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How Were the Main Guidelines of the Bologna Process Implemented in the New EU Countries?

EPP – ED Hearing on Higher education. How Were the Main Guidelines of the Bologna Process Implemented in the New EU Countries?. by Vasile IŞAN “Alexandru Ioan Cuza” University of Iaşi Romania. 6 March 2008. Overview. Comparative Analysis. Future Challenges. Conclusions.

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How Were the Main Guidelines of the Bologna Process Implemented in the New EU Countries?

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  1. EPP – ED Hearing on Higher education How Were the Main Guidelines of the Bologna Process Implemented in the New EU Countries? by Vasile IŞAN “Alexandru Ioan Cuza” University of Iaşi Romania 6 March 2008

  2. Overview • Comparative Analysis • Future Challenges • Conclusions

  3. “The aim of the Bologna process is to create greater consistency and compatibility within European higher education and to enhance its international transparency and attractiveness.Central to the Bologna reforms are the three intermediate priorities emphasized by the ministers responsible for higher education at the Berlin conference in September 2003, namely: • The introduction of study programmes based on the three main cycles; • More effective recognition of degrees and periods of studies; • The promotion of effective quality assurance systems.” (Jan Figel)

  4. Overview

  5. (continued)

  6. Overview (continued) Different organizations and stakeholders have emphasized different ‘action lines’ of the Bologna Process. The reports on the Bologna Process implementation reflected that focus (e.g. ESIB report focuses on social dimension, mobility and recognition). It seems that more complete are the reports of the EUA (e.g. Trends V in 2007) – providing an institutional perspective and of the BFUG Stocktaking Working Group based on Bologna National Reports – having a governmental perspective. However, a common point to some of the reports taking stock on the Bologna Process implementation is focused on: • Three-cycle degrees structure • Quality assurance in higher education • Recognition of degrees and study periods • Lifelong learning and widening access

  7. Comparative Analysis The Implementation of the Three-cycle Degrees Structure (including Bologna tools for recognition: ECTS, Diploma Supplement)

  8. Quality Assurance • A Complete System of QA as developed by the ENQA and assessed in the BFUG Stocktaking Report: • National Implementation of Standards and Guidelines for QA in the EHEA • External Quality Assurance System • Student Participation • International participation • All the new EU member countries have had a form of QA in HE before the Bologna Process implementation: accreditation and evaluation bodies (Agency, Committee, Council, etc) focused on institutional accreditation (for private HEIs) and study programmes accreditation (public HEIs); • Nowadays, Hungary, Latvia and Poland have already implemented a complete system of QA, and in Slovakia it is under implementation; in other countries it is partially implemented.

  9. Recognition of Degrees and Study Periods Source:Adapted from the 2007 BFUG Stocktaking Report

  10. Some Facts Share of the ‘Bologna’ Students in the Total Number of Enrolled Students Source:Adapted from Trends V

  11. The Length of the Three-Cycle Degrees * * Excluding the so-called integrated programmes of studies: medicine, dentistry, veterinary medicine, pharmacy and architecture

  12. Organization of Doctoral Studies Source:Adapted from EURYDICE report “Focus on the structure of HE in Europe”, 2006-2007 and EUA Trends V

  13. Future Challenges The new EU member countries face both short-term and long-term challenges. 1. Three-cycle structure • implementing national frameworks of qualifications compatible with the overarching European framework of qualifications • flexibility of learning paths • effective student-centered learning 2. Quality assurance • a holistic approach to quality assurance system 3. Social dimension • Students’ involvement in the decision-making process at the institutional and national level; • Appropriate funding of students’ learning, living costs and mobility 4. Life-long Learning • Recognition of prior learning both formal and non-formal 5. Mobility • The attractiveness of higher education in the new EU member countries

  14. Conclusions “It is unlikely that even the most far-sighted or optimistic of Education Ministers expected, when signing the Bologna Declaration in 1999, that seven years later HEI’s across Europe would have moved so far towards a common three-cycle degree system.”(Trends V, 20) • All the new EU member countries have achieved obvious progresses in the implementation of the Bologna process, but no country has yet succeeded in adopting all the ‘action lines’. • However, there are differences even among the new member countries. Hungary, Poland, Latvia and Slovakia seem to be more advanced than many old EU member-countries in the implementation of the Bologna process, while countries like Bulgaria and Romania have to further develop HE reforms. • But, ‘there is no such thing as a free lunch’ even in relation to the Bologna Process implementation. Here are some potential risks: • Overregulation • Bureaucracy • Uniformization

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