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THE BOLOGNA PROCESS AND RECOGNITION OF QUALIFICATIONS

THE BOLOGNA PROCESS AND RECOGNITION OF QUALIFICATIONS. Recognition as a key part of higher education policy in Europe. BOLOGNA PROCESS. 33 countries 3 Ministerial meetings: Sorbonne 1998 Bologna 1999 Praha 2001 Academic Convention (Salamanca) Student Convention (G öteborg).

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THE BOLOGNA PROCESS AND RECOGNITION OF QUALIFICATIONS

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  1. THE BOLOGNA PROCESS AND RECOGNITION OF QUALIFICATIONS Recognition as a key part of higher education policy in Europe

  2. BOLOGNA PROCESS • 33 countries • 3 Ministerial meetings: • Sorbonne 1998 • Bologna 1999 • Praha 2001 • Academic Convention (Salamanca) • Student Convention (Göteborg)

  3. Increase attractiveness Increase transparency Increase mobility Facilitate recognition Adapt HE to labor market Reform degree system Higher education as a public good and public responsibility Student participation Lifelong learning Quality assurance BOLOGNA MAIN POINTS

  4. BOLOGNA PROCESS • European Higher Education Area • by 2010

  5. Lisboa Recognition Convention (Council of Europe/UNESCO) European Directives 89/48/EEC and 92/51/EEC Diploma Supplement ECTS Recommendation on International Access Qualifications draft Code of Good Practice in the Provision of Transnational Education draft Recommendation on Criteria and Procedures for the Assessment of Foreign Qualifications and Periods of Study ENIC and NARIC Networks ACE RECOGNITION: SOME ACHIEVEMENTS

  6. BOLOGNA AND RECOGNITION – 10 CONSIDERATIONS • The legal framework for recognition is largely in place • continuous efforts will be needed to improve the implementation of the legal framework • the diversity of higher education systems makes reliable information increasingly important for recognition

  7. BOLOGNA AND RECOGNITION – 10 CONSIDERATIONS • recognition will become an increasingly important issue for the labor market • there will be an increasing number of applications for the recognition of non-traditional learning • There will be an increasing number of applications for recognition of qualifications earned through transnational arrangements

  8. BOLOGNA AND RECOGNITION – 10 CONSIDERATIONS • more emphasis should be put on assessing learning outcomesand competencies • the link between recognition and quality assessment/accreditation should be strengthened • some special efforts will be required in certain parts of Europe • improved recognition policies will contribute to strengthening the external dimension of the Bologna Process

  9. GLOBAL TRENDS • Increased global mobility: • Students as “free movers” • Mobility programs • Transnational education • Labor market • Need for global discussion of recognition issues • UNESCO well placed

  10. CONCLUSION • Recognition moving toward the center of higher education policy… • LET US NOT MISS THE OPPORTUNITY

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