The Social Dimension of the Bologna Process
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Transcript The Social Dimension of the Bologna Process
ExpandO - Making Peer Learning on Access
and Success Work
The Social Dimension in
the Bologna Process
Brian Power
Co-Chair of the BFUG Working Group on the Social Dimension and
Lifelong Learning
12 November 2013 -Ghent
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The Bologna Process
The Social Dimension – what do we mean?
Overview
What do we want to achieve?
How do we go about achieving it?
Peer Learning in the Bologna Process
Intergovernmental Process
47 participating countries, European Commission and
representatives of higher education institutions,
students, staff, employers and quality assurance
agencies
The Bologna
Process
Purpose of the Bologna Process:
Improve international transparency of programmes
and the recognition of qualifications
Convergence towards a common framework of
qualifications and cycles of study
Greater mobility of students and teachers
In brief, a European Higher Education Area
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Every second year, Ministers meet to measure progress
and agree priorities for action
The main follow-up structure is the Bologna Follow-up
Group (BFUG)
Bologna
Structures
Oversees the Bologna Process between the ministerial
meetings
Meets at least once every six months
Supported by the Bologna Secretariat
Sets up working groups to deal with specific topics in
more detail
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Berlin (2003), Ministers acknowledged that the need to
increase competitiveness must be balanced with the
objective of improving the social characteristics of the
European Higher Education Area
The Social
Dimension
One of the aims of the EHEA must be to strengthen
social cohesion and reduce social and gender
inequalities both at national and at European level
London (2007), Ministers agreed on a definition of the
social dimension:
“…that the student body entering, participating in and
completing higher education at all levels should reflect the
diversity of our populations…”
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Centre for Social Policy Studies of the University of
Antwerp in 2009
2012 BFUG implementation report
Collecting and comparing more detailed national level
data on the social dimension presents real challenges
Challenges
Social dimension understood differently from one
country to another
National level policies not linked to the Bologna
commitment
Measurement and monitoring of target groups are not
consistent across national boundaries
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How do we ensure a coherent approach to ensuring
equity of access across in our higher education
systems?
Key questions
How do we support those working in the area of access
in addressing this important policy objective?
How do we ensure that what we learn and what
demonstrably works is reflected in national and
international policy and practice?
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Critical both in economic and social terms to secure
more equitable access to, participation in and
completion of higher education
Strong interdependence of social and economic
objectives
Key objectives
Europe’s economic recovery is increasingly dependent
on its capacity to develop the skills of all its citizens
There are too many capable individuals who do not
participate in higher education for social, cultural or
economic reasons
Measures to ensure equitable access, participation and
completion
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Critical to identify, measure and monitor
participation of underrepresented groups
Underrepresented groups in higher education
Who is underrepresented?
Lower socio-economic groups
Students with disabilities
Mature students
National context is important
Ethnic minorities
Migrants
Rural isolation
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General Policy Approaches
What
approaches?
Financial supports
Flexible pathways
RPL
Student-centred teaching and learning for a more diverse
student population
Guidance and counselling
Student services
Targeted Policy Approaches
Enhanced financial supports for target groups
Alternative admission systems
Targeted teaching and learning assistance
Tailored guidance and counselling services
Outreach services to specific groups and communities
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Political commitment through ministerial agreement
In the EU Council of Education Ministers
In the Bologna ministerial meetings
How do we
move the
agenda
forward?
Adoption of specific objectives and strategies at
national level
Institutional commitment to access and success
Measuring, monitoring and analysis of impact
Peer learning
Sharing of experience and “what works”
Analysing and contextualising
National and international
Irish Presidency of the EU 2013 – May Council of Education
Ministers
Council conclusions on the social dimension of higher education
Political commitment to:
EU Council
Conclusions
Adopt national objectives which are aimed at increasing the access,
participation and completion rates of under-represented and
disadvantaged groups in higher education, with a view to
progressing towards the Bologna Process goal
Systematic collection of relevant comparable data to enhance the
evidence base for policy development and to enable the effective
monitoring of national objectives on access, participation and
completion
Commission actions
Pursue work on the social dimension through peer learning,
engagement in the Open Method of Coordination and working
within the Bologna Process
Bucharest
Communiqué
“Widening access to higher education is a
precondition for societal progress and economic
development. We agree to adopt national measures
for widening overall access to quality higher
education.”
“Strengthen policies of widening overall access and
raising completion rates, including measures
targeting the increased participation of
underrepresented groups”
“Develop a system of voluntary peer learning and
reviewing by 2013 in countries which request it and
initiate a pilot project to promote peer learning on
the social dimension of higher education”
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Working Group on the Social Dimension and LLL
Two meetings per year – Chairs and sub-groups ongoing
Objectives and work plan
Thematic Strands:
SD&LLL WG
Access initiatives, guidelines for national access plans
Teaching and Learning
Student supports and services
Lifelong Learning and Employability
Social Dimension & LLL Strategy for the EHEA
Development of the pilot project on peer learning for the social
dimension - PL4SD
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Peer Learning for the Social Dimension – or “PL4SD”
Three-year project to 2015 funded by the EU Commission
Provide research and analysis to support the development of
social dimension policies in the EHEA
PL4SD
Structure information on national and institutional policies and
initiatives and collect and analyse relevant reports and research
Database of comparative information
Both peer learning and peer review
Three country reviews to be completed by end-2014
Outcomes for individual countries and for EHEA
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ExpandO will provide extremely valuable lessons
Important synergies – both social dimension and peer learning
Peer learning as a method:
ExpandO
experience
the challenges and how these were overcome
difficulties that could not be overcome
lessons to be drawn on approach to peer learning in the social
dimension
Comparative analysis of six systems examining policies,
regulations and measures taken to improve access and success
National action plans
Recommendations on best practice in funding, monitoring, quality
assessment and networking
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Greater development of peer learning in both EU OMC and
Bologna Process
Move away from simple exchanges of best practice
Greater emphasis on key data analysis to demonstrate impact
Peer learning
for peer
learning?
National, regional or institutional contexts may be critical to
success of individual measures
Peer learning and peer review
ExpandO has been a pathfinder initiative, both in terms of peer
learning and the social dimension
Enormously valuable well of experience from which to draw
Enduring legacy of learning and ongoing cooperation
Thank you
Brian Power
Head of Student Support and Equity of Access to Higher
Education
Department of Education and Skills
Ireland
[email protected]
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