The Bologna Declaration on the European Space for Higher Education

1. The Bologna Declaration on the European Space for Higher Education

2. The Declaration • The Bologna Declaration was signed by the Ministers of Education of 29 European countries on the occasion of the Confederation of EU Rectors’ Conference, held in Bologna on June 18-19, 1999

3. Importance of the Declaration • A key document which makes a turning point in the development of European higher education

4. Reasons • The Bologna Declaration is a pledge by 29 countries to reform the structures of their higher education systems in a convergent way • It is a commitment freely taken by each signatory country to reform its own higher education system or systems in order to create overall convergence at European level.

5. Common European problems • The Declaration reflects a search for a common European answer to common European problems. The process originates from the recognition that in spite of their valuable differences, European higher education systems are facing common internal and external challenges related to the growth and diversification of higher education, the employability of graduates, the shortage of skills in key areas, the expansion of private and transnational education

6. The Action Programme • The Bologna Declaration is not just a political statement, but a binding commitment to an action programme • The action programme set out in the Declaration is based on a clearly defined common goal, a deadline and a set of specified objectives

7. Common goal • To create a European space for higher education in order to enhance the employability and mobility of citizens and to increase the international competitiveness of European higher education;

8. Deadline • The European space for higher education had to be completed by 2010;

9. Objectives • the adoption of a common framework of readable and comparable degrees, "also through the implementation of the Diploma Supplement"; • the introduction of undergraduate and postgraduate levels in all countries, with first degrees no shorter than 3 years and relevant to the labour market; • ECTS (European Credit Transfer System)-compatible credit systems also covering lifelong learning activities; • a European dimension in quality assurance, with comparable criteria and methods; • the elimination of remaining obstacles to the free mobility of students and teachers.

10. The Bologna Declaration and global competitiveness of European higher education • The Declaration wants "in particular" to increase "the international competitiveness of the European system of higher education". It says that the "vitality and efficiency of any civilisation can be measured by the appeal its culture has for other countries".

11. Values and diversity of European higher education • The Declaration specifically recognises the fundamental values and the diversity of European higher education: • it clearly acknowledges the necessary independence and autonomy of universities; • it explicitly refers to the fundamental principles laid down in the Magna Charta Universitatum signed (also in Bologna) in 1988; • it stresses the need to achieve a common space for higher education within the framework of the diversity of cultures, languages and educational systems.

12. EHEA • The European Higher Education Area (EHEA) was launched along with the Bologna Process' decade anniversary, in March 2010, during the Budapest-Vienna Ministerial Conference.

13. Main objective of EHEA • As the main objective of the Bologna Process since its inception in 1999, the EHEA was meant to ensure more comparable, compatible and coherent systems of higher education in Europe.

14. EHEA member states • Currently there are 47 EHEA countries that have to implement reforms in very different contexts. Student numbers varyenormously. Some countries facerelatively big increases in the student population, while others can anticipate a decrease. Suchdifferences can have an impact on the main goals and the speed of higher education reform.

15. Funding of HEI • Differences also exist regarding the orientation and funding of higher education institutions. While allhigher education institutions are funded primarily from public sources in some countries, there is alarger proportion of private institutions in others. In addition, levels of public expenditure also varywithin the EHEA.

16. Responses to crisis • Similarly, responses to the recent economic crisis also differ in the region: whilepublic expenditure increased considerably in some countries after 2008, there have been significantbudget cuts in others. Yet, the result of the crisis has been an overall decline in public highereducationexpenditure.

17. Answer the following questions: • The Bologna Declaration is not just a political statement, but a binding commitment to an action programme. • 1. What is the common goal defined in the action programme? • 2. What was a deadline for completing the European space for higher education? • 3. What are specified objectives?

18. Complete the following statements: The Declaration specifically recognises the fundamentalvalues and the diversity of European higher education: • it clearly acknowledges the necessary _____________________________; • it explicitly refers to the fundamental principles laid down in the ___________________________________; • it stresses the need to achieve a common space for higher education within the framework of __________________________________________.

19. it clearly acknowledges the necessary independence and autonomy of universities; • it explicitly refers to the fundamental principles laid down in the Magna Charta Universitatum signed (also in Bologna) in 1988; • it stresses the need to achieve a common space for higher education within the framework of the diversity of cultures, languages and educational systems.

20. Watch Faces of Bologna, Bologna with Student Eyes • http://www.youtube.com/watch?v=UE8gPPaE0t8 • What is your opinion about the Bologna reform?

21. Thank you for your attention!