Europe\'s Bologna Process

Europe\'s Bologna Process - Presentation Transcript

EUROPEAN HIGHER EDUCATION IN A CHANGING ENVIRONMENT – Impacts of the Bologna Process Fiona Hunter Immediate Past President, European Association for International Education (EAIE) International Director, Università Carlo Cattaneo - LIUC, Italy Member of Bologna Experts’ Team, Italy

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

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

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

Adoption of a system of easily readable and comparable degrees

Adoption of a system based on two cycles

Establishment of a system of credits

Promotion of mobility

Promotion of European cooperation in quality assurance

Promotion of European Dimension in Higher Education

introduced in the Prague communiqué 2001

7. Lifelong learning

8. Involving Higher Education institutions and students

9. Promoting the attractiveness of the EHEA

introduced in the Berlin Communiqué 2003

10. Doctoral studies and synergy between EHEA and ERA

DRIVING THE PROCESS FORWARD

1998 - Sorbonne – 4 countries - harmonisation

1999 - Bologna – 30 countries - creation of European Higher Education Area

2001 - Prague – 33 countries - goals reconfirmed and debate broadened

2003 - 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 :

Three cycles of easily readable and comparable degrees

variety of content with similar structures and comparable learning outcomes

flexibility, employability, multidisciplinarity, European dimension

Compatible credit system - ECTS

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 progr a mme (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 INTERNATIONAL CO-OPERATION

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 INTERNATIONAL CO-OPERATION

Mobility encouraged at all levels of study

New tools for new partnerships

Greater institutional commitment

Flexible curricula with mobility windows

Careful choice of partners and programmes

Creative “made to measure” solutions

Individual and institutional gains

International co-operation as a competitive advantage

DOUBLE AND JOINT DEGREES

Developing 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 countries

ACA survey

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

Welcome to Study in Europe www. 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 partnerships

New 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 reforms

London 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 t o 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 DEBATE

The 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 country

Brenda 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).