Advancing EHEA: Outcomes from Recent Ministers' Meeting

1. ProDeJIP Brussels, 26-10-2018 Relevant outcomes for joint programmes and degrees of the recent meeting of the EHEA Ministers of Higher Education, Paris, May 2018 Robert Wagenaar University Groningen, EMJMD Euroculture Member of the Dutch team of Bologna Experts

2. Main messages packed in 5 sections: • Progress in implementing agreed reforms • Unlocking the full potential of the EHEA: taking implementation forward • Innovation in Learning and Teaching • Beyond 2020: a more ambitious EHEA • Preparing the 2020 EHEA Ministerial conference

3. Ad 1.Progress in implementing agreed reforms • Bologna Process … implementation remains uneven, both between policy areas and between countries. • to further develop mobility and recognition across the EHEA, we will work to ensure that comparable higher education qualifications obtained in one EHEA country are automatically recognised on the same basis in the others … • Implement the Council of Europe/UNESCO Lisbon Recognition Convention and its Recommendations • approve the proposed revised Diploma Supplement

4. Ad 2: Unlocking the full potential of the EHEA: taking implementation forward • In 2018-2020, thematic peer groups will focus on three key commitments crucial to reinforcing and supporting quality and cooperation inside the EHEA: • - a three-cycle system compatible with the overarching framework of qualifications of the EHEA and first and second cycle degrees scaled by ECTS • -  compliance with the Lisbon Recognition Convention, • -  and quality assurance in compliance with the Standards and Guidelines for Quality Assurance in the European Higher Education Area.

5. Ad. 3. Innovation in Learning and Teaching (1) • Add cooperation in innovative learning and teaching practices as another hallmark of the EHEA. We therefore commit to developing new and inclusive approaches for continuous enhancement of learning and teaching across the EHEA, and can succeed only if we do so in close collaboration with the European higher education community, in full respect of academic freedom and institutional autonomy.

6. Ad. 3. Innovation in Learning and Teaching (2) • encompass the further development and full implementation of student-centred learning and open education in the context of lifelong learning. • support higher education institutions to develop and enhance their strategies for learning and teaching. We also encourage them to provide inter-disciplinary programmes as well as to combine academic and work-based learning.

7. Ad. 3. Innovation in Learning and Teaching (3) • enable our education systems to make better use of digital and blended education • promote and support institutional, national and European initiatives for pedagogical training, continuous professional development of higher education teachers and explore ways for better recognition of high quality and innovative teaching in their career.

8. Ad. 4. Beyond 2020: a more ambitious EHEA • intensify cross-disciplinary and cross-border cooperation as well as develop an inclusive and innovative approach to learning and teaching. We call on the BFUG to submit proposals in time for our 2020 meeting in order to enable higher education to fully play its role in meeting the challenges faced by our societies. • foster and extend integrated transnational cooperation in higher education, research and innovation, for increased mobility of staff, students and researchers, and for more joint study programmes throughout the whole EHEA.

9. Leuven-Louvain-la-Neuve 2009 • Joint programmes and degrees: not much development ‘19 Opportunities for mobility shall be created so that mobility will be considered the rule and no longer the exception. In all degree programmes curricula will allow “mobility windows”. Joint degree programmes shall be developed and mobility shall be an important ingredient of research training.’ ‘24 For the next decade, the following operational goals will be pursued: Joint degrees and programmes to become common practice.’

10. Bucharest Communiqué 2012 Joint programmes and degrees Bucharest Communiqué 2012 ‘We encourage higher education institutions to further develop joint programmes and degrees as part of a wider EHEA approach. We will examine national rules and practices relating to joint programmes and degrees as a way to dismantle obstacles to cooperation and mobility embedded in national contexts.’ ‘In particular, we will aim to recognise quality assurance decisions of EQAR-registered agencies on joint and double degree programmes.’

11. Joint programmes and degrees Yerevan Communiqué 2015 A common degree structure and credit system, common quality assurance standards and guidelines, cooperation for mobility and joint programmes and degrees are the foundations of the EHEA. We will develop more effective policies for the recognition of credits gained abroad, of qualifications for academic and professional purposes, and of prior learning. I. Policy measures adopted ➢  the European Approach for Quality Assurance of Joint Programmes

12. Joint programmes and degrees Paris Communiqué 2018 In order to encourage the development of more joint programmes and joint degrees, we will also enable and promote the use of the “European Approach for Quality Assurance of Joint Programmes” in our higher education systems. We welcome and will promote the development of the Database of External Quality Assurance Results (DEQAR). We will foster and extend integrated transnational cooperation in higher education, research and innovation, for increased mobility of staff, students and researchers, and for more joint study programmes throughout the whole EHEA.

13. Key messages ‘Academic freedom and integrity, institutional autonomy, participation of students and staff in higher education governance, and public responsibility for and of higher education form the backbone of the EHEA. Having seen these fundamental values challenged in recent years in some of our countries, we strongly commit to promoting and protecting them in the entire EHEA through intensified political dialogue and cooperation.’ ‘Commit to developing policies that encourage and support higher education institutions to fulfil their social responsibility and contribute to a more cohesive and inclusive society through enhancing intercultural understanding, civic engagement and ethical awareness, as well as ensuring equitable access to higher education.’

14. Message: explicit role for HE institutions Develop civic, social and cultural engagement in each HE programme How to implement? New Tuning-CALOHEE project distinguishes four key aspects: • Societies and Cultures: Interculturalism • Processes of information and communication • Processes of governance and decision making • Ethics, norms, values and professional standards

15. A distinguishing and innovative element! CALOHEE Framework for Civic, Social and Cultural Engagement

16. Integration of descriptors in Assessment Framework: example of History (BA)

17. TUNING Guidelines and Reference Points for the Design and Delivery of Degree Programmes Edition 2018 TUNING – CALOHEE Assessment Frameworks

18. Based on merger EQF for LLL and QF for EHEA EXAMPLE TUNING-CALOHEE General descriptors for MA (level 7) Civil Engineering

19. Contact details: r.wagenaar@rug.nl Website: https://www.calohee.eu