Post on 01-Jan-2016
Bologna Process
Information Briefing Tbilisi, Georgia22 July 2008
Cynthia Deane Ireland
(With thanks to Prof Andejs Rauhvergers, Chairman of Stocktaking working group)
Bologna Process: background
1999 Bologna Declaration signed: action lines agreed Goal: establish world-class EHEA by 2010 2001 Ministerial conference Prague (30 countries) 2003 Ministerial conference Berlin (33 countries) 2005 Ministerial conference Bergen: first stocktaking (41 countries)
Georgia joined 2007 Ministerial conference London: second stocktaking (46
countries) 2009 Ministerial conference Louvain: third stocktaking 2010 Date for completion of all action lines
Priority action lines since Berlin
Degree system (three cycles) Quality assurance Recognition of degrees and study periodsOther themes (since Bergen) Higher education and research; employability Lifelong learning Joint degrees Social dimension Global dimension; attractiveness of the EHEA Partnership at institutional and national levels
Assessing progress up to 2007Good progress overall Best progress in implementation of:
▪ Degree system ▪ External quality assurance
▪ Transparency tools: Diploma Supplement and ECTS
More work to do in: ▪ Qualifications frameworks ▪ Establishing quality improvement culture
▪ Recognition of degrees; credit systems
Quantifiable indicators
2,0
2,5
3,0
3,5
4,0
4,5
2 cy
cles
Acc
ess
NQ
F
QA
S&
G
QA
Ext
erna
l
QA
Stu
d
QA
Inte
rnat
.
DS
LRC
ECTS LL
L JD
Greatest improvement since 2005• Students in QA• Access • Two cycles • External QA
Stocktaking on the Degree System
Access
- Fewer legal obstacles
- Bridging courses - 2 levels of bachelors GEORGIA= green
2 cycles- good progress and - good potential for completion GEORGIA = light green
Almost all have at least started, put in place working groups Most countries in green category had started long before 2005 GEORGIA = orange Developing NQFs should be dealt with in a more integrated way
with other strands linked to learning outcomes approach: – QA, in particular internal quality culture; – ECTS; – recognition and in particular recognition of prior learning– flexible learning paths
National Qualifications frameworks: still a lot to be done
Student participation: greatest growth since 2005GEORGIA = yellow
Quality assurance External QA: good progressGEORGIA = orange
International participation: more to be done
GEORGIA = orange
Implementation of ESG in Quality Assurance17
26 4 1
0 The indicator shows that
in one-third of countries QA system is line with the ESG, all others have started work on implementing ESGGEORGIA = light green
Conclusions on QA formal structures for QA are in place, there is still a lot to be done to properly implement ESG ‘Things to do’
– implement a genuine quality culture in HEIs– link internal QA with learning outcomes
Diploma Supplement: - good progress, - GEORGIA = green
ECTS - used for transfer AND accumulation - link of credits to learning outcomes should be established GEORGIA = light green
Implementation of the Lisbon Recognition Convention Many have amended legislation to implement LRC principles Some countries that have not ratified LRC have already started
implementing the principles Recognition procedures, legal setup & terminology differ greatly GEORGIA = green Needs to be done: Ensure implementation of the Convention in the autonomous HEIs Ensure coherence in the treatment of foreign degrees across EHEA Disseminate good recognition practices
315 1 3 6
Establishment and recognition of JDs
32 16
0 0
0
A number of countries have recently changed legislation to encourage JDs
Little information on the number of joint programmes at national levelGEORGIA = light green
Answers demonstrate lack of clarity of the issue overall. RPL at an early stage of development in the majority of countries GEORGIA = yellow
Flexible learning paths
Some arrangements everywhere but mainly concern timing: studies in the evening, weekend, correspondence
Some admitted to HE without the typical entry qualifications E-learning seems to be developing nearly everywhere Few countries have truly flexible learning paths with established
credit allocation for LOs acquired outside
Recognition of prior learning
Conclusion 1: There has been good progressBest progress: ▪ Introduction of 3 cycles ▪ Access
▪ External QA ▪ Student involvement ▪ Diploma Supplement ▪ ECTS
Conclusion 2: Outlook for achieving the goals is good, but there are some challenges Work to do: ▪ Qualifications frameworks
▪ Establishing quality improvement culture ▪ International participation in QA ▪ Recognition practices of degrees and credits
Approach to use: ▪ Linking the different action lines ▪ Focus on learners and on learning
outcomes
Conclusion 3Stocktaking works well as an integral part of the Bologna Process strategy
Stocktaking recommended also for the next period Combination of quantifiable indicators and qualitative
analysis works well Analytical part to be further strengthened Stocktaking works better if the goals and achievements are
clearly formulated
What can we expect by 2010?
Learners in all participating countries can expect that Three cycle system of all countries is easily understood Quality of higher education is assured Higher education qualifications awarded in all countries are
recognised by other countries for access to education, employment and research opportunities
Higher education provides flexible learning paths that are part of lifelong learning continuum
Higher education is accessible to everyone without social or economic obstacles
Challenges for Georgia at the moment
Strengthen quality assurance frameworks at national and institutional levels
Promote shared responsibility for quality of HE among all partners: government, HEI governing bodies, rectors, academic community, students, employers
Build capacity in the system to support student and international participation in QA
Develop and implement national qualifications framework
Challenges for Bologna/EHEA 2010 and beyond
Moving from POLICY to PRACTICE Ensuring real implementation at institutional level Building effective and sustainable partnership for progress:
policy makers, institutions, social partners, students Unknown/ unpredictable impact of external factors: political,
economic, social, technological Making EHEA a world leader; focus on competing OR
collaborating with others???