILITY

ACTION 1A: Masters + 1B Doctoral Programmes (by 2013: 150 MASTERS + 35 Doctoral Programmes)

ACTION 2: Partnerships

ACTION 3: Promotion of European Higher Education

3rd Cycle (Ph.D programmes, Doctorates, Specialisation Schools)

Senior Students, young researchers or employees? Quality in Supervision Mobility (Erasmus, Marie Curie, “free mobility”, etc.) Employability Financial issues Social issues (children, disabilities, etc.), issues etc.

MARIE CURIE (Marja Sklodowska) FELLOWSHIPS (4.7 billion € for FP7/PEOPLE in the period 2007-2013)

PLACEMENT PROGRAMMES (Erasmus, Leonardo da Vinci) to strengthen the collaboration between Academic Institutions and Employers

Dialogue with Employers

Increased employability (Bachelor’s, Ph.D, etc.)

Higher quality

Leonardo da Vinci Projects “UNIPHARMA- GRADUATES

www.unipharmagraduates.it

Fifty 24-weeks placements for top Italian master’s degree graduates in

CHEMISTRY, PHARMACY, BIOLOGY and BIOTECHNOLOGIES

in selected chemical, pharmaceutical

and biomedical EUROPEAN research centers

Transnational partners

MORE THAN 100 PLACEMENTS IN OVER 40 RESEARCH CENTERS

Germany

MAX-PLANCK-INSTITUTE FOR MOLECULAR GENETICS (BERLIN)

FRAUNHOFER  (HANNOVER) CENTRE FOR ENVIRONMENTAL RESEARCH

(UFZ, LEIPZIG) FORSCHUNGSZENTRUM KARLSRUHE

BAYER CROPSCIENCE (MONHEIM and FRANKFURT)

SANOFI-AVENTIS (FRANKFURT)

UK

BABRAHAM INSTITUTE (CAMBRIDGE) INSTITUTE OF FOOD RESEARCH

(NORWICH)

ELI LILLY (LONDON area) UNILEVER PORT SUNLIGHT (LIVERPOOL)

ECOLE NORMALE SUPERIEURE (LYON) INSTITUT CURIE (PARIS) INSTITUT COCHIN (PARIS) CNRS (LYON) INSTITUT NATIONAL DE LA RECHERCHE

AGRONOMIQUE (INRA, NANTES)

SERVIER (PARIS) PIERRE-FABRE (CASTRES)

France

SPAIN

CENTER FOR GENOMIC REGULATION (BARCELONA)

CENTRO NACIONAL DE BIOTECNOLOGIA (MADRID)

PARC CIENTIFIC (BARCELONA) INSTITUTE FOR RESEARCH IN BIOMEDICINE

(BARCELONA) CIC BIOGUNE (BILBAO)

NOSCIRA (MADRID)

SWEDEN

KAROLINSKA INSTITUTET (STOCKHOLM)

The placement procedure

1. Work programmes requested in advance to the hosting laboratories

2. Selective but well disseminated call for applications

3. Ranking of all applicants (over 300 applications in 2009)

4. 5 motivated choices requested to the top 50 candidates (who are allowed to get in touch with the former trainees by e-mail)

5. Final decision based on the scientific and technical skills of the candidate and his/her knowledge of English

The placement procedure

Best possible match between CVs and work programmes

The placement: WORK HARD…

COMPULSORY SCIENTIFIC REPORT Introduction Aim of the work Materials and Methods Results Discussion References

…AND PLAY HARD

Awards

Shortlisted for the European Quality in Mobility (EQIM) Award 2006 in Graz

Acknowledgements

Antonella Cammisa(SAPIENZA - INTERNATIONAL RELATIONS OFFICE)

Matilde Capolei (SAPIENZA – LLP/ERASMUS OFFICE)

Laura Brossico (www.unipharma.it)

Thank you for your attention

luciano.saso@uniroma1.it