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Professional and Academic Recognition in the EU

Professional and Academic Recognition in the EU. Marjolein van der Heul Team Coordinator International Recognition Department, Nuffic (The Netherlands) 28 August 2009. Topics. Trends in Methodology Professional Recognition - EU Directives Academic Recognition

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Professional and Academic Recognition in the EU

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  1. Professional and Academic Recognition in the EU Marjolein van der HeulTeam Coordinator International Recognition Department, Nuffic (The Netherlands) 28 August 2009

  2. Topics • Trends in Methodology • Professional Recognition - EU Directives • Academic Recognition - Lisbon Recognition Convention • Bologna Process • Recent developments- Qualifications Framework

  3. Trends in methodology 1950-1975: Equivalence • Low mobility of students • Study programmes only moderately differentiated • Course-by-course comparison • Programmes should be identical

  4. Trends in methodology 1975-now: Recognition • Increasing mobility of students • Expansion of higher education • Programmes should be comparable • Directives EU and Lisbon Convention

  5. Trends in methodology Ideal: Recognition respecting differences • Globalization and internationalization • Mutual trust in qualifications • Availability of information, transparency • Respecting the differences

  6. Professional Recognition European Directive 2005/36/EC Implemented in October 2007 • Relevant for EU and EEA countries • Combination and updating of existing European Directives on professional recognition

  7. Professional Recognition European Directives on Professional Recognition Why are these Directives necessary? • Open labour market in EU • Free movement of persons and services • Directives prevent discrimination • Problem: differences among regulated professions in countries

  8. Professional Recognition European Directives on Professional Recognition History • Sectoral Directives - automatic recognition of diplomas • General Directives - case-by-case evaluation

  9. Professional Recognition First approach: Sectoral directives • Harmonization of study programme • Automatic recognition of diplomas • Problem: harmonization is very time-consuming

  10. Professional Recognition Sectoral directives • 1975 Doctors (93/16/EEC) • 1977 Nurses (77/452/EEC + 77/453/EEC) • 1978 Dentists (78/686/EEC + 78/687/EEC) • 1978 Veterinarians (78/1026/EEC + 78/1027/EEC) • 1980 Midwives (80/154/EEC + 80/155/EEC) • 1985 Pharmacists (85/432/EEC + 85/433/EEC) • 1985 Architects (85/384/EEC)

  11. Professional Recognition Second approach: General directives • Diploma recognition without previous harmonization of study programmes • Case-by-case evaluation of diplomas and experience • Based on mutual trust in education systems • Finished product meets the minimum requirements • Additional requirements are allowed but maximized • Substantial differences • Compensation mechanisms: - Professional experience - Adaptation period - Aptitude test

  12. Professional Recognition General Directives Actors involved in the implementation: • Ministries of Education • Competent Authorities • National Information Centres • National Coordinators

  13. Professional Recognition 2005 Directive • 2005 Directive on the recognition of professional qualifications (2005/36/EC) • Combines all of the sectoral and general directives • Liberalisation of provision of services • National coordinator • National contact point

  14. Professional RecognitionRole of Nuffic as Information Centre of First General Directive Other EU Member State The Netherlands Applicant Applicant Competent authorities Nuffic Competent authorities Information centre National coordinator

  15. Professional RecognitionRole of Nuffic as Information Centre of First General Directive copy of file Nuffic Ministry recommendation file application form decision Applicant

  16. Academic Recognition Council of Europe / UNESCO • Convention on the Recognition of Qualifications concerning Higher Education in the European Region • Lisbon Recognition Convention, 1997

  17. Academic Recognition Lisbon Recognition Convention Basic principles: • Mutual trust in educational systems • Case-by-case evaluation • Reversed burden of proof • Respecting differences

  18. Academic Recognition Lisbon Recognition Convention Key elements: • Right to an assessment • Transparent procedures • Clear information on evaluation criteria • Focussed on learning outcomes • Decision within reasonable time limit • In line with earlier assessments • Substantial differences • Right of appeal • Recognition information centres

  19. Academic Recognition Networks of information centres • Council of Europe/UNESCO: ENIC - European National Information Centres on Recognition and Mobility • European Union: NARIC - National Academic Recognition Information Centres

  20. BolognaProcess The European Higher Education Area • Joint declaration of the European Ministers of Education Convened in Bologna on the 19th of June 1999 • 29 countries, six objectives to be reached by 2010 • Easily readable and comparable degrees • Two cycle system (Bachelor-Master structure) • European Credit Transfer System (ECTS) • Promotion of mobility of students and staff • Cooperation in quality assurance • European dimensions in higher education

  21. BolognaProcess Prague Communiqué (2001) Extension from 29 to 32 countries, extra points: • Lifelong learning • Involvement of higher education institutions and students • Attractiveness of the European higher education area Berlin Communiqué (2003) Extension from 32 to 40 countries, emphasis on: • Quality assurance • Implementation of two-cycle system by 2005 • Recognition of degrees (Lisbon Convention and Diploma supplement)

  22. BolognaProcess Bergen Communiqué (2005) Extension from 40 to 45 countries; • Stocktaking: progress at halfway mark with regard to the degree system, quality assurance, recognition of degrees • Three-cycle system (Bachelor-Master-Doctorate structure) • Social dimension • Mobility • Attractiveness of the EHEA and cooperation with other parts of the world London Communiqué (2007) Extension to 46 countries; • Completing agreed action lines • Improvement of availability of data on mobility

  23. BolognaProcess Leuven Communiqué (2008) Political orientations for the coming 10 years; • Quality assurance • Equitable access and increasing participation of underrepresented groups in higher education • Lifelong learning, employability and student-centred learning • Mobility, data collection and transparency • Cooperation based on partnership with other regions of the world

  24. Recent developments Qualifications Frameworks Qualifications frameworks, using learning outcomes as common reference point, to increase mobility for learners and workers. • Overarching Qualifications Framework for the EHEA- three-cycle system + first short cycle (Associate Degree) • European Qualifications Framework (EQF) – Lifelong Learning - all levels of education + non-formal learning • National Qualifications Framework

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