Introduction to the Bologna Process
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The document discusses the Bologna Process, which originated from the 1998 Sorbonne Declaration and aims to create a European Higher Education Area. It established structures and common tools to ensure comparability and compatibility of degrees based on a three-cycle system of bachelor's, master's and doctorate degrees. Key concepts introduced through the Bologna Process include the Diploma Supplement, ECTS credits, quality assurance standards, qualifications frameworks and a focus on mobility, lifelong learning and employability. The goal is to facilitate academic recognition between countries to allow students and graduates more flexible opportunities for studying and working across Europe.
Introduction to the Bologna Process
- 1. Recognition in the EHEA An overview of HE reform in Europe Dr Justin Fenech FAIRE Anthony F. Camilleri www.KIC-malta.com Coimbra – Portugal
- 2. What is the Bologna Process? www.KIC-malta.com
- 3. The Bologna Process Origin: Sorbonne Declaration (1998) – FR; UK; IT; DE Follow-up: Bologna Declaration (1999) – 29 countries Prague Communiqué (2001) – 32 countries, EC, CoE, EUA, EURASHE, ESIB Berlin Communiqué (2003) – 40 countries Bergen Communiqué (2005) – 45 countries, EI, ENQA, Business-Europe London Communiqué (2007) – 46 countries Leuven / Louvain-la-Neuve Communiqué (2009) – 46 countries Vienna / Budapest Declaration (2010) – 47 countries www.KIC-malta.com
- 4. The Bologna Process Original Aim was to develop a European Higher Education Area by 2010: Comparability and compatibility of degrees based on a three cycle system Ensure employability of graduates Promote student and staff mobility Develop a European dimension in higher education www.KIC-malta.com
- 5. Diploma Supplement (1999) Recognition (2001) ECTS (1999) Workload & learning outcomes (2003) Student Centred Learning (2007) Two-cycle structure (1999) Three-cycle structure (2003) Short-cycle (2005) Mobility (1999) Quality Assurance (1999) EQAR (2005) European dimension (1999) Attractiveness (2001) Multidimensional transparency tools (2009) www.KIC-malta.com
- 6. Lifelong learning (2001) Involvement of higher education institutions and students (2001) Social dimension (2001) Data collection (2007) Employability (2001) Qualifications Framework (2003) Funding (2009) www.KIC-malta.com
- 7. Bologna Process Structure: Bologna Secretariat Bologna Follow-Up Group Working Groups Conferences Ministerial Summits Bologna Policy Forum Launch of European Higher Education Area at Vienna / Budapest Ministerial Conference (2010) www.KIC-malta.com
- 8. The Positives of the Bologna Process • • • • Collaborative Inter-governmental Strong stakeholder involvement Based on a vision of borderless education + www.KIC-malta.com
- 9. The Negatives of the Bologna Process • Non-Binding • Mis-implemented and misunderstood • Does not deal with important issues • Employability • Funding - www.KIC-malta.com
- 11. Diploma Supplement Describes the education system of the country and how the programme followed by the student and the education institution places within this system along with the main areas studied as part of the programme. Should be issued automatically and free of charge in a widely spoken European language to every student with their degree. ECTS The European Credit Transfer and Accumulation System reflects the workload associated with study units. One academic year of full time study corresponds to 60 ECTS credits. One ECTS credit should be equivalent to 25-30 hours of classes and self-study. Two/Three-cycle structure Represents the Bachelor - Master - Doctorate structure www.KIC-malta.com
- 12. Quality Assurance Facilitate cooperation on quality assurance in higher education on European level to develop common criteria and methodologies that will promote mutual trust in and facilitate recognition of qualifications. Qualifications Framework Explains qualifications in an education system on the basis of knowledge, skills and competencies obtained upon completion. It provides information on the level of and transition between qualifications to allow for flexible learning pathways and to facilitate recognition of qualifications. Mobility Including students, academic and administrative staff. It may be for a short-term (e.g. semester) or a whole degree. The development of a mobility window is discussed to allow for flexibility of study programmes. The process envisages that 20% of graduates should have been mobile as part of their studies by 2020. www.KIC-malta.com
- 13. European dimension Shall increase the transparency and attractiveness of European higher education globally to attract the most talented students to Europe. Lifelong learning Flexible learning pathways and transition between education and work shall ensure continuous opportunities for learning and the development of knowledge, skills and competencies. Furthermore lifelong learning shall provide opportunities for flexible access to higher education for underrepresented groups. Involve HEI & students In all decision making within higher education institutions as well as in the Bologna Process as a whole to ensure ownership of the reforms and their proper implementation. www.KIC-malta.com
- 14. Theoretically... Social dimension Higher education should be accessible so that the student population in higher education should reflect the diversity of the general population. Employability Provide students with the knowledge, skills and competencies required on the labour market to avoid graduate unemployment. Funding Higher education is understood as a public good and a public responsibility requiring continuous and adequate support by governments. www.KIC-malta.com
- 15. How it all fits together An evolving picture of portable qualifications in Europe www.KIC-malta.com
- 16. University Work www.KIC-malta.com University ?
- 17. 3 yrs 3 yrs Work Dott. equivalent? Bacc. www.KIC-malta.com
- 18. What to do? • Option 1: Change names of most degrees in Europe – Opposition from many professions – Public confusion • Option 2: Find an easy way to describe them www.KIC-malta.com
- 19. EQF Dott. Level 1 Level 2 Level 3 Level 4 Level 5 Work Level 6 Bacc. Level 7 Level 8 equivalent www.KIC-malta.com
- 20. What did you study? I studied EQF 6 engineering at I studied EQF 6 Coimbra engineering at Msida equivalent? Work www.KIC-malta.com DS DS
- 21. Diploma A collection Supplement of credits Credit Learning Outcomes Level Described in terms of: Estimated using: Knowledge Skills Workload Attitude www.KIC-malta.com
- 22. But, is this is a quality university qualification? What did you study? I studied EQF 6 engineering at I studied EQF 6 Coimbra engineering at Msida equivalent Work www.KIC-malta.com DS DS
- 23. European Standards and Guidelines University University for Quality Assurance Internal QA Internal QA National Agency National Agency External QA External QA eqar www.KIC-malta.com
- 24. Comparing Qualifications • EQF allows you to compare qualifications at macro-level • Diploma Supplement describes the content of a qualification • ECTS is a common currency for describing the content of a qualification • ESG guarantee comparable quality levels A la carte implementation is not an option www.KIC-malta.com
- 25. University University University credits Portable qualifications means you can use them anywhere within the European Higher Education Area www.KIC-malta.com
- 26. Bologna Process Implementation Reform of Degree Structure www.KIC-malta.com
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- 40. The Bologna Process European Student Position www.KIC-malta.com
- 43. Obrigado! Thank-you for your attention Questions? Dr Justin Fenech (justin@kic-malta.com) Anthony F. Camilleri (anthony@kic-malta.com) www.KIC-malta.com