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Political AimsCreate a European Higher Education Area by 2010Simplify the European qualification systems Improve mobility within the EU and attract students
and scholars from abroadEnsure high-quality standards for recognised
educationNeed of reforms
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The Lisbon StrategyEurope to become the most competitive and
dynamic knowledge-based society in the world by 2010
European education and training systems to become a world-wide reference for quality and excellence by 2010
Create sufficient system of compatibilityNeed of profound changes in education systems
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The Agendas Converge
Bologna and Lisbon largely coincide and reinforce each other
Bologna: intergovernmental process (40 countries) supported by the Commission
Lisbon: Community process, shared objectives measured against European benchmarks
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Action Lines (1)
1. Easily readable and comparable degrees
2. Bachelor-Master-Doctorate system
3. Credit system (transfer and accumulation)
4. Mobility
5. European cooperation in quality assessment
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Action Lines (2)6. Integrated study programmes and joint degrees
(revision of national legislation)7. Lifelong learning8. Empowerment of higher education institutions
and students9. Attracting students from abroad10. Linking up with European Research Area
(extending Bologna to the doctoral level)
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Immediate Priorities
1) Bachelor-Master (two-cycle) system
2) Recognition of degrees and period of studies
3) Quality assurance
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(1) Two-Cycle SystemBachelor of 3 or 4 years; Master of 1 or 2 yearsAlmost all countries have implemented new system;
others to start implementation by 2005Elaborate framework of comparable and compatible
qualifications (National Qualifications Frameworks plus overarching European Qualifications Framework)
Describe qualifications in terms of workload, level, learning outcomes, competences and profile
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(2) RecognitionConsistent and correct application of the
European Credit Transfer and Accumulation System (ECTS)
Use of Diploma Supplement (DS)Ratification of the Lisbon Recognition
Convention
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(2) Recognition – ECTS – What?A systematic way of describing an educational
programme by attaching credits to its componentsA student-centred system based on the student
workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired
For mobile and non-mobile studentsFor transfer between institutions and accumulation
within an institution
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(2) Recognition – ECTS – Why? Initially to transfer credits and recognise periods of study
abroad to enhance quality and volume of student mobility Recently also a credit accumulation system Makes study programmes easy to read and compare Facilitates mobility and academic recognition Crucial for the design of a national and European
Qualifications Framework Helps universities to organise and revise study programmes Makes European higher education more attractive
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(2) Recognition – ECTS – Key Features 60 credits = realistic work load of average full-time student in one
academic year to achieve pre-established learning outcomes (1500-1800 hours per year; 1 credit = 25-30 hours; smallest credits 3 or 5)
Credits obtained after successful completion and appropriate assessment Student workload comprises time required to complete the learning
activities (lectures, study, papers etc) Credits are allocated to all educational components of a study
programme (courses, placements, research etc) Performance is documented by a national grade plus an ECTS grade
ranking performance on a statistical basis (A=best 10%, B=next 25%, C=next 35%, D= next 25%, E=next 10%; F=fail)
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(2) Recognition – ECTS – Further Features
Credits acquired abroad replace a comparable period of study at home
Automatic recognition of credits only within the framework of guided mobility
ECTS for Lifelong Learning: recognition of skill and competences acquired outside higher education on basis of workload and learning outcomes; can result in the award of waivers for certain components of a programme
ECTS Counsellors across Europe provide guidance
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(2) Recognition – ECTS – Key Documents Information Package/Course Catalogue: information on the
institution, information on degree programmes and individual course units (qualifications, goals, access, methods, etc) and information for students; to be published on the web; also in English
Learning Agreement between student and institution: list of courses to be taken including ECTS credits
Transcript of Records: performance record by showing the list of courses taken, ECTS credits gained, national and ECTS credits awarded
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(2) Recognition – ECTS LabelAwarded to institutions which apply ECTS correctly in
all first and second cycle degree programmesUse of Information Package/Course Catalogue,
Learning Agreement and Transcript of Records obligatory
Use of ECTS grading scale, Diploma Supplement recommended
Possible award of an ECTS for Lifelong Learning Grant
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(2) Recognition – Diploma Supplement (DS)
To be added to each diploma awardedTo provide a standardised description of the nature,
level, context, content, status and function of the studiesTo include sufficient independent data to improve
transparency and professional recognition of qualifications
To include description of the national education system
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(2) Recognition – Diploma Supplement (DS)
Crucial for the design of a national and European Qualifications Framework
DS Label is awarded to institutions issuing the DS correctly to all students upon graduation
DS Councellors across Europe provide guidance
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(3) Quality Assurance (QA) – PrinciplesQA = accreditation confirming that certain pre-
established quality standards have been metQA demonstrates and enhances qualityQA on the basis of academic inputs and outcomes
(learning process, efficiency, competences etc)Need for comparability and recognition of
qualifications within the EUEuropean Diversity: no single QA model needed
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(3) Quality Assurance (QA) – LevelsAt institutional, national and European levelPrimary responsibility with each institutionBy 2005 national QA systems: definition of responsibilities,
evaluation standards for programmes or institutions, system of accreditation, international networking
By 2005 European Network for QA in Higher Education (ENQA) to develop agreed QA standards, procedures and guidelines; and peer review system for QA and accreditation of QA agencies
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(3) Quality Assurance (QA) – European Clearing House System
No pan-European mega QA agency but strong network of national QA agencies
System of mutual recognition of national, regional, sectoral etc QA agencies of sufficient quality and credibility
Creation of European Registry of co-approved agencies
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(3) Quality Assurance (QA) – TrustMutual recognition depends on trustNo fixed European standards (although standards tend
to converge)But 3 principles to be respected: independence (from
state, institutions, national interest), definition of type/level of standards applied (consistent, clear, known, stable but flexible), procedures applied
QA agencies to submit themselves to external quality evaluation
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The Tuning Project – A Related Activity Initiative of 135 European universities to “tune
educational structures in Europe”Corresponds to Bologna aims: comparable degrees,
two-cycle system, use of credit system, definition of European qualifications
Identifies points of reference for generic and subject-specific competences described as learning outcomes
Serves as reference points for curriculum design and evaluation, but no harmonisation of programmes
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Advancement of ReformsTwo-cycle system well advanced: pressure on late comers
is mounting as European universities are tightly linked in many networks
ECTS system well advanced: no resistance as system is flexible; only risk of wrong implementation
National legislations increasingly allow for joint degreesQA received strong impetus through political mandate to
ENQAReport in Bergen (NO) in May 2005
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Global Impact
More competition because of more understandable structures
More cooperation because of compatible structuresEuropean Charter for ResearchersEuropean Doctorate Label to be awarded to programs
with a clear European Dimension
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European Charter and Code of Conduct
To give individual researchers the same rights and obligations wherever they work throughout the EU
Addresses MS, employers, institutions, funding organisations and researchers
Addresses the roles and responsibilities and entitlements Improve recruitment, make selection procedures fairer and
more transparent and proposes different means of judging merit
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Some statistics
Only 21%of the EU working age pop. Has achieved tertiary edu.(US 38% Canada 43% Japan 36%)
In the EU 52% relevant age group enrolled in higher edu. (Japan 49% Canada 59% USA 81%)
EU educates more graduates in S&T and produces more PhDs but they don’t go on into research – 5.5 per 1000 (US 9 and Japan 9.7)
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