The Bologna Process and studying with a disability Gilles Verschoore Coordinator esdon esdon  esdon@esdon.org +32 485/376 ...
The BP in a few words <ul><ul><li>Intergovernmental process </li></ul></ul><ul><ul><li>From 29 to 46 countries (Cultural C...
Start and evolution <ul><ul><li>1998: Sorbonne </li></ul></ul><ul><ul><li>1999: Bologna </li></ul></ul><ul><ul><li>2001: P...
Sorbonne <ul><ul><li>Celebration 800 years Sorbonne </li></ul></ul><ul><ul><li>France, Germany, Italy and the United Kingd...
Bologna <ul><ul><li>29 countries </li></ul></ul><ul><ul><li>Harmonisation of HE </li></ul></ul><ul><ul><ul><li>Comparabili...
The Bologna Declaration <ul><ul><li>Easily readable & comparable degrees (+ implementation of DS, to promote employability...
Structure of the BP (1/2) <ul><li>Bologna Follow-up Group & Board of the Bologna Process </li></ul><ul><ul><li>Bologna Fol...
Structure of the BP (2/2) <ul><ul><li>Working groups </li></ul></ul><ul><ul><li>Seminars and conferences </li></ul></ul><u...
Stocktaking (1/2)
Stocktaking (2/2)
Action lines (1/14) Qualifications Frameworks / Three-Cycle System  Joint Degrees Mobility  Recognition Quality Assurance ...
Action lines (2/14) <ul><ul><li>Qualifications Frameworks / Three-Cycle System  </li></ul></ul><ul><ul><ul><li>3-cycle sys...
Action lines (3/14) <ul><ul><li>Joint Degrees </li></ul></ul><ul><ul><ul><li>At least 2 institutions </li></ul></ul></ul><...
Action lines (4/14) <ul><ul><li>Mobility </li></ul></ul><ul><ul><ul><li>Both an entire cycle as a period of study </li></u...
Action lines (5/14) <ul><ul><li>Recognition </li></ul></ul><ul><ul><ul><li>Qualifications/degrees </li></ul></ul></ul><ul>...
Action lines (6/14) <ul><ul><li>Quality Assurance </li></ul></ul><ul><ul><ul><li>3-fold system </li></ul></ul></ul><ul><ul...
Action lines (7/14) <ul><ul><li>Social dimension </li></ul></ul><ul><ul><ul><li>2001: in draft communiqué, out in discussi...
Action lines (8/14) London 2007: “ We therefore continue our efforts to provide adequate student services, create more fle...
Action lines (9/14) “ We share the societal aspiration that the student body entering, participating in and completing hig...
Action lines (10/14) <ul><ul><li>Employability </li></ul></ul><ul><ul><ul><li>the ability to gain initial employment, to m...
Action lines (11/14) <ul><ul><li>Lifelong Learning </li></ul></ul><ul><ul><ul><li>2007: some elements of flexible learning...
Action lines (12/14) <ul><ul><li>EHEA in a global context </li></ul></ul><ul><ul><ul><li>= Competitiveness </li></ul></ul>...
Action lines (13/14) <ul><ul><li>Stocktaking </li></ul></ul><ul><ul><ul><li>2007: shift to data collection </li></ul></ul>...
Action lines (14/14) <ul><ul><li>Bologna beyond 2010 </li></ul></ul><ul><ul><li>Ghent seminar May 2008: rankings, typology...
Leuven/Louvain-la-Neuve (1/10) <ul><li>What now? How must the BP proceed? </li></ul><ul><ul><li>2 options: </li></ul></ul>...
A pedagogical revolution? <ul><ul><li>Teaching => Learning </li></ul></ul><ul><ul><li>Tutor-oriented => Student-centered <...
Troubles in paradise? <ul><ul><li>The social dimension </li></ul></ul><ul><ul><li>Financing </li></ul></ul><ul><ul><li>BP ...
Leuven/Louvain-la-Neuve (2/10) <ul><li>“ The objectives set out by the Bologna Declaration and the policies developed in t...
Leuven/Louvain-la-Neuve (3/10) <ul><li>Action lines: </li></ul><ul><ul><li>Social dimension: equitable access and completi...
Leuven/Louvain-la-Neuve (4/10) <ul><li>2009 </li></ul><ul><li>mobility becomes a hallmark </li></ul><ul><ul><li>Target of ...
Leuven/Louvain-la-Neuve (5/10) <ul><li>Social dimension </li></ul><ul><ul><li>Set measurable targets for widening overall ...
Leuven/Louvain-la-Neuve (6/10) <ul><li>Employability </li></ul><ul><ul><li>Focus on work placements embedded in study prog...
Leuven/Louvain-la-Neuve (7/10) <ul><li>Multidimensional transparency tools = ranking </li></ul><ul><li>Funding </li></ul><...
Leuven/Louvain-la-Neuve (8/10) <ul><li>Change of structure: </li></ul><ul><ul><li>1 non-EU member as co-chair </li></ul></...
Leuven/Louvain-la-Neuve (9/10) <ul><li>Overarching working group on the implementation of the BP </li></ul><ul><ul><li>Sub...
Leuven/Louvain-la-Neuve (10/10)
How does studying (and working) with a disability links to the Bologna Process?
BP and disability (1/8) <ul><ul><li>3-cycle system and ECTS </li></ul></ul><ul><ul><ul><li>Flexibilisation => flexible and...
BP and disability (2/8) <ul><ul><li>Mobility </li></ul></ul><ul><ul><ul><li>Disabled students (and staff) must be able to ...
BP and disability (3/8) <ul><ul><li>Quality assurance </li></ul></ul><ul><ul><ul><li>Embed student services in general and...
BP and disability (4/8) <ul><ul><li>Lifelong learning </li></ul></ul><ul><ul><ul><li>Flexible, individual and alternative ...
BP and disability (5/8) <ul><ul><li>Employability </li></ul></ul><ul><ul><ul><li>HE must prepare students to function prop...
BP and disability (6/8) <ul><ul><li>Social dimension </li></ul></ul><ul><ul><ul><li>=> start to act, clear goals and bench...
BP and disability (7/8) <ul><ul><li>Stocktaking </li></ul></ul><ul><ul><ul><li>=> put accessibility, services, guidance an...
BP and disability (8/8) <ul><li>NAP </li></ul><ul><ul><li>Very diverse: from very detailed to no underrepresented groups <...
A missed opportunity The memorandum: “ From Bologna to Bruges and far beyond. Equal opportunities for people with disabili...
Thank you for your attention! www.esdon.org
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Bologna Training Warsaw

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This is a presentation on the link between the Bologna Process and studying and working with a disability in higher education, given by Gilles Verschoore, at the 2nd Education for All conference in Warsaw, September 24th, 2009.

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Bologna Training Warsaw

  1. 1. The Bologna Process and studying with a disability Gilles Verschoore Coordinator esdon esdon esdon@esdon.org +32 485/376 434 Gasmeterlaan 134 B-9000 Gent Belgium
  2. 2. The BP in a few words <ul><ul><li>Intergovernmental process </li></ul></ul><ul><ul><li>From 29 to 46 countries (Cultural Convention of the CoE) </li></ul></ul><ul><ul><li>The Bologna Declaration </li></ul></ul><ul><ul><li>1999-2010-2020 </li></ul></ul><ul><ul><li>Creation of a European Higher Education Area (EHEA) </li></ul></ul><ul><ul><li>A process to harmonise European HE </li></ul></ul>
  3. 3. Start and evolution <ul><ul><li>1998: Sorbonne </li></ul></ul><ul><ul><li>1999: Bologna </li></ul></ul><ul><ul><li>2001: Prague </li></ul></ul><ul><ul><li>2003: Berlin </li></ul></ul><ul><ul><li>2005: Bergen </li></ul></ul><ul><ul><li>2007: London </li></ul></ul><ul><ul><li>2009: Leuven/Louvain-la-Neuve </li></ul></ul>
  4. 4. Sorbonne <ul><ul><li>Celebration 800 years Sorbonne </li></ul></ul><ul><ul><li>France, Germany, Italy and the United Kingdom </li></ul></ul><ul><ul><li>Sorbonne Joint Declaration </li></ul></ul><ul><ul><li>More cooperation in the field of HE </li></ul></ul>
  5. 5. Bologna <ul><ul><li>29 countries </li></ul></ul><ul><ul><li>Harmonisation of HE </li></ul></ul><ul><ul><ul><li>Comparability </li></ul></ul></ul><ul><ul><ul><li>Compatibility </li></ul></ul></ul><ul><ul><ul><li>Promotion of mobility </li></ul></ul></ul><ul><ul><li>Not a binding international treaty </li></ul></ul><ul><ul><li>3 dimensions </li></ul></ul><ul><ul><ul><li>Comparability </li></ul></ul></ul><ul><ul><ul><li>Employability </li></ul></ul></ul><ul><ul><ul><li>Attractiveness </li></ul></ul></ul><ul><ul><ul><li>Social cohesion?? </li></ul></ul></ul>
  6. 6. The Bologna Declaration <ul><ul><li>Easily readable & comparable degrees (+ implementation of DS, to promote employability & international competitiveness) </li></ul></ul><ul><ul><li>Two main cycles (undergraduate (min 3 years) & graduate) </li></ul></ul><ul><ul><li>System of credits, such as ECTS </li></ul></ul><ul><ul><li>Promotion of mobility </li></ul></ul><ul><ul><li>European cooperation in quality assurance </li></ul></ul><ul><ul><li>Promotion of the necessary European dimension in HE </li></ul></ul>
  7. 7. Structure of the BP (1/2) <ul><li>Bologna Follow-up Group & Board of the Bologna Process </li></ul><ul><ul><li>Bologna Follow-up Group: 46 signatories and the European Commission + 8 consultative members (CoE, UNESCO-CEPES, EUA, EURASHE, ESU, EI, ENQA en BUSINESSEUROPE) </li></ul></ul><ul><ul><li>Board: EU-troika, country that hosts the next MC, 3 countries elected by and amongst the Bologna Follow-up Group and the European Commission + 4 consultative members (CoE, EUA,EURASHE, ESU) </li></ul></ul>
  8. 8. Structure of the BP (2/2) <ul><ul><li>Working groups </li></ul></ul><ul><ul><li>Seminars and conferences </li></ul></ul><ul><ul><li>MC every 2 year </li></ul></ul><ul><ul><li>Stocktaking </li></ul></ul>
  9. 9. Stocktaking (1/2)
  10. 10. Stocktaking (2/2)
  11. 11. Action lines (1/14) Qualifications Frameworks / Three-Cycle System Joint Degrees Mobility Recognition Quality Assurance Social Dimension Employability Lifelong Learning EHEA in a global context Stocktaking Bologna Beyond 2010
  12. 12. Action lines (2/14) <ul><ul><li>Qualifications Frameworks / Three-Cycle System </li></ul></ul><ul><ul><ul><li>3-cycle system </li></ul></ul></ul><ul><ul><ul><li>ECTS </li></ul></ul></ul><ul><ul><ul><li>DS </li></ul></ul></ul><ul><ul><ul><li>QF-EHEA (2005) – EQF (2008) </li></ul></ul></ul>
  13. 13. Action lines (3/14) <ul><ul><li>Joint Degrees </li></ul></ul><ul><ul><ul><li>At least 2 institutions </li></ul></ul></ul><ul><ul><ul><li>At least 6 months at each institution </li></ul></ul></ul><ul><ul><ul><li>Degree from all the participating institutions </li></ul></ul></ul>
  14. 14. Action lines (4/14) <ul><ul><li>Mobility </li></ul></ul><ul><ul><ul><li>Both an entire cycle as a period of study </li></ul></ul></ul><ul><ul><ul><ul><li>2007: some work has been done, but still a lot of obstacles </li></ul></ul></ul></ul><ul><ul><ul><ul><li>issues relating to immigration, recognition, insufficient financial incentives and inflexible pension arrangements </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Also they can ’ t do it alone: “ We recognise the responsibility of individual Governments to facilitate the delivery of visas, residence and work permits, as appropriate. Where these measures are outside our competence as Ministers for Higher Education, we undertake to work within our respective Governments for decisive progress in this area. ” </li></ul></ul></ul></ul>
  15. 15. Action lines (5/14) <ul><ul><li>Recognition </li></ul></ul><ul><ul><ul><li>Qualifications/degrees </li></ul></ul></ul><ul><ul><ul><li>Periods of study (abroad) </li></ul></ul></ul><ul><ul><ul><li>RPL </li></ul></ul></ul><ul><ul><ul><li>Formal non-formal and informal </li></ul></ul></ul><ul><ul><ul><li>LRC (CoE/UNESCO) </li></ul></ul></ul>
  16. 16. Action lines (6/14) <ul><ul><li>Quality Assurance </li></ul></ul><ul><ul><ul><li>3-fold system </li></ul></ul></ul><ul><ul><ul><ul><li>Self-assessment </li></ul></ul></ul></ul><ul><ul><ul><ul><li>External review </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Accreditation </li></ul></ul></ul></ul><ul><ul><ul><li>ESG </li></ul></ul></ul><ul><ul><ul><li>ENQA </li></ul></ul></ul><ul><ul><ul><li>EQAR </li></ul></ul></ul>
  17. 17. Action lines (7/14) <ul><ul><li>Social dimension </li></ul></ul><ul><ul><ul><li>2001: in draft communiqué, out in discussions, back in thanks to students </li></ul></ul></ul><ul><ul><ul><li>Bergen, 2005: importance reaffirmed, WG established </li></ul></ul></ul><ul><ul><ul><li>London 2007: definition approved: </li></ul></ul></ul><ul><li>We strive for the societal goal that the student body entering, participating in and completing higher education should reflect the diversity of our populations. We therefore pledge to take action to widen participation at all levels on the basis of equal opportunity. </li></ul><ul><ul><li>Leuven 2009: report on the participative equity in HE by Eurostat and Eurostudent </li></ul></ul>
  18. 18. Action lines (8/14) London 2007: “ We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity. ”
  19. 19. Action lines (9/14) “ We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations. We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background. ”
  20. 20. Action lines (10/14) <ul><ul><li>Employability </li></ul></ul><ul><ul><ul><li>the ability to gain initial employment, to maintain employment and to be able to move around within the labour market </li></ul></ul></ul><ul><ul><ul><li>Target 2009: develop partnerships and cooperation with employers in the ongoing process of curriculum innovation based on learning outcomes </li></ul></ul></ul>
  21. 21. Action lines (11/14) <ul><ul><li>Lifelong Learning </li></ul></ul><ul><ul><ul><li>2007: some elements of flexible learning exist in most countries, but a more systematic development of flexible learning paths to support lifelong learning is at an early stage. We therefore ask BFUG to increase the sharing of good practice and to work towards a common understanding of the role of higher education in lifelong learning </li></ul></ul></ul>
  22. 22. Action lines (12/14) <ul><ul><li>EHEA in a global context </li></ul></ul><ul><ul><ul><li>= Competitiveness </li></ul></ul></ul><ul><ul><ul><li>Biggest report: 242 pages </li></ul></ul></ul>
  23. 23. Action lines (13/14) <ul><ul><li>Stocktaking </li></ul></ul><ul><ul><ul><li>2007: shift to data collection </li></ul></ul></ul><ul><ul><ul><li>We recognise the need to improve the availability of data on both mobility and the social dimension across all the countries participating in the Bologna Process </li></ul></ul></ul>
  24. 24. Action lines (14/14) <ul><ul><li>Bologna beyond 2010 </li></ul></ul><ul><ul><li>Ghent seminar May 2008: rankings, typology and diversification of funding, including the introduction and raise of tuition fees </li></ul></ul><ul><ul><li>BFUG Sarajevo 24-25 June 2008: LLL, Social Dimension, Student-centered learning and Mobility </li></ul></ul>
  25. 25. Leuven/Louvain-la-Neuve (1/10) <ul><li>What now? How must the BP proceed? </li></ul><ul><ul><li>2 options: </li></ul></ul><ul><ul><ul><li>We continue with the current action lines and implement these until grass root level </li></ul></ul></ul><ul><ul><ul><li>We search new challenges and problems and tackle those </li></ul></ul></ul><ul><ul><li>What students want: </li></ul></ul><ul><ul><ul><li>Implement the current action lines until grass root level with a reconsideration if the implementations benefit the students </li></ul></ul></ul><ul><ul><ul><li>But also be open to new challenges, without endangering the progress of the process </li></ul></ul></ul>
  26. 26. A pedagogical revolution? <ul><ul><li>Teaching => Learning </li></ul></ul><ul><ul><li>Tutor-oriented => Student-centered </li></ul></ul><ul><ul><li>Year => Semester </li></ul></ul><ul><ul><li>Class hours => ECTS </li></ul></ul><ul><ul><li>Class content => Learning outcomes </li></ul></ul>
  27. 27. Troubles in paradise? <ul><ul><li>The social dimension </li></ul></ul><ul><ul><li>Financing </li></ul></ul><ul><ul><li>BP in 2 speeds </li></ul></ul><ul><ul><li>European Commission weighs too much </li></ul></ul><ul><ul><li>Integration of the Lisbon Strategy in the Bologna Process </li></ul></ul>
  28. 28. Leuven/Louvain-la-Neuve (2/10) <ul><li>“ The objectives set out by the Bologna Declaration and the policies developed in the subsequent years are still valid today. Since not all the objectives have been completely achieved, the full and proper implementation of these objectives at European, national and institutional level will require increased momentum and commitment beyond 2010.” </li></ul>
  29. 29. Leuven/Louvain-la-Neuve (3/10) <ul><li>Action lines: </li></ul><ul><ul><li>Social dimension: equitable access and completion , LLL </li></ul></ul><ul><ul><li>Employability </li></ul></ul><ul><ul><li>Student-centred learning and the teaching mission of HE </li></ul></ul><ul><ul><li>Education, research and innovation </li></ul></ul><ul><ul><li>International openness </li></ul></ul><ul><ul><li>Mobility </li></ul></ul><ul><ul><li>Data collection </li></ul></ul><ul><ul><li>Multidimensional transparency tools </li></ul></ul><ul><ul><li>funding </li></ul></ul>
  30. 30. Leuven/Louvain-la-Neuve (4/10) <ul><li>2009 </li></ul><ul><li>mobility becomes a hallmark </li></ul><ul><ul><li>Target of 20% by 2020 </li></ul></ul><ul><li>… it increases cooperation an competition between HEIs. </li></ul><ul><li>Mobility windows </li></ul>
  31. 31. Leuven/Louvain-la-Neuve (5/10) <ul><li>Social dimension </li></ul><ul><ul><li>Set measurable targets for widening overall participation and increasing participation of underrepresented groups in HE, to be reached by the next decade. </li></ul></ul><ul><ul><li>Also focus on other parts of the educational system </li></ul></ul>
  32. 32. Leuven/Louvain-la-Neuve (6/10) <ul><li>Employability </li></ul><ul><ul><li>Focus on work placements embedded in study programmes and on-the-job learning </li></ul></ul><ul><li>LLL </li></ul><ul><ul><li>Subject to the principle of public responsibility </li></ul></ul><ul><li>NQF delayed from 2010 to 2012 </li></ul><ul><li>Data collection for mobility and social dimension + refined stocktaking </li></ul>
  33. 33. Leuven/Louvain-la-Neuve (7/10) <ul><li>Multidimensional transparency tools = ranking </li></ul><ul><li>Funding </li></ul><ul><ul><li>“ Within a framework of public responsibility we confirm that public funding remains the main priority to guarantee equitable access and further sustainable development of autonomous HEIs. Greater attention should be paid to seeking new and diversified funding sources and methods.” </li></ul></ul>
  34. 34. Leuven/Louvain-la-Neuve (8/10) <ul><li>Change of structure: </li></ul><ul><ul><li>1 non-EU member as co-chair </li></ul></ul><ul><ul><li>BFUG working groups </li></ul></ul><ul><ul><li>Introduction of networks </li></ul></ul><ul><ul><li>Conferences: shift from policy development to communication and dissemination </li></ul></ul>
  35. 35. Leuven/Louvain-la-Neuve (9/10) <ul><li>Overarching working group on the implementation of the BP </li></ul><ul><ul><li>Subgroups on </li></ul></ul><ul><ul><ul><li>Social dimension, including employability (Spain) </li></ul></ul></ul><ul><ul><ul><li>Mobility, including balanced mobility (Luxembourg) </li></ul></ul></ul><ul><ul><ul><li>Refined stocktaking (Latvia) </li></ul></ul></ul><ul><ul><li>To define the indicators used for measuring and monitoring mobility and the SD in conjunction with the data collection </li></ul></ul><ul><ul><li>To prepare an integrated report by 2012 </li></ul></ul>
  36. 36. Leuven/Louvain-la-Neuve (10/10)
  37. 37. How does studying (and working) with a disability links to the Bologna Process?
  38. 38. BP and disability (1/8) <ul><ul><li>3-cycle system and ECTS </li></ul></ul><ul><ul><ul><li>Flexibilisation => flexible and individual pathways </li></ul></ul></ul><ul><li>REMARK: Is this inclusive for all? Maybe some students like ex cathedra classes? </li></ul><ul><li>=> Yes, both systems can exist in a parallel way </li></ul>
  39. 39. BP and disability (2/8) <ul><ul><li>Mobility </li></ul></ul><ul><ul><ul><li>Disabled students (and staff) must be able to be mobile as well </li></ul></ul></ul><ul><ul><ul><li>Should focus on a free choice of institution and be based on the educational opportunities an institution can offer a disabled student, not just based on the availability of specialised services </li></ul></ul></ul><ul><ul><ul><ul><li>=> Study abroad without limits </li></ul></ul></ul></ul><ul><ul><ul><ul><li>=> HEAG </li></ul></ul></ul></ul><ul><ul><ul><ul><li>=> ESN </li></ul></ul></ul></ul>
  40. 40. BP and disability (3/8) <ul><ul><li>Quality assurance </li></ul></ul><ul><ul><ul><li>Embed student services in general and services for disabled students in the quality assurance review process </li></ul></ul></ul><ul><ul><ul><li>Monitoring of the impact of the quality assurance system </li></ul></ul></ul><ul><ul><ul><li>Continuous professional development of staff ( ‘ teaching the teachers ’ , ‘ training the trainers ’ ) </li></ul></ul></ul>
  41. 41. BP and disability (4/8) <ul><ul><li>Lifelong learning </li></ul></ul><ul><ul><ul><li>Flexible, individual and alternative pathways to enjoy higher education </li></ul></ul></ul>
  42. 42. BP and disability (5/8) <ul><ul><li>Employability </li></ul></ul><ul><ul><ul><li>HE must prepare students to function properly in a working environment </li></ul></ul></ul><ul><ul><ul><ul><li>=> disabled students as well </li></ul></ul></ul></ul><ul><ul><ul><li>Raising awareness amongst employers, empowerment of people with disabilities and provision of specialist career and guidance services </li></ul></ul></ul>
  43. 43. BP and disability (6/8) <ul><ul><li>Social dimension </li></ul></ul><ul><ul><ul><li>=> start to act, clear goals and benchmarks regarding accessibility, services, guidance and counseling, reasonable adjustments and non-discrimination legislation </li></ul></ul></ul>
  44. 44. BP and disability (7/8) <ul><ul><li>Stocktaking </li></ul></ul><ul><ul><ul><li>=> put accessibility, services, guidance and counseling and reasonable adjustments in the stocktaking under the social dimension </li></ul></ul></ul><ul><ul><li>Data collection! </li></ul></ul>
  45. 45. BP and disability (8/8) <ul><li>NAP </li></ul><ul><ul><li>Very diverse: from very detailed to no underrepresented groups </li></ul></ul><ul><ul><li>Follow-up? </li></ul></ul><ul><ul><li>www.ond.vlaanderen.be/hogeronderwijs/bologna </li></ul></ul>
  46. 46. A missed opportunity The memorandum: “ From Bologna to Bruges and far beyond. Equal opportunities for people with disabilities. ”
  47. 47. Thank you for your attention! www.esdon.org

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