Bologna Process

Information Briefing Tbilisi, Georgia22 July 2008

Cynthia Deane Ireland

(With thanks to Prof Andejs Rauhvergers, Chairman of Stocktaking working group)

Bologna Process: background

1999 Bologna Declaration signed: action lines agreed Goal: establish world-class EHEA by 2010 2001 Ministerial conference Prague (30 countries) 2003 Ministerial conference Berlin (33 countries) 2005 Ministerial conference Bergen: first stocktaking (41 countries)

Georgia joined 2007 Ministerial conference London: second stocktaking (46

countries) 2009 Ministerial conference Louvain: third stocktaking 2010 Date for completion of all action lines

Priority action lines since Berlin

Degree system (three cycles) Quality assurance Recognition of degrees and study periodsOther themes (since Bergen) Higher education and research; employability Lifelong learning Joint degrees Social dimension Global dimension; attractiveness of the EHEA Partnership at institutional and national levels

Assessing progress up to 2007Good progress overall Best progress in implementation of:

▪ Degree system ▪ External quality assurance

▪ Transparency tools: Diploma Supplement and ECTS

More work to do in: ▪ Qualifications frameworks ▪ Establishing quality improvement culture

▪ Recognition of degrees; credit systems

Quantifiable indicators

2,0

2,5

3,0

3,5

4,0

4,5

2 cy

cles

Acc

ess

NQ

F

QA

S&

G

QA

Ext

erna

l

QA

Stu

d

QA

Inte

rnat

.

DS

LRC

ECTS LL

L JD

Greatest improvement since 2005• Students in QA• Access • Two cycles • External QA

Stocktaking on the Degree System

Access

- Fewer legal obstacles

- Bridging courses - 2 levels of bachelors GEORGIA= green

2 cycles- good progress and - good potential for completion GEORGIA = light green

Almost all have at least started, put in place working groups Most countries in green category had started long before 2005 GEORGIA = orange Developing NQFs should be dealt with in a more integrated way

with other strands linked to learning outcomes approach: – QA, in particular internal quality culture; – ECTS; – recognition and in particular recognition of prior learning– flexible learning paths

National Qualifications frameworks: still a lot to be done

Student participation: greatest growth since 2005GEORGIA = yellow

Quality assurance External QA: good progressGEORGIA = orange

International participation: more to be done

GEORGIA = orange

Implementation of ESG in Quality Assurance17

 26   4 1

0 The indicator shows that

in one-third of countries QA system is line with the ESG, all others have started work on implementing ESGGEORGIA = light green

Conclusions on QA formal structures for QA are in place, there is still a lot to be done to properly implement ESG ‘Things to do’

– implement a genuine quality culture in HEIs– link internal QA with learning outcomes

Diploma Supplement: - good progress, - GEORGIA = green

ECTS - used for transfer AND accumulation - link of credits to learning outcomes should be established GEORGIA = light green

Implementation of the Lisbon Recognition Convention Many have amended legislation to implement LRC principles Some countries that have not ratified LRC have already started

implementing the principles Recognition procedures, legal setup & terminology differ greatly GEORGIA = green Needs to be done: Ensure implementation of the Convention in the autonomous HEIs Ensure coherence in the treatment of foreign degrees across EHEA Disseminate good recognition practices

 315   1 3 6

Establishment and recognition of JDs

32 16  

0 0

0

A number of countries have recently changed legislation to encourage JDs

Little information on the number of joint programmes at national levelGEORGIA = light green

Answers demonstrate lack of clarity of the issue overall. RPL at an early stage of development in the majority of countries GEORGIA = yellow

Flexible learning paths

Some arrangements everywhere but mainly concern timing: studies in the evening, weekend, correspondence

Some admitted to HE without the typical entry qualifications E-learning seems to be developing nearly everywhere Few countries have truly flexible learning paths with established

credit allocation for LOs acquired outside

Recognition of prior learning

Conclusion 1: There has been good progressBest progress: ▪ Introduction of 3 cycles ▪ Access

▪ External QA ▪ Student involvement ▪ Diploma Supplement ▪ ECTS

Conclusion 2: Outlook for achieving the goals is good, but there are some challenges Work to do: ▪ Qualifications frameworks

▪ Establishing quality improvement culture ▪ International participation in QA ▪ Recognition practices of degrees and credits

Approach to use: ▪ Linking the different action lines ▪ Focus on learners and on learning

outcomes

Conclusion 3Stocktaking works well as an integral part of the Bologna Process strategy

Stocktaking recommended also for the next period Combination of quantifiable indicators and qualitative

analysis works well Analytical part to be further strengthened Stocktaking works better if the goals and achievements are

clearly formulated

What can we expect by 2010?

Learners in all participating countries can expect that Three cycle system of all countries is easily understood Quality of higher education is assured Higher education qualifications awarded in all countries are

recognised by other countries for access to education, employment and research opportunities

Higher education provides flexible learning paths that are part of lifelong learning continuum

Higher education is accessible to everyone without social or economic obstacles

Challenges for Georgia at the moment

Strengthen quality assurance frameworks at national and institutional levels

Promote shared responsibility for quality of HE among all partners: government, HEI governing bodies, rectors, academic community, students, employers

Build capacity in the system to support student and international participation in QA

Develop and implement national qualifications framework

Challenges for Bologna/EHEA 2010 and beyond

Moving from POLICY to PRACTICE Ensuring real implementation at institutional level Building effective and sustainable partnership for progress:

policy makers, institutions, social partners, students Unknown/ unpredictable impact of external factors: political,

economic, social, technological Making EHEA a world leader; focus on competing OR

collaborating with others???