Transcript ppt - Bologna Process

Ministry of Education and Science
of the Republic of Armenia
Bologna Process after Bucharest:
Challenges and expectations
Gayane Harutyunyan
Bologna Secretariat
Yerevan, Armenia May 8, 2013
From Bologna to EHEA
1998
1999
2001
• Sorbonne Declaration: mobility; two-cycle degree system, recognition, credits, diploma supplement
• Bologna Declaration: European cooperation in QA, European dimension in HE
• Prague Communiqué: social dimension, lifelong learning, attractiveness of EHEA
200 • Berlin Communiqué: doctoral programmes, links between higher education and research area
3
200 • Bergen Communiqué: ESG for QA, international cooperation on basis of sustainable development
5
2007
200
9
2010
• London Communiqué: NQFs, creation of EQAR
• Leuven/Louvain-la-Neuve Communiqué: 20% mobility benchmark, national targets for SD, global dialogue
through policy fora
• Budapest-Vienna Declaration:
Launching of EHEA
Phases of Bologna Process
1999 - Conception: developing a vision of a common
higher education space
2000-2005 -Policy developments: drafting the
framework of EHEA ‘the devil is in details’.
2006-2010- EHEA Architecture: Implementation of
agreed principles and guidelines at national levels.
2011- Consolidation: Full and coherent
implementation of main policies at national and
institutional levels.
Evolutionary Progress
“A Europe of Knowledge is now widely recognised as an irreplaceable factor
for social and human growth and as an indispensable component to
consolidate and enrich the European citizenship, capable of giving its citizens
the necessary competences to face the challenges of the new millennium,
together with an awareness of shared values and belonging to a common
social and cultural space”. (Bologna Declaration, 1999)
“The Bologna Declaration in 1999 set out a vision for 2010 of an
internationally competitive and attractive European Higher Education Area
where higher education institutions, supported by strongly committed staff,
can fulfil their diverse missions in the knowledge society; and where students
benefiting from mobility with smooth and fair recognition of their qualifications,
can find the best suited educational pathways”.
Consultative Members
and Partners
Main documents of
Bucharest (2012)
Bucharest Communiqué
Mobility Strategy 2020 for EHEA
Statement of the Third Policy Forum
Main targets of
Bucharest Communiqué (2012)
Quality higher education for all
Enhancing graduates employability
Strengthening mobility for better learning
Main questions
What are the major challenges according to the EHEA
current state of affairs and the Bucharest ministerial
commitments?
How to organise the follow-up work efficiently and
oriented to the main goals of the Bucharest
Communiqué?
How should EHEA interact with other regions of the
world and what are the main policy topics for future
dialogues?
*Pathfinder Group on Automatic Recognition
*Steering Committee (E4 plus EQAR, EI,
BUSINESSEUROPE) on the ESG Revision
*Peer Learning and Review Initiative
*Financing and Governance of HE
Reporting on
the
Implementati0n
of the Bologna
Process WG
Social
Dimension
and Lifelong
Learning WG
Ad-hoc WG
on the
Revision of
the ECTS
User's
Guide
BFUG
Structural
Reforms WG
Ad-hoc WG
on the
Third Cycle
Ad-hoc WG on Joint
degrees and programs
Network of
National
Corresponde
nts (NQF)
Network on
Recognition
of Prior
Learning
(RPL)
Mobility and
Internationalisation
WG
Network of
Experts on
Student Support
in Europe
(NESSIE)
Structural Reforms WG
• QF-EHEA
• EQF for
Lifelong
Learning
• European
Standards
and
guidelines
QF
QA
Recognition
Transparency
• Diploma
supplement
• ECTS
User's
Guide
• NQF
• Lisbon
Recognition
Convention
• EARmanual
Evolutionary“ Progress
The EHEA Ministers have declared in Bucharest:
Europe
Knowledge
is now widely
recognised
as an irreplaceable
“We“Awill
striveoffor
more coherence
between
our policies,
especially infactor
for social
human to
growth
and ascycle
an indispensable
component
completing
the and
transition
the three
system, the use
of ECTSto
consolidate and enrich the European citizenship, capable of giving its citizens
credits,
the issuing of Diploma Supplements, the enhancement of
the necessary competences to face the challenges of the new millennium,
quality assurance
and theofimplementation
of belonging
qualifications
together
with an awareness
shared values and
to a common
frameworks,
including
the definition
and evaluation
of learning
social
and cultural
space”. (Bologna
Declaration,
1999)
outcomes.”
“The Bologna Declaration in 1999 set out a vision for 2010 of an
internationally competitive and attractive European Higher Education Area
where higher education institutions, supported by strongly committed staff,
can fulfil their diverse missions in the knowledge society; and where students
benefiting from mobility with smooth and fair recognition of their qualifications,
can find the best suited educational pathways”.
Challenges to overcome in SR
Uneven pace of structural reforms across the EHEA
Some policy areas were launched later in the process and the reform of structures has not
been completed (e.g. qualifications frameworks)
Some reforms have not been implemented for all parts of the higher education system, e.g. the
three cycle degree structure, where some areas – such as medicine – have largely been unaffected
by the reform;
One EHEA country still has to ratify the Lisbon Recognition Convention;
Absence in some countries of quality assurance agencies qualified for membership of ENQA
and/ or EQAR
Uneven implementation of certain aspects of the ESG, e.g. the participation of student
representatives and international members of QA team
If implementation of structural reforms is not based on a reasonably coherent understanding ,
variations in interpretation and implementation may hinder the existence of coherent higher
education structures in EHEA.
Main targets for the Structural
Reforms
Widening access to HE: coherence vs. variable geometry should be considered
Different approaches to quality within EHEA; creation of more trust and transparency through
provision of adequate and relevant information. Quality in relation to the HE systems; shift from
merely speaking about quality to demonstrating evidence-based quality of education systems
Promote quality in the third cycle, be flexible in the context of joint programmes and provision
of joint-degrees.
Employability is a transversal issue and it is important to understand how it is interrelated to
quality, learning outcomes and other transparency tools.
Qualification frameworks , learning outcomes and quality : facilitate recognition of
qualifications and better fulfill the societal needs of making informed decisions.
Develop common understanding of existing QA procedures with countries and regions outside
EHEA.
Social Dimension and Lifelong Learning
“The student body entering and graduating from HEIs should reflect the
diversity of Europe’s population.” (2012 Bucharest Communiqué
Focus Areas:
SD & LLL - widen overall access to quality HE; raise completion rates;
increase the participation of underrepresented groups;
Employability - enhance employability, personal and professional
development of graduates
)
Tools:
Mobilise the cooperation of relevant actors; support EHEA countries to adopt national
measures; support the development of common approaches of monitoring the national access
plans; promote the development and implementation of institution-level strategies; develop
recommendations on implementing student-centred learning; guide and support the PL4SD
pilot project both its peer learning and reviewing aspects.
Mobility and Internationalisation
Portability of grants and loans in the EHEA
Staff mobility
Fair academic and professional recognition
(including informal learning)
Balanced mobility across EHEA
International openness to the other
regions of the world
Revision of ECTS Users’ Guide
ECTS Users’ Guide should fully reflect the state of on-going work
on learning outcomes and recognition of prior learning.
The development, understanding and practical use of learning
outcomes is crucial to the success of ECTS, the Diploma
Supplement, recognition, qualifications frameworks and quality
assurance.
Institutions should further link study credits with both learning
outcomes and student workload, and to include the attainment
of learning outcomes in assessment procedures.
“Taking into account the “Salzburg II recommendations” and the
Principles for Innovative Doctoral Training, we will explore how to
promote quality, transparency, employability and mobility in the
third cycle…” (Bucharest Communiqué 2012 )
Implementation of the Salzburg II Recommendations and the
Principles for Innovative Doctoral Training, mapping exercise
based on the NQFs and links between and second and third
cycles.
Proposals for improving quality and QA procedures and tools to
increase transparency in the third cycle
Proposals to increase mobility, internationalisation and
employability of the third cycle
Main target for QA
Develop a proposal on revision of the ESG (E4 Group with EI, EQAR and
BUSINESSEUROPE) that will reflect the state of development on learning
outcomes and recognition of prior learning.
Reinforce the role of EQAR by using the register better as a reference
instrument:
Allow EQAR-registered quality assurance agencies to perform their activities
across the EHEA, while complying with national requirements
as a tool to improve the confidence; include more QA agencies from the
outside EHEA on the basis of the European ESG.
Bologna Policy Forum
Public responsibility for and of higher education within national
and regional context.
Global Academic mobility: incentives and barriers, balances and
imbalances.
Global and regional approaches to quality enhancement of
higher education.
The contribution of HE to enhancing graduates employability.
Evolutionary Progress
“A Europe of Knowledge is now widely recognised as an irreplaceable factor
for social and human growth and as an indispensable component to
consolidate and enrich the European citizenship, capable of giving its citizens
the necessary competences to face the challenges of the new millennium,
together with an awareness of shared values and belonging to a common
social and cultural space”. (Bologna Declaration, 1999)
“The Bologna Declaration in 1999 set out a vision for 2010 of an
internationally competitive and attractive European Higher Education Area
where higher education institutions, supported by strongly committed staff,
can fulfil their diverse missions in the knowledge society; and where students
benefiting from mobility with smooth and fair recognition of their qualifications,
can find the best suited educational pathways”.
See you in Yerevan on
14-15 May 2015…
Thank you !
Bologna Secretariat
E-mail: [email protected]
www.ehea.info