European Higher Education Area European Higher Education Area Beyond 2010Beyond 2010

19th EURASHE General Assembly and Annual ConferenceAnnual Conference

University of Economics, Prague

21 21 -- 22 May 200922 May 2009Věra ŠťastnáVěra Šťastná

vera stastna@ruk cuni czvera.stastna@ruk.cuni.cz

IntroductionIntroduction Beyond 2010 – Bologna Process and EU policies

(Lisbon Agenda)Synergies of both processes Synergies of both processes

Discussions in Ghent – academic seminar, 18-21 May 2008May 2008

Discussions at BFUG meetings in Sarajevo, 24 – 25 June 2008, in Paris, 14-15 October 2008, in Prague, 12-13 February 2009 and 26-27 March 2009

Ministerial conference in Leuven/Lovain- la Neuve28 29 April 200928-29 April 2009

National reports –Stocktaking report –Beyond 2010 reportBeyond 2010 report

Leuven-Louvain-la-Neuve Communiqué of ministers

Where we are (1) Bologna was based on previous development - the

answer to challenges in European HE in 90iethPolitical changes fall of iron curtainPolitical changes – fall of iron curtainErasmus (ECTS) and other EU programmes –

mobilitymobilityUNESCO/CoE Lisbon Recognition Convention

Sorbonne Declaration – four big countries (1998) Bologna Declaration – 30 countries (1999) In spite of all shortages Bologna was success and has

influenced development in all HE systems in Europeinfluenced development in all HE systems in EuropeLegislative changesChanges in degree structures, quality assuranceChanges in degree structures, quality assuranceInfluenced image outside Europe - other continents

Bologna goals Clear, brief but very difficult to measure Different entrance conditions

Different systems in different countriesDifferent systems in different countriesDifferent political willDifferent time of accession to the ProcessDifferent time of accession to the Process

Since 2005 an attempt to see how the goals have been fulfilled – stocktaking reports

Evaluation of basic priorities, mainly dealing with structures (three cycle system; quality assurance) , partly with principles (student participation in QApartly with principles (student participation in QA, recognition)

Where we are (2)Where we are (2) The Process is dynamic, it has been developing and

its goals have been developing Harmonisation of architecture (Orchestra) Harmonisation of architecture (Orchestra)

Changes in content – to what extent there was a success to meet the demands of the labour market, society??? How do the programmes respond to chances of the new structure???new structure???How do the programmes respond to new challenges – e.g. new student bodies in HE, LLL needs???Qualification frameworks, qualification systems

Where we are (3)Where we are (3) Quality assurance

European Standards and Guidelines (ESG)European Register for Quality Assurance EQAR European Register for Quality Assurance - EQAR

Information, understanding versus misuse – what is not popular is „Bologna“not popular is „Bologna

New challenges Demographic decline Growing global competition – for financial and

human resources (students as well as academicshuman resources (students as well as academics and researchers)

Global economic and financial crisis Global economic and financial crisis

Creativity, innovation, use of full potential (all talents)talents)

M i f f f tM i f f f tMain focus for future Main focus for future ––Leuven/LouvainLeuven/Louvain--lala--Neuve ConferenceNeuve Conference lifelong learninglifelong learning, , among othersamong others on implementation of on implementation of national national qualification frameworks by qualification frameworks by q yq y20122012, including, within the national context also the short , including, within the national context also the short cycle degrees, or recognition of prior learningcycle degrees, or recognition of prior learning ;; social cohesionsocial cohesion –– e.g. e.g. „„invited invited each participating each participating country to set measurable targetscountry to set measurable targets to be reached by to be reached by 2020 for widening overall participation and increasing2020 for widening overall participation and increasing2020 for widening overall participation and increasing 2020 for widening overall participation and increasing participation of underrepresented groups in higher participation of underrepresented groups in higher educationeducation…“…“ mobility mobility of students, academics and researchers of students, academics and researchers ––20% of graduates20% of graduates in EHEAin EHEA should benefit from a stay at should benefit from a stay at

f i i it ti l l t b 2020f i i it ti l l t b 2020a foreign university or a practical placement by 2020a foreign university or a practical placement by 2020

Leuven/LouvainLeuven/Louvain--lala--Neuve Neuve –– 10 10 prioritiesprioritiesMotto: Motto: Quality in all activities of HEIs Quality in all activities of HEIs –– excellenceexcellence social dimension: equitable access and completionsocial dimension: equitable access and completion

lifelong learninglifelong learning lifelong learninglifelong learning employability employability student centre learning and the teaching mission ofstudent centre learning and the teaching mission of student centre learning and the teaching mission of student centre learning and the teaching mission of

higher educationhigher education education, research and innovationeducation, research and innovation international opennessinternational openness mobility;mobility;

data collectiondata collection data collection data collection multidimensional transparency instruments;multidimensional transparency instruments; fundingfunding fundingfunding

Louvain-la-Neuve Bologna Policy ForumFi t ti ti f B l d B l d l ti First time meeting of Bologna and non-Bologna delegations

15 countries: Australia, Brazil, Canada, P.R. China, Egypt, Ethiopia, Israel, Japan, Kazakhstan, Kyrgyzstan, Mexico, Morocco, New Zealand, Tunisia, USA,

Along with the International Association of Universities and other international organizations (Magna Charta Observatory)

Some countries wish to enter the Bologna Process – what rules/principles?

Main areas of common interest - recognition (including partsMain areas of common interest recognition (including parts of studies), qualification frameworks, quality and mobility.

At the end of the meeting all participants adopted „Statement by the Bologna Policy Forum 2009“Bologna Policy Forum 2009 .

Next Forum - Vienna on 12 March 2010, following the celebration of EHEA Working group and database of experts Working group and database of experts

Development within European Union (1) meeting of the Council of Minister for Education

on 12 May - two key documents summarising the results achieved on the path for EU education up p pto 2020

Council Conclusions on enhancing partnerships between education and training institutions and businesseseducation and training institutions and businesses

Strategic framework for European cooperation in education and training for the period to 2020

The Council further adopted two more documents – The Council further adopted two more documents – the Recommendation on the European Credit System for

Vocational Education and the Recommendation on the European Quality Assurance the Recommendation on the European Quality Assurance Reference Framework for Vocational Education and Training.

Development within European Union (2)St t i f k f E ti iStrategic framework for European cooperation in

education and training for the period to 2020 lifelong learning and mobility lifelong learning and mobility quality and efficiency; equal access and active citizenship;

ti it i ti d t hi creativity, innovations and entrepreneurship Further more

fundamental principles of European cooperation fundamental principles of European cooperation, openness towards third countries cooperation with international institutions,

li k t th B l P d th E links to the Bologna Process and the European Research Area.

Where we are (4)All t i h i t d d B l f BUT All countries have introduced Bologna reforms BUT

Degree structures – models have harmonised architecture but in reality vary considerably – e garchitecture but in reality vary considerably e.g. Master's degree – see EUA study, EURYDICE Report

ECTS – ECTS (or ECTS compatible systems) used in ( p y )majority of countries – understanding what ECTS means varies considerably – see e.g. the EURYDICE

treport results of the ECTS Label 2009 evaluation

66 applications submitted to NAs 66 applications submitted to NAs 36 preselected nationally 22 finally successful – total success rate 35%

Level of Implementation of ECTS(Eurydice – David Crosier) 75 % + using

ECTS based on learninglearning outcomes andstudent workload

75 % + using ECTS based on student workload

75 % + using ECTS based on C S based ocontact hours, or contact hours & student workload

75 % or less75 % or less using ECTS with variety of credit definitions

National credit systems in parallel. ECTS mainly used for transfer

Source: Eurydice

Where we are (5) Curricula reform Obstacles to mobility and recognition issues –

implementation of the Lisbon Recognition Conventionimplementation of the Lisbon Recognition Convention –see the „Report to the BFUG on the analysis of the national action plans for recognition“, Eurydice Reportnational action plans for recognition , Eurydice Report

Diploma Supplement was introduced in Bologna countries – but there is a question concerning use of it Results of the DS Label 2009 evaluation

161 DS application submitted to NAs 92 preselected nationally 92 preselected nationally 52 successful – total success rate 32%

Where we are (6) Funding - Europe spends

1,1% on education (less than half in comparison to USA)USA)

1,9 % on research (in USA 2,7%) Mainly the gap in private fundingMainly the gap in private funding

Education seems even more underfunded than research

Underfunding of Europe is not homogeneous – in countries of the Central and Eastern Europe wider gap also due to the fact of lower GDP per capitaalso due to the fact of lower GDP per capita

Concluding remarksN ith B l Li b h t th i i iti l Neither Bologna nor Lisbon have met their initial goals and they will not be achieved by 2010 as plannedplanned.

both Processes overlap as well as are unique. both Processes have introduced their priorities for p

future decade. The first priority, however, for all actors should

i f i d t kt ki l tiremain fair and open stocktaking, evaluation of the achievements and setting clear plans what has to be done We all have to be certainwhat has to be done. We all have to be certain that the initial objectives of the Bologna Process and the Lisbon Strategy are really achieved.

Some questions in the end (1) Bologna Process in the next decade seems to face

many challenges. There is a criticism stemming from a fear that the credibility and momentum of thefear that the credibility and momentum of the Bologna Process has been decreasing. Will this become a reality or the last sets of agendas willbecome a reality or the last sets of agendas will bring it again to move?

How has the HE landscape changed - what is the difference between higher education at the end of the 20ieth century and now? In Europe? And in global world?global world?

We have achieved a harmonised architecture, but have we been achieving more transparency?g p y

Some questions in the end (2) How can the EHEA exist and function if we do not pay attention How can the EHEA exist and function if we do not pay attention

to the level of divergence in degrees, credits or quality assurance systems which have been appearing and we start a new set of reforms? Where is the balance between transparentnew set of reforms? Where is the balance between transparent diversification and divergence?

What is the proper balance between national and European di ti ? It th t i f ll id tifi dcoordination? It seems that in some, carefully identified areas, a

stronger European coordination will be necessary for future (e.g. the agenda of implementation of NQFs as well as EQF and QF-EHEA or recognition).

How will the new priorities and methodologies, e.g. diversification of missions of higher education institutions, g ,evaluation and mapping based on validated data, and /or the “old” priorities, often with a new connotation e.g. lifelong learning mean for future of the emerging EHEA?learning, mean for future of the emerging EHEA?

For more information seeFor more information see::For more information seeFor more information see::http://www.ond.vlaanderen.bhttp://www.ond.vlaanderen.be/hogeronderwijs/bologna/e/hogeronderwijs/bologna/

Thank you for your attentionThank you for your attentionThank you for your attentionThank you for your attention