The Three cycle system

Bologna Promoters’ Presentation Material

(to be adapted as needed)

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Content of the Presentation

Bologna Basics The Three-Cycle System The Qualifications Framework for the European Higher

Education Area (QF for EHEA) National Qualifications Frameworks (NQFs) The European Qualifications Framework for Lifelong

Learning (EQF) Implementation Issues

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Bologna Basics 1: What is the Bologna Process?

Bologna Declaration: June 1999, 29 countries, Joint declaration on ‚The European Higher Education Area‘

(EHEA) Commitment to achieve EHEA as a key way to promote

citizens‘ mobility and employability and Europe‘s overall development

Bologna Process: Intergovernmental process Meanwhile 45 countries (i.e. EU and non-EU) Bologna Follow-up Group, Board, Secretariat Key role of European HE institutions and students

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Bologna Basics 2: Action Lines

Easily readable and comparable degrees Two cycle structure Use of credits such as ECTS Mobility Cooperation in quality assurance European dimension Lifelong learning Involvement of students Attractiveness and competitiveness of the EHEA Doctoral studies and synergies between EHEA and ERA

Bologna

Prague

Berlin

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Bologna Basics 3: Participating Countries

x

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The Three-Cycle System

Pre-Bologna: Various types of degrees across Europe Increased students‘ and academics‘ mobility Recognition problems

From two to three cycles Bologna, 1999: first and second cycle (undergraduate and

graduate) Berlin, 2003: doctorate as third cycle

Bologna Declaration: First cycle lasts at least three years First cycle qualification gives access to second cycle and shall be

relevant to European labour market Use of a credit system (ECTS)

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Why Qualifications Frameworks?

A tool for fostering transparency, flexibility and mobility of learners

On the national level: need for systematic articulation and navigation between qualifications

Overarching (European) qualifications frameworks: serve as translation device

Keep in mind: Individual qualifications do not directly relate to overarching

qualifications frameworks (only via national qualifications frameworks or systems)

QFs have to be generic and multi-purpose

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Qualifications Framework for the EHEA:Starting Point - the Berlin Communiqué

‘Ministers encourage the member states to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile…

…They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area.’

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Qualification Framework for the EHEA

ECTS CreditsLearning OutcomesCycles

QF for EHEA

Doctorate

Master

Bachelor

(?)

Normally90 – 120

(Minimum 60)

180 - 240

Min.3 years

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Learning Outcomes: Dublin Descriptors

Generic statements of typical expectations of achievements and abilities associated with qualifications at the end of a cycle

Outcome approach: Results are more important than how they are acquired

Dublin Descriptors look at knowledge and understanding, its application, making judgments, communication, learning skills

Descriptors should be read in relation to each other (Bachelor – Master – Doctorate)

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Example: Dublin Descriptors on Making Judgements

Bachelor: (involves) gathering and interpreting relevant data…

Master: (demonstrates) the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data…

Doctorate: (requires being) capable of critical analysis, evaluation and synthesis of new and complex ideas…

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Key Features of ECTS

ECTS = European Credit Transfer and Accumulation System History: from mobility to accumulation Quantitative measure based on student workload required to

achieve learning outcomes Additional mobility tools: Diploma Supplement, Learning

Agreements, Mobility Pass ECTS principles:

60 credits full-time academic year (1500 – 1800 hours) i.e. 1 credit ca. 25 – 30 working hours Credits for all components of study programmes – reflect

quantity of work each component requires

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Issues to think about when setting up NQFs

What is the need for NQF? Promote & foster objectives & not just a mechanism – (flexible

learning, student-centred learning, LLL, learning outcomes, etc.)

Wide consultation & dialogue has to be first step Involve right people in development from beginning

(institutions, students, employers) Make use of experience of countries that have successful

experience

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Example of NQF:German Qualifications Framework

Three cycles (Bachelor, Master, Doctorate) Described in terms of:

Knowledge and understanding (‚Wissen und Verstehen‘) Ability to do (‚Können‘) Formal aspects, incl. access and articulation, length and

workload (ECTS) E.g. Bachelor (formal aspects):

3 – 4 years of full-time study/180 – 240 ECTS All Bachelor degrees give the right to access Master

programmes Types of degrees: BA, BSc, BEng, BMus, LLB, Diplom (FH)

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EQF for Lifelong Learning

Eight levels covering different forms of learning incl. basic learning, Vocational Education & Training, HE, informal learning, etc.

Learning outcomes/Descriptors: Knowledge Skills Competences

No measure of workload (no credit system) Level 6 – 8: Descriptors ‚correspond‘ to Dublin Descriptors

in QF for EHEA Recommendation from the European Commission to the

European Council & Parliament (EQF for LLL not adopted yet)

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QF for the EHEA vs. EQF for Lifelong Learning

QF for EHEAEQF for

Lifelong Learning

45 Bologna countries 25 (EU) countriesGeographical

scope

Adopted by 45 ministersin Bergen, 2005

Not yet adoptedStatus

3 Bologna cycles Eight levelsLevels/Cycles

Learning outcomes (Dublin Descriptors), ECTS

Learning outcomes Elements

Higher education Lifelong learningEducational

scope

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Implementation Issues (from EUA’s Trends reports)

Access and articulation: From Bachelor to Master; entry requirements for Doctorate

Employers understanding: New system well understood by employers? What should be done in order to better promote the new degrees?

Diploma Supplement: Issued everywhere to all students? ECTS: Correct use? Recognition: Problems solved? Curriculum reform: Formal adoption of new degrees or profound

reform? Students centred learning: Already well understood? National Qualifications Frameworks: Do HEIs understand their value

and purpose? Are stakeholders involved in the development? Overarching Qualifications Frameworks: Helpful or confusing?