Europe\'s Bologna Process

$Page 1: Europe\'s Bologna Process$
EUROPEAN HIGHER EDUCATION IN A CHANGING ENVIRONMENT – Impacts of the Bologna Process

Fiona HunterImmediate Past President, European Association for International Education (EAIE)International Director, Università Carlo Cattaneo - LIUC, ItalyMember of Bologna Experts’ Team, Italy

CBIE Conference, St.Johns, Canada 2nd November 2008 2

OUTLINE OF THE PRESENTATION

The way we were and the great leap forward

The emerging European Higher Education Area

Looking to the future – the road less travelled


THE WAY WE WERE

1980’s - First wave of internationalisation – intra-European co-operation and exchange

EC policy to stimulate education and research Erasmus – largest programme in the world

(1987-2003 one million students) Model for international exchange

From academic experimentation to integrated institutional approaches - foundations for change


THE GREAT LEAP FORWARD…

Bologna Process 2010 – building the European Higher Education Area drivers changes achievements ambitions implications


DRIVERS FOR CHANGE

European Challenges Integration Knowledge based economy Globalisation

Bologna Objectives Promote employability Facilitate cross border educational and

professional mobility Increase competitiveness


MOBILITY: KEY TO THE PROCESS “As the European Union progresses as a

knowledge-based society in a globalising world economy, we must work to boost further the mobility of workers and citizens. This is not only good for the economy, but also for society. Europe needs a mobile and flexible workforce for its future economic prosperity but mobility also breaks down barriers between Europeans, thereby helping to build a more cohesive European society.”

Jan Figel EU Commissioner for Education, Training, Culture and Youth


BOLOGNA PROCESS ACTION LINES

introduced in the Bologna Declaration 1999

1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system based on two cycles3. Establishment of a system of credits4. Promotion of mobility5. Promotion of European cooperation in quality assurance6. Promotion of European Dimension in Higher Education

introduced in the Prague communiqué 2001

7. Lifelong learning8. Involving Higher Education institutions and students9. Promoting the attractiveness of the EHEA

introduced in the Berlin Communiqué 2003

10. Doctoral studies and synergy between EHEA and ERA


DRIVING THE PROCESS FORWARD1998 - Sorbonne – 4 countries - harmonisation 1999 - Bologna – 30 countries - creation of European

Higher Education Area2001 - Prague – 33 countries - goals reconfirmed and

debate broadened2003 - Berlin – 40 countries - extension to doctoral

studies, measurable priorities, intermediate deadlines

2005 - Bergen – 46 countries - stocktaking and priorities – degree systems, quality assurance and recognition

2007 - London – 46 countries - commitment to progress and global strategy

2009 - Leuven/Louvain-La-Neuve – looking back, looking forward


EMERGING EUROPEAN HIGHER EDUCATION AREA Stretching from the Atlantic to the Pacific Single biggest educational reform ever

46 countries (so far) Over 4000 institutions and 31 million

students An initiative to restructure and harmonise

historically diverse systems Voluntary participation and jointly agreed

principles

Reflects a search for a common answer to common problems


CONVERGING SYSTEMS

Three key features:

1. Three cycles of easily readable and comparable degrees variety of content with similar structures and

comparable learning outcomes flexibility, employability, multidisciplinarity,

European dimension2. Compatible credit system - ECTS3. Co-operation in quality assurance

NOT an attempt at harmonisation/homogenisation but creating connections/convergence between diverse national educational systems


THE ACHIEVEMENTS: ENHANCING COMPARABILITY AND MOBILITY Reformed Higher Education Structures - Bachelors and

Masters – 83% 50% studying in reformed national programme

(Continental Europe) Doctoral reforms underway Widespread use of ECTS (75% transfer - 66%

accumulation) and Diploma Supplement (47%) European Quality Assurance Guidelines and Register European and National Qualifications Frameworks

Significant levels of interaction and co-operation at European, national and institutional level

Reforms happening at different speeds in different countries


QUESTION 1

Europe is undertaking major reform of its higher education systems to bring them into line with a changing global environment.

What commonalities and differences do you see with the Canadian approach?


NEW STRUCTURES AND TOOLS Three cycles – Bachelor Master

and Doctoral Credit System Qualifications Frameworks Quality assurance Recognition


FIRST CYCLE – BACHELOR LEVEL Common criteria 3-4 years/180-240 credits Access varies in different countries Shorter bachelor level more relevant to

(European) labour market, more flexible, more multidisciplinary

Access to second cycle Adopted in virtually all fields of study Traditional long first degree programmes

still offered in some countries in professional fields (EU directives)


SECOND CYCLE – MASTER LEVEL Common criteria – 1-2 years/60-180

credits Vast majority give access to doctoral

level New trend - vertical mobility Growth of English taught programmes

and European/international university consortia for double/joint degrees

Boosting global attractiveness


THIRD CYCLE – DOCTORAL STUDIES

Reforms currently underway Emphasis on doctoral schools –

European dimension, interface with industry, interdisciplinarity

New legislative frameworks for joint doctorates

EUA Council for Doctoral Education Boosting global competitiveness


CHALLENGES FROM EUA REPORT Co-existence of old and new

structures/practices Employability questions Academic vs professional qualifications Admission to first cycle and articulation

between cycles Range of institutional attitudes from those

who feel obliged to change to those who push for change

(Lack of) government support


TOOLS FOR TRANSPARENCY AND COMPARABILITY ECTS compatible systems for transfer and

accumulation introduced in the majority of countries …but still many misunderstandings

European Qualifications Framework – three cycles- credits - competences - outcomes…but lack of understanding and knowledge


TOOLS FOR TRANSPARENCY AND COMPARABILITY Lisbon Recognition Convention – vast

majority of countries have ratified … but procedures still cumbersome in some

countries

Diploma supplement for transparent and reliable information and fair academic and professional recognition introduced in most countries… but it is not fully understood… or used yet.


“INTERESTING” DS STATISTICS FROM EUA 3% of students say that all master

graduates receive the Diploma Supplement

44% of institutions say all master graduates receive it

20% of institutions don’t know it 25% of employers don’t know it 38% of academics don’t know it … and 56% of students don’t know

it…..


QUALITY ASSURANCE

Most countries have implemented a QA system

Common standards for internal and external QA and QA agencies

European register of QA agencies ….but a genuine quality culture still

to emerge www.qrossroads.eu


CHANGING ERASMUS MOBILITY PATTERNS Since 1987 1.7 million students 9 out of 10 HEIs 3.4% of graduates Target 3 million by 2012, growth of 8% Average 6.2% but strong variation and imbalances

across countries EU solutions – increased grants and better

recognition EU High level expert forum to extend reach of

mobility

Greater internal mobility for greater understanding and dialogue or greater educational efficiency and effectiveness?


CHALLENGES FOR CHALLENGES FOR INTERNATIONAL CO-INTERNATIONAL CO-OPERATIONOPERATION Transition phase

new names, structures, content

Shorter course duration and rigidity of curriculum

Shifting objectives English vs local language National legislation for tuition “the anglicisation of competitive labour market

oriented European graduate education?” (EUA)


OPPORTUNITIES FOR OPPORTUNITIES FOR INTERNATIONAL CO-OPERATIONINTERNATIONAL CO-OPERATION

Mobility encouraged at all levels of study New tools for new partnerships Greater institutional commitmentGreater institutional commitment Flexible curricula with mobility windowsFlexible curricula with mobility windows Careful choice of partners and programmesCareful choice of partners and programmes Creative “made to measure” solutionsCreative “made to measure” solutions Individual and institutional gainsIndividual and institutional gains

International co-operation as a competitive International co-operation as a competitive advantageadvantage


DOUBLE AND JOINT DEGREESDeveloping the European Dimension double degrees - two institutions award

own degree clearly defined, straightforward

administration, built in quality difference in content and workload for two

awards often unclear. joint degree - single document issued by

the institutions involved issues of legal validity and quality

assurance


ERASMUS MUNDUS

Model for double and joint degrees in Europe New EU flagship programme since 2004 Promotion of European Joint and Double

master degrees Attracting talented students from other parts

of the world 103 masters courses funded and some 6000

students and scholars supported so far New enlarged phase from 2009 to 2013 with

€900 million budget


QUESTION 2

Europe has developed new degree structures and tools for comparability and transparency to promote mobility.

How do you see these changes impacting on co-operation between Canada and Europe?


LISBON AGENDA 2000-2010

EU heads of state and government decide to make Europe by 2010:

“an advanced knowledge society with sustainable development, more and better jobs and greater social cohesion”


AMBITIONS OF AN ATTRACTIVE AND COMPETITIVE EUROPE

Harmonised structures Increasing use of English Study abroad opportunities Consortia offering double and joint degrees Erasmus Mundus Competitive fees Affordable and safe destinations

A European qualification as a gateway to Europe


THE AMBITIONS: CREATING THE EUROPEAN HE BRAND

Effective marketing strategy and coherent information policy required to promote advantages:

Lack of knowledge Little understanding of qualifications, institutions and

countries No perception of Europe as a HE destination Seen as “traditional” rather than “dynamic, innovative” Diversity of languages and cultures not necessarily an

asset Few universities with high visibility Lack of information on employment opportunities

ACA survey


THE AMBITIONS: “THE MOST FAVOURED DESTINATION OF STUDENTS AND SCHOLARS” Lack of information on international mobility Eurodata study - 2003 1.1 million foreign students - 6% of tertiary

population 50% from outside Eurodata region 6% Chinese, 4% Germans, Greeks, French, 2% US Highest proportion in Switzerland 17%, Austria 13,5%, Belgium 11,2% Largest countries UK 11.2%, Germany 10.7% and France 10.5% Less than 2% (Estonia, Italy, Lithuania, Poland, Romania, Slovakia, Slovenia

and Turkey 575,000 Eurodata students registered outside region- 3% of total number Call for better data in London Communique Key Lisbon indicator for attractiveness

International student recruitment increasingly viewed by universities as a means to enhance institutional reputation and to generate income


INTERNATIONAL PROMOTION AND VISIBILITY Institutional – no overview available as yet National campaigns– developing brand, websites, events,

media campaigns, information offices, recruitment agents, market research but very unevenly distributed

European - global promotion project funded by EU - web portal

Feasibility study for European information offices, network of promoters, study on European TNE presence, training, tool kits, fairs, media campaign, information and promotion materials

8 European Higher Education Fairs in 7 Asian countriesACA survey

Greater visibility than 10 years ago but still much to be done


Welcome to Study in Europewww. study-in-europe.org, There are more than four thousand higher education

institutions in Europe, from top-level research establishments to small, teaching-focused colleges. Europe itself is no less diverse, extending from the Arctic Circle to the coast of Africa, where tiny principalities sit side-by-side with many of the world’s leading economies.

A fascinating destination, but which country should you go to? Which university should you choose? What do you need before you leave? What will happen when you arrive? These are just some of the questions you’re probably asking yourself already.

Study in Europe is here to help. We provide up-to-date information on thirty two European countries, their universities and what it takes to live and study in them.

Use Study in Europe to find the university that suits you best. A well-informed decision will make your time abroad even more valuable.


SHIFTING STRATEGIES

Internationalising the curriculum, programmes, teaching and learning strategies

Creating international research focus and collaborations

Attracting international talent Providing cross border education Setting up business linkages Developing commercial contracts

From ad hoc activities to integrated strategies and processes

From bilateral agreements to strategic partnershipsNew internationalisation in response to new challenges


EUROPE AS A GLOBAL PLAYER Co-operation and competition in the global

market place External dimension increasingly important Information and promotion of brand Partnership with other world regions (policy

dialogue) Converging models –Bologna as soft model

for domestic reformsLondon Conference placed Bologna in a global

setting


QUESTION 3

The EHEA is increasingly taking on a global dimension.

Is Europe creating new initiatives/soft standards for the world and to what extent will this impact on Canada as an international study destination?


LOOKING TO THE FUTURE – THE ROAD LESS TRAVELLED Bologna has put the wheels of change in motion

and commitment to a new vision beyond 2010 is a positive sign

Build on Bologna successes for a more ambitious reform agenda

European Higher education is ill-equipped to face the changes ahead – it is fragmented, over regulated and under funded

Emerging issues Funding and fees, public and private roles of

education, greater autonomy and accountability, regulation and competition, organisational governance and professional management


PRESSURES TO MODERNISE Increase mobility within and from outside Europe Improve academic quality / be more responsive to

labour market providing graduates with more employable skills

Provide compatible curricula across Europe / maintain cultural diversity

Be more local, regional, European, global Be more competitive / be more socially inclusive Increase & widen participation Concentrate on research / respond to regional needs

and do all of above with decreasing public funding...European University

Association


LOOKING TO THE FUTURE – THE FUNDING DEBATEThe debates Who pays for higher education? Average student fees in EU

Denmark, Sweden, Norway, Finland, Iceland, Greece, Ireland, Poland €0

Portugal, France, Hungary, Germany €350-500 Belgium, Spain, Austria, Italy €800-1000 Netherlands €1500 UK £3000

Differential fees and support systems Alternative funding models


LOOKING TO THE FUTURE – FURTHER DEBATES The debates Who drives curricular reform?

Universities or stakeholders? Who governs the institutions?

Issues of autonomy and accountability Who has access to higher education?

Social dimension, lifelong learning, admissions Differentiation of institutions

What role for universities? Balancing tensions – attractive and competitive vs

socially responsible and democratic

Building the Europe of Knowledge


THE GLOBAL DIMENSION

“One of the greatest strengths of the Bologna Process is that governments have joined forces with institutions of higher education and their national and European associations. A successful Global Dimension Strategy must be based on the same model.”

Global Dimension Strategy, London Ministerial Meeting 2007


WORDS OF WARNING FROM THE EUROPEAN COMMISSION “Within the next 20 years, Europe’s economic

paradigm will change fundamentally. Its manufacturing base will continue to shrink, future growth and social welfare will rely increasingly on knowledge-intensive industries and services, and ever more jobs will require a higher education qualification. Yet European universities, motors of the new, knowledge-based paradigm, are not in a position to deliver their full potential contribution to the re-launched Lisbon strategy.”

Mobilising the brainpower of Europe: enabling universities to make their full contribution to the Lisbon Strategy, European Commission 2005


SOME STARK STATISTICS

21% of working age population attaining tertiary education (US 38%)

6 million (18-24 year olds) have left education prematurely – to reach 10% benchmark, 2 million need to continue

1.1% GDP on HE (US 2.7%) – need to spend extra €150 billion per year to match US

1.9% GDP on research (US 3%) – higher research investment from industry


NEW WAYS FORWARD FOR EUROPEAN UNIVERSITIES Strategic international inter-university

alliances Stronger collaboration with employers for

curriculum reform and design Closer collaboration with industry for research Greater investment in human resources and

technology Commitment to lifelong learning Greater institutional autonomy, openness

and flexibility


A NEW POLICY APPROACH FOR BOLOGNA Funded Bologna: balance between public, business

and private Cyber Bologna: investment paramount for access to

information Quality Bologna: crucial for mobility and credit transfer Communicating Bologna; information and promotion

of the brand Lifelong Bologna: incentivised and promoted, more

part time study Skilled Bologna: wider access for people with low skills

levels Virtual Bologna: virtual environments for teaching and

research beyond borders of university or countryBrenda Gourley, Vice Chancellor Open University, London 2007


BOLOGNA PROCESS 2009

The next Ministerial Conference of the Bologna Process will be hosted by the Benelux countries on 28-29 April 2009 in Leuven and Louvain-la-Neuve (Belgium).

www.ond.vlaanderen.be/hogeronderwijs/bologna/


LOOKING TO THE FUTURE – THE ROAD LESS TRAVELLED

Internationalisation is the road that in 2020 will “have made all the difference.”


QUESTION 4

The 2009 Ministerial Meeting will look forward to the post 2010 scenario and a new process for change.

Should this be a pan-European effort or should universities be left to develop on their own? Does Canada have examples of best practice for Europe?