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RECOGNITION ISSUES IN THE BOLOGNA PROCESS: an overview

RECOGNITION ISSUES IN THE BOLOGNA PROCESS: an overview. Dr. Andrejs Rauhvargers, Latvia President of the Lisbon Convention Intergovernmental Committe. European higher education area = ?. European higher education system is transparent and understandable

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RECOGNITION ISSUES IN THE BOLOGNA PROCESS: an overview

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  1. RECOGNITION ISSUES IN THE BOLOGNA PROCESS:an overview Dr. Andrejs Rauhvargers, Latvia President of the Lisbon Convention Intergovernmental Committe

  2. European higher education area = ? • European higher education system is transparent and understandable • degrees/diplomas earned in one part of the area are accordingly recognised in other parts - both for further studies and for labour market • graduates (including holders of first degree) are employable in the European labour market • obstacles for free mobility of students and teachers are removed • European higher education is attractive in the World market

  3. European Higher education area and recognition • Role of recognition has changed from just a procedure of acknowledgement of diplomas to an essential component necessary to ensure reaching the goals of the Bologna process. • EU enlargement perspectives strengthen the trend:at EU enlargement a fair recognition of qualifications is essential to ensure that the legally stipulated free movement of persons can be exercised in practice with no artificial obstacles.

  4. quoting Prague communique: ... to take full advantage of existing national legislation and European tools aimed at facilitating academic and professional recognition of course units, degrees and other awards, so that citizens can effectively use their qualifications, competencies and skills throughout the European Higher Education Area

  5. Forms of recognition • Academic recognition • Professional recognition in regulated professions • Professional recognition for the rest of labour market Both the procedures and the outcomes may vary depending on the purpose for which the recognition is sought

  6. The questions to be answered at recognition of a qualification are: • Academic recognition: is the holder prepared to take up studies in the next stage as he/she requests? • Professional recognition: is the holder prepared to pursue the professional activies as he/she wishes?

  7. Lisbon Convention • recognition of equl level qualifications if there are no substantial differences • differences: • in duration of studies, • in content of studies, including overrepresentation or non-representation of particular subjects in the curriculum, • in learning outcomes and competencies, • in the purpose of studies, • in the quality of programme

  8. Two questions before discussion recognition issues in Bologna process • Will organised mobility and institutional cooperation solve all recognition issues? • Will perfect quality assurance of the qualifications solve all recognition issues? The answer is: both factors are very important and stimulate recognition, but they can not solve all issues

  9. Recognition issues in Bologna process – ten considerations

  10. 1. The legal framework for recognition is largely in place. Some further work however is needed – at least in some countries: • ratification • reconsidering and amending national legislation, • regional or subject-based agreements can be considered

  11. 2. Continuous efforts will be needed to improve the implementation of the legal framework • encouraging and more information to bodies directly involved in recognition – at least in some countries • creation and spreading of good practice, • elaboration of more practical “standards” in the form of • codes of good practice, • recommendations, • descriptors, • recognition guidelines along subject lines etc. • cooperation among institutions, joint degrees

  12. 3.Diversity of higher education systems makes reliable information increasingly important Some standards for information provision are needed to cope with the wide diversity, e.g. • usage of diploma supplement as a common format for information provision with individual qualifications, • common format(s) for describing the national higher education systems, • accumulation of the collective knowledge of European higher education into a “recognition platform”

  13. Descriptors of Bachelor and Master degree superimposed

  14. Descriptors of Bachelor and Master degree superimposed (contd.)

  15. 4. Recognition will become an increasingly important issue for the labour market • adapting methodologies and procedures to needs of labour market • describing qualifications in terms of learning outcomes and competencies • providing recognition skills and knowledge to labour-market partners

  16. Recognition issues in Bologna – 10 considerations 5. Increasing number of applications for therecognition of non-traditional learning 6. Growing number of applications for recognition of transnational education qualifications • More emphasis should be put on assessing learning outcomes and competencies

  17. Recognition issues in Bologna – 10 considerations 8. The link between recognition and quality assurance/accreditation should be strengthened ENQA tuning project descriptors of bachelor and master degrees

  18. Recognition issues in Bologna – 10 considerations 9. Some special efforts will be required in certain parts of Europe 10. Improved recognition policies will contribute to strengthening the external dimension of the Bologna Process

  19. SOME WEBSITES • http://culture.coe.int (Council of Europe) • http://www.cepes.ro (UNESCO/CEPES) • http://europa.eu.int/comm/education/socrates/agenar.html (EU Commission, SOCRATES) • http://www.enic-naric.net (ENIC&NARIC Network) • http://www.aic.lv/ace/default.htm (ACE professional section of the European Association for International Education) • www.jointquality.org (Working on the European Dimension of Quality' conference Amsterdam, March 2002) • www.enqa.net (ENQA network)

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