5 June 2009 TTN Forum Bologna 2020 Main outcomes of the Leuven/Louvain-la-Neuve conference
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Transcript of 5 June 2009 TTN Forum Bologna 2020 Main outcomes of the Leuven/Louvain-la-Neuve conference
5 June 2009 TTN Forum
Bologna 2020Main outcomes of the Leuven/Louvain-la-Neuve conference28-29 April 2009Dr. Marie-Anne Persoons, General coordinatorBenelux Bologna Secretariat
Outline of the presentation
I. The context: borderless challenges for the new decade
II. Bologna Process: an alternative model of European cooperation?
III. Leuven/Louvain-la-Neuve Ministerial Conference: Bologna 2020
IV. Questions and answers
I. Context: borderless challenges1. Current financial crisis
Immediate effects on public and private funding of HE
Budget cuts for universities in several European countries
Necessary increase of funding “on hold” in many countries
Risk of higher tuition fees/less social provision for students
I. Context: borderless challenges2. Globalisation
Europe in competition with i.a. US, Japan and the upcoming new economies around the Pacific Rim
growing importance of research performance/attractiveness of Europe for students and staff with high research potential
I. Context: borderless challenges
Changing labour market in Europe (2008 EC Communication “New Skills for new jobs”).
Is there a “European alternative model”:e.g. broad access to quality higher education?
Issue of European values/identity/dimension in HE (democratic values, respect for academic freedom, linguistic diversity…)
Q: can these values be claimed as “European”?
I. Context: borderless challenges3. Demographic trends
2 main aspects:
Ageing population which will have to stay longer at work/less young people of which too many early school leavers
Increasingly diverse (multicultural) society combined with phenomenon of drop-out of disadvantaged groups at school and at the labour market
II. Bologna: an alternative model?1. Comparative advantages in contrast with EU
decision making
Light-weigh organisational structure and procedures
Involvement of HE stakeholders (institutions, students, staff, QA bodies, employers) in decision-making process
“Sense of ownership” of the stakeholders
II. Bologna: an alternative model? Geographical scope: currently 46 countries
and BP open to all countries party to European Cultural Convention
Attention for broad range of issues, not only competitiveness/contribution to economic growth/employability but also social dimension (participative equity), European dimension, HE as public responsibility (“European contribution to the global public good”)
II. Bologna: an alternative model?2. But also weaknesses… Huge geographical area with large
differences across countries: 2-speed process
Voluntary process: no sanctions for non-implementation by countries
Voluntary process: à la carte interpretation by countries in function of national context
II. Bologna: an alternative model? Failure in communication strategy: relatively
little understanding of the BP at the level of individual students and staff
BP has been main driver of HE reform process in Europe in the last decade but little progress in core business of recognition of qualifications and enhancement of mobility
Reforms require funding, which is not always available
III. Bologna 2020
1. Agenda of the Leuven/Louvain-la-Neuve Ministerial Conference, 29-29 April 2009
Evaluation of the achievements of the last decade
Political orientations for the future (Bologna 2020)
III. Bologna 2020
2. Evaluation of the past decade Good progress in introduction of 3-cycle
degree system QA: establishment of EQAR on the basis of
European Standards and Guidelines for QA Little progress in mobility, recognition of
qualifications, participation in HE (social dimesion) and integration of lifelong learning perspective in HE
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3. Political orientations for the next decade
Further implementation of “old” Bologna goals
Priorities for the future
III. Bologna 2020
(A) Social dimension: widening participation (“no talent left behind”) to quality HE education
This will entail i.a.:
- Diversification of missions of HEIs and programmes.
Q: how to reach parity of esteem of for all profiles (multidimensional view on “excellence”)
III. Bologna 2020
- Social policies: necessary shift of attention from students “already in” to those “not yet in”
- Full integration of LLL perspective in HE underpinned by arrangements for recognition of prior (non-formal) learning
- Paradigmatic shift to “learning outcomes”, student-centred learning underpinned by the establishment of national qualifications framework in accordance with the overarching Qualifications Framework for the EHEA
III. Bologna 2020
(B) More evidence-based policy making
This will entail i.a.:- More systematic monitoring of progress on
the basis of objective criteria- Development of indicators and setting of
quantitative targets (benchmarks)
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(C) Mobility: hallmark of the EHEA
- Benchmark:
In 2020, at least 20 % of those graduating in the European Higher Education Area should have had a study or training period abroad
- Objective of geographically balanced mobility
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(D) Nexus between HE and research
This will entail i.a.:
- All HE programmes should be based on state of the art research results, regardless of level and profile of the programme
- Adjustment of Ph.D. programmes to global research context (transversal skills issue)
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(E) Dialogue with other regions of the World
- First Bologna Policy Forum, Louvain-la-Neuve, 29 April 2009
- Coherent promotion of EHEA as a whole- Bologna Policy Forum Statement stresses
global sharing of knowledge (fruitful and fair brain circulation), recognition, cooperation in QA
III. Bologna 2020
(F) Other issues
- Funding- Self-certification of NQFs- Recognition issues: triangular relation
transparency/QA/recognition of qualifications