Egyptian Bologna Promoters, NTO mzsitohy@zu.eg

1. Bologna Actuality and Prospects • Egyptian Bologna Promoters, NTO mzsitohy@zu.edu.eg

2. Entrance into Bologna Process

3. European Higher Education Area 2010 London 2007 Bergen2005 Berlin 2003 Prague 2001 Bologne 1999 Sorbonne 1998

4. Sorbonne 1998 • Objective • "harmonisation of the architecture of the European Higher Education System" • Signing Countries: • UK, France, Germany, Italy • Actions: • A progressive convergence of the overall framework of degrees and cycles in higher education • A common degree level system (B.Sc., M. Sc. and Ph.D.) • Enhancing and facilitating student and teacher mobility.

5. Bologna 1999 • In June 1999, 29 European ministers in charge of higher education met in Bologna to • Objective • Establishing a European Higher Education Area (EHEA) by 2010 and promoting the European system of higher education world-wide. • Actions • adopt a system of easily readable and comparable degrees • adopt a system with two main cycles (undergraduate/graduate) • establish a system of credits (such as ECTS) • promote mobility by overcoming obstacles • promote European co-operation in quality assurance • promote European dimensions in higher education*

6. Objectives: • follow up the Bologna Process • set directions and priorities for the following years. • Actions: • Reaffirming commitment to Bologna Declaration • Active involvement of the European University Association and the National Union of Students in Europe. • Further processing of Bologna Declaration objectives. • Important elements of the European Higher Education Area: • lifelong learning - involvement of students -enhancing the attractiveness and competiveness of the European Higher Education Area.* Prague 2001 (33 European countries)

7. Berlin 2003(Priorities for the next two years: quality assurance, the two-cycle degree system and recognition of degrees and periods of studies.) • Quality assurance • develop mutually shared criteria and methodologies and agreed that by 2005 national quality assurance systems should include: • A definition of the responsibilities of the bodies and institutions involved • Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results • A system of accreditation, certification or comparable procedures, international participation, co-operation and networking.

8. Recognition of degrees and periods of studies Every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge.  

9. Bergen 2005 Objective Setting goals and priorities towards 2010. Actions Commitment to coordinating policies through the Bologna-process to establish the European Higher Education Area (EHEA), Commitment to assisting the new participating countries to implement the goals of the process.

10. London May 2007 Progress and actions towards EHEA

11. London 2007 (1) • 1-Considerable move towards student-centered HE away from teacher driven provision. • 2-Mobility: • Some Mobility activities of staff and students has been achieved. • Some obstacles to Mobility are still persisting (immigration, recognition, financing). • 3-Degree structure: • Good progress has been achieved on the three cycle degree system (LMD).

12. London 2007(2) • 4-Recognition: • Good progress in the implementation of Lisbon Convention, ECTS and Diploma supplement. • 38 members of Bologna Process have ratified the convention on the recognition of qualifications concerning (Lisbon Convention) and the rest are urged to do. • Approaches to recognition are less coherent than desired. • 5-Qualifications framework • Qualifications framework should be designed to encourage greater mobility of students and teacher and improve employability. • 6-Lifelong learning: • Increase the sharing of good practice and work towards a common understanding of the role of HE in lifelong learning.

13. London 2007(3) 7-Quality assurance: Standards for Quality assurance adopted in Bergen have been a powerful driver for quality assurance and have been considerably achieved. Encourage the E4 group (Quality assurance organizations) to organize annual QA to ensure and improve QA for EHEA. E4 group will set up a register of European Higher Education Quality Assurance Agencies to allow the general public open access to objective information to finally enhance confidence in HE in EHEA and facilitate mutual recognition and accreditation decisions.

14. London 2007(4) 8-Doctoral cycle: * Aligning the EHEA with ERA. * Developing and maintaining a wide variety of doctoral programs linked to qualifications framework of EHEA. * Reinforcing efforts to embed doctoral programs in institutional strategies and develop appropriate career paths and opportunities. * Sharing experience on the range of innovative doctoral programs, supervision, development of transferable skills, exchange of information.

15. London 2007(5) 9-Social dimension: v    HE should have an essential role in social cohesion, reducing inequalities, raising knowledge, skills and competences in societies. v    Maximize the potentials of individuals in contributing to a sustainable democratic and knowledge-based society. v    Students should complete their studies without obstacles related to their social economic background (providing adequate student services-flexible pathways into HE-equal opportunities).

16. London 2007(6) • 10-EHEA in a global context. • Bologna process has stimulated interest, discussion, qualification recognition, partnership-based cooperation, mutual trust and recognition and the underlying values of Bologna process. Some HE systems in non-Bologna member countries have been brought more closely to Bologna process. • Improve the attractiveness and competitiveness of the EHEA (partnership based cooperation, policy dialogue, improving recognition).

17. London 2007-Priorities for 2009 • 1-Mobility (Focus on the challenges to motilities). • 2-Social dimension (National strategies and policies for social dimensions). • 3-Data collection: • Available data on social dimension, equity, employability and mobility. • Develop reliable indicators and data to measure progress towards social dimension and student/staff motilities.

18. London 2007-Priorities for 2009 (2) • 4-Employability • Improve employability for the outputs of the three cycles as well as the context of lifelong learning. • 5-EHEA in global context • Improve the information available on EHEA by developing Bologna website and Bologna handbook. • Improve recognition based on LRC principles (Lisbon Recognition Convention ).

19. Bologna? Why?

21. Bologna University 1088

23. Bologna Geographical expansion

24. Bologna Geographical evolution • 1-1998 (4 EU countries) • 2-1999 (29 EU countries) • 3-2001 (33 EU countries) • 4-2005 (40 EU countries) • 5-Now (46 EU countries) • 6-Observers (outside Europe) • Asia • Africa

25. *

26. Austria Belgium Bulgaria Czech Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Italy Latvia Lithuania Luxembourg Malta Netherlands Norway Poland Portugal Romania Slovak Slovenia Spain Sweden Swiss United Kingdom *

27. Current participation: 46 countries *

28. Bologna extension towards the east (Asia)-Observers *

29. External dimesion of Bologna process • EHEA should be extended to other parts of the world through three means • Openness, • Attractiveness • Cooperation (TACIS, CARDIS, MEDA Tempus programs).

30. Economic Dimension of Bologna process • Lisbon Agenda 2000: • Europe to be the most dynamic and competitive knowledge-based economy in the world" by 2010. • investing in human resources (eduaction, training) and combating social exclusion. • Economic growth must be decoupled from the use of natural resources.

32. Egypt Engagement to Bologna • Egypt has good intention to conform to Bologna by 2010. • Egypt is considered an observer country of Bologna. • Egypt is following extensive educational enhancement programs which indirectly meets Bologna requirements.

33. Egyptparticipated in the Bologna Ministerial Conference in June 2000, as an observer. • More Recently Egypt signed the Catania declaration in January 2006 which covers action lines similar to those in Bologna declaration ((Create EMHEA  “Euro-mediterranean Higher Education Area”,))

34. Egypt Actions towards Bologna • Internal enhancement programs(QAAP, CIQAP, HEEPF, ICT, E-Learning, Open learning, FLDP, STDF, RDI,….) • External enhancement programs(Tempus)

35. Classification of Tempus projects on Bologna process • Overall connection to Bologna process. * • Elements of Bologna process.** • Conformation to Bologna process.*** • Reflection of Bologna process.****

36. Over-all connections Echanges Expériences Bologne Fac. Sciences du Vivant EG Coordinator: Dr. Mahmoud Sitohy….Zagazig University Exchange of Experience Focusing on Bologna Process at Alexandria University in Egypt Coordinator: Dr. Adel Mohamden……Alexandria University Express-exchanging the bologna process Experience with selected Egyptian Universities Coordinator: Dr. Galal EL GEMEIE……Helwan University.

37. Elements of Bologna process Promoting ECTS in Egyptian Universities (P.C. Dr. Samir Riad Helal…. Assuit University) Development of an industry-linked Mechatronics Program with Training of Trainers. (P.C. Prof. Taha Matter, Zagazig University). Adapting Egypt Sport Science Curricula to Job Market & Europe. (P.C. : Dr.Ferial Darwish, Helwan University) The development of a Quality Assurance System within selected Universities in Egypt. (P.C. Prof. Ahmed SHARAF ELDIN, Helwan University) Evaluation of the quality of Engineering Education - MEDA region. (P.C. Dr. Ibrahim SHAFIE, Assuit Uiversity).

38. Conformation to Bologna process Basic structure of the technical language institute..P.C. Dr. Mohamed Sadek, HTI –AlAsher Development of a cooperative Phytopharmaceutical study program in EgyptP.C. Dr. Shereen Mohamed, Cairo Unioversity. Development of curriculum for a master degree program in medical informatics P.C. Prof. Ahmed SHARAF ELDIN, Helwan University. Enhancing regional academic cooperation in the Mediterranean development of postgraduate curriculum for tourism & hospitality studies, P.C. Prof. Hanan KATTARA, Alexandria University.

39. Reflections of Bologna process Réseau sur la reconnaissance des qualifications Coordinator: Dr. Ibrahim SHAFIE, Assuit University.

41. Bologna extension towards the south (Africa) *

42. Achievements in the First category.

43. Echanges Expériences Bologne Fac. Sciences du Vivant EG Participant universities Ain-Shams Alexandria Zagazig Cairo Mansoura Menoufia Benha

44. International Parteners Ghent University ENSAR http://www.ugent.be/en Ecole Nationale Supérieure Agronomique de Rennes http://www.agrorennes.educagri.fr Université d'Angers Alepo University Syrie http://www.univ-angers.fr/ Nantes University ENITIAA Università degli Studi di Perugia http://www.unipg.it/ http://www.enitiaa-nantes.fr/

45. Project manager : AGRENA - ENSAR Rennes , France Project coordinator: Zagazig University Prof.Dr. M BARLOY JEAN Prof. Dr. Mahmoud Sitohy pigeon@agrocampus-rennes.fr Mzsitohy@hotmail.com

46. Prospectives outcomes of Bologna Process for Egypt

47. Egyptian objectives from Bologna • To internationalize our educational system. • To make the educational system more transparent • To make the educational system more readable and more comparable by and with other international institutions. • To improve educational quality. • To make the graduate more adapted and more convenient for the labor market. • To prepare graduate more qualified for research at the national and the international level. • To get recognition of local diplomas and degrees abroad

48. To facilitate student mobility with Europe and the Mediterranean region. To give the student some independence allowing him to self-formulate his future. Allow student to accumulate credits for their studies when and where-ever they want. To make our system simpler and more attractive for students coming from the Arabic and Mediterranean region. To facilitate equal partnership on the international level. To facilitate equal participation of our higher education institutions in the world educational competition (education, research, debates); To participate in the development of the global educators community. To facilitate learning from the international experience Egyptian objectives from Bologna Continued

49. BOLOGNA LMD Egyptian Model

50. Ph.D. (3d y) [60 ECTS] Ph.D. (3y) [180 ECTS] Ph.D. (2nd y) [60 ECTS] Ph.D. (1st y) [60 ECTS] Professional Master 2nd year (60 ECTS) Research Master 2nd y (60 ECTS) M.Sc. (2 y) [120 ECTS] Professional Master 1st year(60 ECTS) Research Master 1st year (60 ECTS) 3rd y (one program) {60 ECTS} B.Sc. (4 y) [240 ECTS] 4th y (one program) {60 ECTS} 2nd y (one program) {60 ECTS} Basic pure Basic agric Sci. (30 ECTS) sci. (30 ECTS)