~ BOLOGNA DEVELOPMENTS ~ Bosnia and Herzegovina Training session October 2007

1. ~ BOLOGNA DEVELOPMENTS ~Bosnia and Herzegovina Training sessionOctober 2007 Stephen Adam, UK Bologna Promoter adamss@wmin.ac.uk and stephenadam@orange.fr

2. Bologna Process – 46 countries + intergovernmental process … creating the EHEA by 2010 Huge European Commission educational reform agenda All about - mobility, recognition, efficiency, competitiveness and attractiveness of European Higher education THE BOLOGNA EDUCATIONAL REVOLUTION

3. PROBLEM: A HUGE TOPIC! FOCUS ON: • THE BOLOGNA PROCESS OBSERVATIONS + CLARIFICATIONS • THE EMERGING EHEA IS MORE THAN THE SUM 0F ITS PARTS • THE LONDON COMMUNIQUE, MAY 2007 • UPDATE ON KEY DEVELOPMENTS • Diploma Supplement • ECTS: issues and challenges • Quality Assurance development – S & G + European Register • Qualifications frameworks • The Bologna Process – a paradigm change

4. 1. THE BOLOGNA PROCESS OBSERVATIONS + CLARIFICATIONS • It will not be completed by 2010 = a multi speed Europe! • Driven by 46 Ministers who are committed to converge their HE structures – ‘compatible and comparable’ • The reform process is marked by incredibly rapid developments • A vision-reality gap exists (see the ‘Trends V, Stocktaking book and ESIB (EUS) Bologna reports • It is not clear what it will be like to exist in the EHEA 2010 – the vision is incomplete (London 2007 may be the defining meeting?) • Implications are significant for all states (positive and negative consequences, e.g. more competition + more opportunities) NB. Benelux countries now assume control of the Bologna Secretariat

5. Progress to date – 10 Action lines Introduced in the 1999 Bologna Declaration: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles (now three) 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Introduced in the 2001 Prague Communiqué: 7. Lifelong learning 8. Higher education institutions and students 9. Promoting the attractiveness of the European Higher Education Area Introduced in the 2003 Berlin Communiqué and 2005 Bergen Communiqué: 10. Doctoral studies and the synergy between the EHEA and ERA

6. Competitiveness, Knowledge economy, growth + employment, Commission communication on modernising higher education. EIT proposals 2. THE EMERGING EHEA IS MORE THAN THE SUM OF ITS PARTS VET + ECVET Lifelong learning EQF and level descriptors+ Common principles for validation of non/informal learning The new European educational architecture is almost completed Professional Recognition (regulated and non-regulated) EHEA (cycle descriptors) Qualifications frameworks Quality Assurance Mobility & Recognition tools Learning Outcome (Tuning) Credits Qualifications Convention + Diploma Supplement (EUROPASS) + ENIC-NARICS

7. 3. THE LONDON COMMUNIQUE , 18th MAY 2007 • Generally considered good + Republic of Montenegro joins • No big innovations – about implementation achieving the EHEA by 2010 • Emphasises ‘compatible and comparable’ HE systems • Includes more about the vision, values + key principles beyond tools • Admits a long way to go with particular difficulties for some countries/areas – especially regarding qualifications frameworks • Emphasises lifelong learning and APL/APEL + learning outcomes • EUA to continue to promote share experience in innovative doctoral programmes • Welcomes QA developments – further develop the ‘register’ linked to S&G • Develops the EHEA in the global context • Identifies priorities for Leuven, April 2009: • Mobility • Social dimension • Data collection • Employability • Global context

8. 4. UPDATE ON KEY DEVELOPMENTS • Diploma Supplement • ECTS + issues and challenges • Quality Assurance development – S & G + European Register • Qualifications frameworks

9. This Diploma Supplement follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international ‘transparency’ and fair academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value-judgements, equivalence statements or suggestions about recognition. Information in all eight sections should be provided. Where information is not provided, an explanation should give the reason why.

10. The Diploma Supplement: Sections and sub-sections (1) 1 INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION 1.1 Family name(s): 1.2 Given name(s): 1.3 Date of birth (day/month/year): 1.4 Student identification number or code (if available): 2 INFORMATION IDENTIFYING THE QUALIFICATION 2.1 Name of qualification and (if applicable) title conferred (in original language): 2.2 Main field(s) of study for the qualification: 2.3 Name and status of awarding institution (in original language): 2.4 Name and status of institution (if different from 2.3) administering studies (in original language): 2.5 Language(s) of instruction/examination:

11. The Diploma Supplement: Sections and sub-sections (2) 3 INFORMATION ON THE LEVEL OF THE QUALIFICATION 3.1 Level of qualification: 3.2 Official length of programme: 3.3 Access requirements(s) 4 INFORMATION ON THE CONTENTS AND RESULTS GAINED 4.1 Mode of study: 4.2 Programme requirements: 4.3 Programme details: (e.g. modules or units studied), and the individual grades/marks/credits obtained: (if this information is available on an official transcript this should be used here) 4.4 Grading scheme and, if available, grade distribution guidance: 4.5 Overall classification of the qualification (in original language):

12. The Diploma Supplement: Sections and sub-sections (3) 5 INFORMATION ON THE FUNCTION OF THE QUALIFICATION 5.1 Access to further study: 5.2 Professional status (if applicable): 6 ADDITIONAL INFORMATION 6.1 Additional information: 6.2 Further information sources: 7 CERTIFICATION OF THE SUPPLEMENT 7.1 Date: 7.2 Signature: 7.3 Capacity: 7.4 Official stamp or seal: 8 INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM

13. Why was the Diploma Supplement needed? • Rapid global proliferation of new qualifications, Higher Education Institutions (HEI) and qualification frameworks • Many legitimate qualifications are not recognised or are under recognised • Mobile citizens seek fair recognition of their qualifications • Original credentials provide insufficient information • It aids mobility, access and lifelong learning

14. Advantages it offer students, HEI and employers? • A diploma that is more readable and easily comparable abroad. • A precise description of the academic course pursued and on the competencies acquired during the study period. • Objectivity and a fair judgement of their achievements and competencies • It raises the visibility of the institution abroad. • It promotes the employability of their graduates at national and international level. • It helps save time since it provides the answers to a lot of recurrent questions put to HEI. • An easier access to work or further studies abroad • It fosters their employability (employers are more and more interested by the student profile that is provided by the DS).

15. Implementation - challenges and issues: • An uneven level of implementation across Europe • Failure by some HEI to follow official guidelines (customisation) • The quality assurance dimension • Failure to appreciate the link with the 1997 Lisbon Convention • Software/management information systems problems (future: a fully digitally secure electronic DS within the EUROPASS system) • Staff development – training to interpret DS sensitively • Costing + financial implications • Poor DS exist when countries do not have qualifications frameworks, levels, credits and learning outcomes (Bologna link) • National templates and guidance are essential (section 8) • The most effective national approaches have involve a coordinated national implementation strategy The Diploma Supplement is becoming a major success in Europe

16. ECTS - Issues and challenges • ECTS work reasonably well as a credit transfer systems (but see Trends and BTSE) • ECTS needs clarification as a accumulation system • ECTS Grade translation - European Grade Interpretation Scheme (EGIS) is problematic • ECTS credits are not yet in practice effectively linked to learning outcomes and levels • There are deficiencies in the current users’ Guide and disputes about the new revised guide (due out soon) • There is some conflicting guidance on credits and qualifications from ECTS, Tuning and the Bologna Process (EHEA) • There is concern over the Commission’s vision of the role of a meta credit framework – issue of institutional/national autonomy • The relationship between ECVET and ECTS is not yet clear + EQF and F EHEA The issues above may be resolved in the near future

17. OTHER KEY DEVELOPMENTS… Quality Assurance developments • ENQA Standards and Guidelines • European Register to keep out bogus agencies Qualifications frameworks • Progress difficult but essential • The self-certification process takes time – some good practice exists

18. 5. THE BOLOGNA PROCESS – PARADIGM CHANGE • It is leading to revolutionary academic change • Fake reforms will be exposed • Higher education educational infrastructure is being reshaped • The reforms are moving from top-down to bottom-up + they are clearly causing pain • Bologna is about modernising antiquated educational systems that are no longer fit for their purpose • European educational is continuing to lag behind many other education systems • The reform have huge implications at the local, state and international levels + cannot be ignored! • Final thought…

19. What does the internationaleducational future hold ? Massive change!