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Bologna process - recent developments and future challenges in Finland, Russia and Europe

Outi Jäppinen, CIMO

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Outline

• Achievements of the Bologna by 2009

• European challenges

• Leuven Communiqué – Bologna after 2010

• Case: Finland

• Case: Russia – outsider’s view

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Bologna : a pan-European HE Reform Process

• Focus of the Bologna process: improving the quality of teaching & learning and creating the European Higher Education Area

• Growing importance of the universities as central to European reform processes

• A voluntary process 46 member states

• Rapidly developing internationalization at all levels as a response to globalization

• Reform at national and institutional level

• Shared responsibility: governments, universities, staff & students = members of the Bologna Follow-Up Group

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Bologna objectives and action linesBologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees2. Adoption of a system essentially based on two cycles3. Establishment of a system of credits - ECTS4. Promotion of mobility – students, teachers, researchers, staff5. Promotion of European co-operation in quality assurance6. Promotion of the European dimension in higher education

Priorities – Ministerial meetings (every two years)• Inclusion of higher education institutions and students (Prague 2001)• Promotion of the attractiveness of the European Higher Education Area (Prague

2001)• Recognition of studies and degrees (Prague 2001, Berlin 2003)• National systems of quality assurance (Berlin 2003, Bergen 2005, London 2007) • Doctoral studies - link to the European Research Area (Berlin 2003, London

2007)• Qualifications Framework (Berlin, London)• Focus on lifelong learning (London 2007)• Employability (London)• Social dimension, external dimension of the Bologna process, internationalization of

third cycle, learning outcomes (Bergen, London)

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Bologna Achievements • In general, unique mehtod of policy development throughout Europe: Top-down + bottom-up

• Student centred learning as key achievement

• Introduction of 3 cycle system

• Use of common tools: ECTS, DS

• Quality assurance guidelines have been adopted

• European register for quality assurance agencies (EQAR) created

• Qualifications frameworks are being established

Greater compatibility and comparability of the systems of higher education More transparency and recognitionEasier for learners to move

European dimension of quality assurance

Towards student centred learning

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The Global Dimension of Bologna

• Bologna Declaration (1999): “the objective of increasing the international competitiveness of the European HE system”

• Growing interest in Bologna reforms across the globe & recognition of Bologna degrees

• London Ministerial Meeting (2007) - Adoption of a “strategy for the EHEA in a global context”

• Universities are a driving force new approaches required: globalization, growing competition, new providers etc.

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Key challenges for the future 1/3

• Multiple objectives of the process: losing focus?

• 46 different countries and progress on different level finding common focus?

• Key issues of the Bologna process are on the agenda of several European organizations: How to continue the cooperation among all stakeholders?

• Crucial given demographic shifts & labour market changes– more education to more people throughout their lives– more diverse student population– flexible provision & student centred learning at the centre

• A joint responsibility of universities & governments

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Key challenges for the future 2/3

• Making student centred learning a reality– Focus on learning outcomes – At national level – developing qualifications frameworks– Using the different Bologna transparency instruments & tools

properly– Facilitating progression from one cycle to another

• Take account of globalisation, heightened competition & growth in demand for international education, rankings (AHELO)…

• Communicate better the benefits of reform to society

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Key challenges for the future 3/3

• Improving the links between the European Higher education & Research Areas

• Making mobility a reality – remove the obstacles for mobility

– European Credit Transfer System (ECTS) in place – but credit recognition still needs to be improved

– Bachelor and Master too short for mobility– visa problems– residence, work permits etc.

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Work is not finished yet: Bologna after 2010

• The Bologna declaration and the policies developed are still valid today and will require continual work after 2010 dealing with the unfinished business

• The present organisational structure of the Bologna process is endorsed as being fit for purpose + Bologna process will be co-chaired by the country holding the EU presidency and a non-EU country

• Leuven/Louvain-la-Neuve ministerial meeting on April 28-29, 2009

• Leuven Communiqué Draft – The European Higher Education Area in the new decade

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Leuven Communiqué Draft Priorities for the decade to come 1/3

• Social dimension, equitable access and completion: widening the participation of socially underrepresented groups in HE

• Lifelong learning: widening the participation through lifelong learning

• Employability: equipping the students with knowledge, skills and competences needed in working life

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Leuven Communiqué Draft Priorities for the decade to come 2/3

• Student-centred learning: new pedagogical approaches focusing on the learner

• Education, research and innovation: fostering innovation and creativity in society

• International openness: joint European actions to highlight the attractiveness and openness of EHEA

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Leuven Communiqué Draft Priorities for the decade to come 3/3

• More mobility: mobility as a rule, not an exception

• Data collection and transparency tools: improved data collection to help monitoring the progress

• Funding: multiple funding sources is an opportunity to guarantee further sustainable development and autonomy

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Case - Finland

• Finland signed the Bologna declaration in 1999

• In the beginning of the reform: Finland already familiar with the two-cycle (Bachelor-Master) degree structure and credit system we were able to utilize the process in many other ways

• The Ministry of Education concentrated on the preparation of legislationPractical implementation work was delegated to the universitiesA natural division of labour encouraged the universities to

the reform work

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Case Finland: Achievements• Traditionally a society of mutual trust: open and nation-wide reform,

quick pace

• Not merely a top-down structural reform but a genuine reform work involving all relevant stakeholders

• Planning the curricula within subject areas, work load analysis, core competence analysis etc. etc.

• HEIs working independently, responsibility for the quality of their activities

• Students actively involved

• Even though the impulse from outside: trying to take real advantage of the reform in an expedient way

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Case Finland: Challenges• Management of and commitment to the process could be better

• Give time to think! - assessing the real work load of a student: too idealistic approach (too many/too little credits?)

• Promoting the reform to social stakeholders (working life, comprehensive education, wider public e.g. students’ parents) not efficient

• Mobility between HE sectors (Universities vs. universities of applied sciences) problematic problems in recognition

• Too many reforms at the same time (Bologna + national ”inventions”) HEIs and staff are getting tired

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Case Russia: an outsider’s view

• Multiple changes in the HE sector since the 90s: e.g. increasing number of all HEIs (currently 1430) and number of non-governmental HEIs (ca. 650) etc. etc.

• Russia joined the Bologna process in 2003

• Bigger country – bigger HEIs – bigger/more problems to overcome

• Big differences between HEIs – reflects to the Bologna process as well

• Strong national traditions in higher education economic and social environment is changing, e.g. demographic situation, new challenges for the whole society including higher education

• Higher education rather conservative and inert, State Educational Standard regulations

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Case Russia: Achievements

• Currently the state funds Bologna related activities and projects• Implementation of 5 of the 10 Bologna action lines (in order of

significance)1. Quality assurance2. Adoption of a system essentially based on two cycles3. Establishment of a system of credits – ECTS4. Recognition of studies and degrees5. Use of Diploma Supplements (DS)

• Quality assurance – justified efforts made successfully • Good practice from the international projects (especially

Tempus/TACIS) and university-enterprise cooperation• Bologna process may help to maximize Russia’s “soft power” in

terms of higher education

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Case Russia: implementation and implications

• Two-cycle system: – Bachelor and Master degrees not valued enough by the society

and employees majority of students still take the specialist’s (специалист) degree

– State Educational Standards restrict the curricula development work

• Establishment of a system of credits – ECTS:– Positive experiences (59 HEIs) the work is only in its

beginning, differencies in understanding work load vs. credit• Recognition of studies and degrees:

– Practices and level of recognition differ greatly between HEIs• Use of Diploma Supplements (DS):

– Implemented in ca. 300 HEIs– Problems: issued only on request and payment (no government

support)

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Case Russia: Challenges

• Lack of resources in HEIs

• Implementing Bologna action lines only ”for the show”

• Biggest challenge: changing the way of thinking in HEIs

• Are the HEIs ready to use the freedom and autonomy (+ accountability)

• From teacher centred thinking to student centred thinking

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To conclude…

• By cooperating we can help each other:

– Joint seminars in higher education– Cooperation of different organisations (e.g. FINHEEC and NICA)

– Tempus IV– Erasmus Mundus II– FIRST, training exchange programmes…

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Thank you for your attention!

Contact: Outi Jäppinen, CIMOouti.jappinen@cimo.fi Tel. +358 207 868 590