The Bologna Process and Student Centered Learning

1. The Bologna Process and Student Centered Learning Ligia DECA Head of the 2010 – 2012 Bologna Secretariat

2. www.ehea.info

3. The Bologna Secretariat • Main role: • “...to provide neutral support to further the consolidation of the European Higher Education Area under the exclusive authority of the BFUG and its Chairs and Vice-Chairs.” • Functions: • Administrative and operational support for BFUG, its sub-structures (WG and networks) and the Board (minute-taking, background documents drafting, assisting chairs in planning the meeting, communication etc.); • Create and maintain the EHEA permanent website (www.ehea.info) and electronic archives; • Act as an internal and external contact point for the EHEA, while ensuring external representation on behalf of the Chairs or based on direct requests; • Organise the 2012 Ministerial Conference and Bologna Policy Forum. www.ehea.info

4. The EHEA unfolded • Bologna action lines EHEA Objectives/ HE • priorities www.ehea.info

5. The Leuven and Louvain la Neuve SCL big bang • “Student-centred learning and the teaching mission of higher education • 14. We reassert the importance of the teaching mission of higher education institutions and the necessity for ongoing curricular reform geared toward the development of learning outcomes. Student-centred learning requires empowering individual learners, new approaches to teaching and learning, effective support and guidance structures and a curriculum focused more clearly on the learner in all three cycles. Curricular reform will thus be an ongoing process leading to high quality, flexible and more individually tailored education paths. Academics, in close cooperation with student and employer representatives, will continue to develop learning outcomes and international reference points for a growing number of subject areas. We ask the higher education institutions to pay particular attention to improving the teaching quality of their study programmes at all levels. This should be a priority in the further implementation of the European Standards and Guidelines for quality assurance.” www.ehea.info

6. The Leuven and Louvain la Neuve SCL big bang • The Leuven SCL paragraph translated from policy speak: • SCL is important • Curricular reform is essentially linked to LO definition • Empowering and supporting the learner, as the center of the educational process • Flexible and individually tailored learning paths • Improving the teaching quality -> link to the ESG further implementation www.ehea.info

7. Policy trends as perceived by the speaker • Move from policy making at the European level to focus on implementation at the institutional level; • More attention given to composite priorities (SCL, RPL, LLL), that need a certain level of “structural” Bologna changes in place. • “Flirting” with previously off-limits areas such as funding and transparency mechanisms; • A certain political realisation of the fact that the implementation process has not been perfect over the past decade and that things might need to be rethought or re-implemented: • “While much has been achieved in implementing the Bologna reforms, the reports also illustrate that EHEA action lines such as degree and curriculum reform, quality assurance, recognition, mobility and the social dimension are implemented to varying degrees. Recent protests in some countries, partly directed against developments and measures not related to the Bologna Process, have reminded us that some of the Bologna aims and reforms have not been properly implemented and explained. We acknowledge and will listen to the critical voices raised among staff and students. We note that adjustments and further work, involving staff and students, are necessary at European, national, and especially institutional levels to achieve the European Higher Education Area as we envisage it.” (Budapest and Vienna Statement 2010) www.ehea.info

8. BFUG Workplan • Working groups: • International openness: The European Higher Education Area in a Global Context • Mobility • Qualification frameworks • Recognition • Reporting on the implementation of the Bologna Process • Social dimension • Transparency tools • Networks: • EHEA Information and Promotion Network • Network of NQF Correspondents • NESSIE (Network for Experts of Student Support in Europe) • Recognition of Prior Learning (RPL) network www.ehea.info

9. Bologna Process/ EHEA and SCL • ECTS and Learning Outcomes • QF • Recognition/ Recognition of Prior Learning • Quality assurance • Mobility of Students and Staff • Social Dimension • --------------------------------------------------------------------------- • Reporting • Information provision on the different types of HE systems in EHEA – Transparency Mechanisms? • International Openess • Education, research and innovation (Knowledge Triangle) www.ehea.info

10. The Reporting Exercise • An excellent basis for developing information on the measures and incentives stimulating student centered approaches; • Clear and direct questions on: • the links between SCL and LO, SCL and QA • training programmes for the academic staff with regard to SCL and LO • flexible learning paths • RPL. www.ehea.info

11. Role of SCL in the EHEA • Essential overarching umbrella for the in-depth institutional implementation of the Bologna action lines and the EHEA priorities; • Fires up the “real” debates on the integration of the EHEA reforms in a coherent reality within academic communities; • Gives a new dimension to the student and a new, enhanced role to the teacher; • Prelude to a dream. www.ehea.info

12. Role of SCL in the EHEA www.ehea.info

13. Thank you! www.ehea.info