ENGINEERING PROFESSORS’ COUNCIL ANNUAL CONGRESS Brighton, 22 -23 rd March 2005. The European Dimension: Impact of the Bologna Process Stephen Adam, University of Westminster 1
The Bologna Process suffers from multiple personality disorder! 2
Focus on: i. The Bologna Process – clarifications/observations ii. Bologna work programme - ‘Action Lines’ iii. The 2003 Berlin Communiqué priorities iv. Bologna Process drivers v. Key aspects of the Bologna Process vi. Implications for the UK vii. Dr Jekyll and Mr Hyde – alternative visions of the EHEA 3
i. Clarifications and observations: q An intergovernmental process designed to create the European Higher Education Area by 2010 (not an EC initiative) q Driven by Ministers who are committed to converge their HE structures (40 now signed up + have different motives). It is about the mobility, recognition, efficiency, competitiveness and attractiveness of European HE q Very rapid developments - mainly due to Bologna international seminars q A vision-reality gap exists (see the ‘Trends 3’ report) q Various Bologna developments are now beginning to cohere and synergies are emerging q Many developments are inspired by UK, Australia and USA but the process is not about mimicking Anglo-Saxons q It is not clear what it will be like to exist in the EHEA 2010 – the vision is incomplete (Bergen may be a defining meeting) q There is political (and some educational) exasperation with the 'UK’ (appears unwilling to change, etc. ) 4
http: //www. bologna-bergen 2005. no/ Main Documents of the Bologna Process Key Documents: o Sorbonne Declaration (1998) o Bologna Declaration (1999) o Prague Communiqué (2001) o Berlin Communiqué (2003) • Lisbon Convention and subsidiary documents • European Cultural Convention Current Documents: • Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) Other Documents of Relevance: • Lourtie Report - From Bologna to Prague • Zgaga Report - From Prague to Berlin • National Reports to the Bologna Process • Trends III • Salamanca Convention • Graz Declaration (EUA) • Magna Charta Universitatum, dated 18/09/88 • Survey on Master Degrees and Joint Degrees in Europe • National Trends in the Bologna Process - Eurydice 5
ii. Work Programme – the ‘Action Lines’ Introduced in the Bologna Declaration: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Introduced in the Prague Communiqué: 7. Lifelong learning 8. Higher education institutions and students 9. Promoting the attractiveness of the European Higher Education Area Introduced in the Berlin Communiqué: 10. Doctoral studies and the synergy between the EHEA and ERA (The social dimension of higher education might be seen as an overarching or 6 transversal action line)
iii. The 2003 Berlin Communiqué priorities: q Noted a comprehensive restructuring of the European educational landscape was underway q Education a public responsibility + public good q Emphasis on ‘Quality Assurance’ at the heart of EHEA * q Need for Qualifications frameworks + an overarching European Qualifications Framework based on cycles * q Enables the portability of national loans and grants q ECTS – is the basis for national credit systems – improve recognition * q All students to receive the Diploma Supplement by 2005 q Encouraged joint degrees (see Erasmus Mundus) q Created a ‘third cycle’ Bologna level for research q Mid-term stocktaking exercise 2005 q Expanded Bologna to 40 countries + next conference Bergen, May 2005 * Priority priorities!7
iv. Bologna Process drivers: § LOCAL: • Increasing institutional autonomy and diversity of mission • More internal/external competition (TNE) + financial pressure • New technologies impacting on teaching, learning and assessment § NATIONAL: • Existence of outmoded educational systems and qualifications • Development of new style national qualifications frameworks • Transnational education and globalisation § INTERNATIONAL: • Expansion of the global education market (student pressure) • European Commission initiative (Erasmus Mundus, etc) • GATS – challenges public education and subsidies § MAIN PLAYERS: • European Commission, Council of Europe, EUA, EURASHE, ESIB, ministries, professional bodies, Rectors’ conferences, UNESCO, etc. § OFFICIAL BOLOGNA-BERGEN SEMINARS … 8
Bologna Seminars 2004 -2005 14. Cooperation between accreditation committees/agencies 14 -16 February 2005, Warsaw, Poland 13. Doctoral Programmes for the European Knowledge Society 3 -5 February 2005, Salzburg, Austria 12. The social dimension of the European higher education area and world-wide competition 27 -28 January 2005, Sorbonne, Paris, France 11. The Framework for Qualifications of the European Higher Education Area * 13 -14 January 2005, Copenhagen, Denmark 10. Improving the Recognition System of Degrees and Periods of Studies * 3 -4 December 2004, Riga, Latvia 9. 8. Bachelor’s Degree: What is it? 25 -26 November 2004, St. Petersburg, Russia New Generation Policy Documents & Laws for HE: Their Thrust in the Context of the Bologna Process 4 -6 Nov 2004, Warsaw, Poland 9
7. Employability and its links to the objectives of the Bologna Process * 22 -23 October 2004, Bled, Slovenia 6. Designing policies for mobile students Dutch EU Presidency Conference * 5. Public responsibility for higher education and research” organised by the Council of Europe * 11 -12 October 2004, Noordwijk, the Netherlands 23 -24 September, Strasboourg, France 4. Assessment and accreditation in the European framework * 28 -30 July 2004, Santander, Spain 3. Using learning outcomes * 1 -2 July 2004, Edinburgh, United Kingdom 2. Bologna and the challenges of e. Learning and distance education 4 -5 June 2004, Ghent, Belgium (Flemish Community) 1. Joint degrees – further development 6 -7 May 2004, Stockholm, Sweden NOTE: Many other official BFUG work programme seminars 2003 -2004 + a host of other related events 10
v. Key aspects of the Bologna Process a) Qualifications frameworks b) Quality assurance c) Transparency: ECTS, Diploma Supplement EUROPASS d) Mobility 11
a) Qualifications frameworks § First Copenhagen Conferences: Qualification Structures in Higher Education (March 2003) European § BFUG working group appointed (March 2004) to work on QF and EQF § Second Copenhagen Conference report recommends a framework for qualifications in the EHEA (January 2005) - proposes ‘new style’ national qualifications frameworks that employ external reference points: levels, level indicators, learning outcomes, qualification descriptors (output-focused tools) - An overarching framework of qualifications is also outlined: a framework of frameworks, an articulation mechanism between national frameworks that provides a common set of cycle descriptors § The EC established (November 2004) an expert ‘welding group’ to link Bruges-Copenhagen process (VET) to the Bologna Process (HE) - to create a credit-based framework for lifelong learning – an EQF - a meta framework! 12
b) Quality assurance § The Berlin Communiqué called on ENQA in cooperation with EUA, EURASHE and ESIB to develop an agreed set of standards, procedures and guidelines on quality assurance – report just published (February 2005)! The Berlin Communiqué also agreed that national QA systems should include: - definition of the responsibilities evaluation of the programmes or institutions a system of accreditation, certification or comparable procedures international participation, co-operation and networking § The creation of qualifications frameworks have implication for European QA § There is an EC proposal (14 th October 2004) for a recommendation of the Council and of the European Parliament on further European cooperation in quality assurance in higher education – this includes allowing HEI to choose a QA body from any agency included in a new European register! § EUR-ACE Standards and Procedures for the Accreditation of Engineering Programmes (European Commission initiative 2004 -2005) 13
c) Transparency: ECTS, Diploma Supplement, EUROPASS § ECTS (European Credit Transfer and Accumulation System) - Slow to develop into an accumulation system ECTS now adopting learning outcomes and levels It will play a role in NGF and EQF (what role? ) Problematic suggestions regarding cycles – first and 2 nd cycles to be worth 300 ECTS credits (3+2 and 4+1 = 5 year norm) Bologna does not say this! Problem of number of ECTS credit for a 1 year master = 60/75/90? 1200 hours notional workload (very notional + problematic) Problems with integrated degrees (MEng) Difficulties with the ECTS grade translation system § Diploma Supplement - To be introduced by 2005! - Not the same as the Progress file/transcript § EUROPASS – single framework for transparency instruments. It includes: Europass CV, Europass mobility, Europass Diploma Supplement, Europass Certificate Supplement, Europass language 14 portfolio (all launched January 2005)
d) Mobility § Joint § § degrees (Erasmus Mundus) Academic Recognition (Riga conference, December 2004) learning outcomes (Edinburgh conference, July 2004) ECTS – labels + funding ERASMUS: student mobility, staff mobility, programme mobility 15
vi. Implications for the UK (mostly positive): q Bologna will create an increase in level and nature of competition and mobility (vertical and horizontal) +more transnational education. UK is well placed to take advantage of this (import students & export programmes + joint degrees) q The European overarching framework for qualifications is consistent with UK practices + so is our approach to learning outcomes. However, there are problems with the perception of integrated degrees + length of second cycle programmes q UK faces problems by not having a unified credit & qualifications framework. SCQF is being seen as an important model for Europe – the lack of a unified credit-based EWNI framework is problematic (post Burgess agenda? ) q The evolution of the European Credit Transfer System (ECTS) is not consistent with UK credit practice (drop 120 credit base + adopt 60? ) 16
q The recognition of ‘Bachelor-Masters’ may be damaged globally q The Diploma Supplement needs to be introduced. Few HEIs are aware of their responsibilities under the 1997 Lisbon Convention q UK HE (+VET) must continue positively to engage with the Bologna Process, especially at the institutional level q UK HEI must decide how to position themselves in relation to Europe/Bologna - develop an appropriate institutional strategy towards: - Joint degrees (Erasmus Mundus, Ph. D, etc) The European dimension in the curriculum Student mobility (ECTS), staff mobility, programme mobility (virtual) Credits…adopt a 60 credit base Obtain ECTS/DS labels (marketing the institution) Cooperation and partnerships policy 17
vii. Dr Jekyll and Mr Hyde – alternative visions of the EHEA NIGHTMARE UTOPIA • • • Dominated by free-market ideology Creates uncontrolled competition Allows unregulated TNE Harms educational integrity/autonomy Fails to improve educational quality Drives down standards Curriculum driven by markets Harms educational/cultural diversity Creates standardised programmes Creates HEI dichotomy - elite + rest Benefits minority to detriment of majority • • • EHEA embodies clear educational, social and political principles Successfully merges competing agendas Promotes a clear European identity Creates more institutional diversity Drives up quality and ed. standards Increases mobility (not just for elite) Increases access, choice & opportunities Improves flexibility (LLL) + efficiency Simplifies transparency + recognition Improves educational cooperation Benefits all students, citizens, states, etc. 18
Final thought with apologies to Wallace and Gromit … UK must not reluctantly cling to the Bologna train but take a more positive approach to European educational reform. UK EDUCATION BOLOGNA EXPRESS 19
National educational systems are not like isolated desert islands. They are inevitably becoming more interrelated – Bologna is something we cannot ignore! SEE: http: //www. bologna-bergen 2005. no + http: //www. erasmus. ac. uk/Bologna_Promoters. html 20 + http: //www. europeunit. ac. uk/home/
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