BOLOGNA PROCESS AND RECOGNITION ISSUES

1. BOLOGNA PROCESS AND RECOGNITION ISSUES Oficina de Mobilitat i Programes Internacionals Carolina Mansilla cmansilla@ub.edu ICM Meeting/ April 2017

2. EuropeanHigherEducationAreaandBolognaprocess The European Higher Education Area (EHEA) is the result of this political will of countries which, step by step during the last eighteen years, built an area using common tools. These countriesimplementreforms on higher education on the basis of common key values– such as freedom of expression, autonomy for institutions, independent students unions, academic freedom, free movement of students and staff. Through this process, countries, institutions and stakeholders of the European area continuously adapt their higher education systems making them more compatibleand strengthening their quality assurance mechanisms. For all these countries, the main goal is to increase staff and students’ mobility and to facilitateemployability.

3. MaincharacteristicsoftheEuropeanHigherEducationArea The European Higher Education Area is known as Bologna Process, becauseit started with the Bologna Declaration, of 1999, and it is one of the main voluntary processes at European level, as it is nowadays implemented in 48 states, which define the European Higher Education Area(EHEA). Jornada (nom) i (data)

4. MainaimsofEuropeanHigherEducationArea • Threecyclecomparablesystem • ECTSsystem • Europeanframeworkofqualifications • Studentcentredlearning • Mobilityandinternationalisation • Employability • LongLifeLearning • Quality assurance

5. Three cycle comparablesystem The goal: Adoption of a system of easily readable and comparable degrees, also through the implementation of the Diploma Supplement, in order to promote European citizens employability and the international competitiveness of the European higher educationsystem.

6. European Credit Transfer and Accumulative System (ECTS) The European Credit Transfer and Accumulation System (ECTS) is a tool of the EHEA formaking studies and courses moretransparent and thus helping to enhance the quality ofhighereducation. ECTS was instituted in 1989, within the Erasmus program, as a way of transferring credits that students earned during their studies abroad into credits that counted towards their degree, on their return to studying in their home institution. In the following years, it came to be used not only for transferring credits, on the basis of workload and achieved learning outcomes, but alsofor accumulating them in institutions’ degreeprograms. ECTS helps in the design, description and delivery of programs, makes it possible to integrate different types of learning in a lifelong learning perspective, and facilitates the mobility of students by easing the process of recognising qualifications and periods ofstudy. ECTS can be applied to all programs, whatever the mode of delivery (classroom- based, work-based, distance learning) or the status of students (full-time, part-time), and to all kinds of learning contexts (formal, non-formal andinformal).

7. EuropeanCreditTransferandAccumulation System (ECTS) As a good practice, performance is documented by the national grades plus an ECTS grade ranking performance on a statisticalbasis • A=best10% • B=next25% • C= next30% • D=next25% • E=next10% F=Fail http://ec.europa.eu/ploteus/content/descriptors-page To know the correspondence between European Qualifications Framework and the descriptors defininglevels

8. Student centredlearning The concept of SCL is an approach to education, which aims at overcoming some of the problems inherent to more traditional forms of educationby focusing on the learner and their needs, rather than being centred around the teacher's input. • The ECTS is closely related to aneducational model focused on: • Who learns instead of whoteaches • LearningOutcomes • The acquisition of competencies and skills beyond theknowledge

9. Mobility andInternationalisation Mobility and internationalisation have been among the central objectives and main policy areas of the Bologna Process and the European Higher Education Area (EHEA) from the very beginning. The Bologna Declaration (1999) set out “the objective of increasing the international competitiveness of the European system of higher education” and pointed out the need “to ensure that the European higher education system acquires a world-wide degree ofattraction”. Main aims: mobility of students, quality in mobility, common description of study programmes, portability of grants and loans, a potential target for incoming students to the EHEA and quality assurance of jointprogrammes.For teachers, researchers and administrative staff, recognition and valorisation of periodsspent in a European context researching, teaching and training, without prejudicingtheir statutoryrights.

10. EHEA application: Legislation applied

12. ERASMUS+: guarantee of EHEA • Rules and principles: qualityframework

13. EHEA Qualityframework: Erasmus+ documents • Beforemobility • Interinstitutionalagreement • Coursecatalogue • Learningagreement • Participant grantagreement 2. Duringmobility • Learningagreement 3. Aftermobility • Transcript of records • European Diploma Supplement

14. EHEA Qualityframework: Erasmus+ documents Interinstitutional Agreement Learning agreement European diploma supplement Coursecatalogue Transcript of records Learningagreement Participant grant agreement

15. Interinstitutionalagreement: ERASMUS+: documents - BEFORE By signing an interinstitutional agreement, the institutions commit themselves to respecting the principles and quality requirements of the Erasmus Charter for Higher Education (ECHE) relating to the organisation and management of mobility. Coursecatalogue: The Course Catalogue should be published on the institution’s website, indicating the course/subject titles in the national language (or regional language, if relevant) and in English, so that all interested parties can easily access it. It should be published sufficiently in advance for prospective students to make their choices. ECTS User’s guide ICM Meeting/ April 2017 ESTRUCTURA ESTRUCTURA PRINCIPIOS A RESPETAR PRINCIPIOS A RESPETAR   No No discriminación discriminación E. E. Otros Otros requisitos requisitos adicionales adicionales   Igualdad Igualdad de de oportunidades oportunidades   Relacionados Relacionados con con aspectos aspectos académicos académicos u organizativos u organizativos SERVICIO ESPAÑOL PARA LA SERVICIO ESPAÑOL PARA LA SERVICIO ESPAÑOL PARA LA SERVICIO ESPAÑOL PARA LA INTERNACIONALIZACIÓN DE LA EDUCACIÓN INTERNACIONALIZACIÓN DE LA EDUCACIÓN INTERNACIONALIZACIÓN DE LA EDUCACIÓN INTERNACIONALIZACIÓN DE LA EDUCACIÓN                       G. G. F. Firmas F. Firmas Calendario Calendario Información Información Proceso Acuerdos Acuerdos Asistencia Asistencia Competencia Asistencia Igualdad Garantía Proceso Información Reintegración Asistencia Sin Sin Información Competencia Orientación Reintegración Orientación Igualdad Garantía           tasas tasas Plazos 3. Seguros 4. Alojamiento 1. Sistemas 1. Sistemas 2. Visado 3. Seguros 2. Visado Plazos 4. Alojamiento de de de de académicas académicas del del de de para para para para selección selección para para trato trato sobre sobre sobre sobre reconocimiento reconocimiento movilidad movilidad lingüística lingüística de de la la la la de de la la los los académico académico obtención contratación obtención contratación el alojamiento el alojamiento el curso el curso gestión gestión calificación calificación justo, justo, participantes participantes seguros de de proyecto . del de de visados las instituciones visados transparente seguros del y documentado las instituciones académico académico transparente . académico proyecto y documentado de de académico

16. Learningagreement (before and during) • Academicguarantee of recognition. Must be signedbythethreeparts: home institution, host institution, student. • The Learning Agreement should identify a set of suitable educational components to be taken at the receiving institution and how they will be integrated into the programme of the sending institution. • The educational components to be completed during the mobility period should normally not be selected on the basis of their equivalence with single educational components offered at the sending institution. • The learning outcomes of the whole programme of study abroad should be compatible with or complementary to the learning outcomes of the home degree programme for which recognition is to be granted after the study period abroad. This makes it easier for the credits gained in the receiving institution to replace flexibly an equivalent number of credits in the sending institution’s degree programme. • The number of credits to be gained at the receiving institution should be proportionate to the time of study abroad. The student is expected to take educational components of 60 ECTS per full-time academic year.

17. Afterthemobility: academicrecognition • The receiving institution provides the sending institutionand the student with a Transcript of Records(or equivalent document) within a reasonably short period of time (stipulated between the two institutions) after the issuing of the student’s results at the receiving institution. • Upon successful completion of the set of educational components included in the Learning Agreement and confirmed by the Transcript of Recordssent by the receiving institution and made available to the student, the sending institution should fully recognise the agreed number of credits. It must then transfer them into the student’s programme and use them to satisfy the qualification requirements. The sending institution should specify clearly how the educational components taken abroad have been integrated into the home degree programme (when applicable, grades are converted). • UB grade system: http://www.ub.edu/uri/Documents/puntuacio_ECTS_en.pdf

18. Afterthemobility: transcript of records ECTS user’s guide (page. 34)

19. Thankyou!