Présentation
L’EAIE (European Association of International Education) a pour principale mission de renforcer l’internationalisation de l’enseignement supérieur en Europe et dans le reste du monde. Ainsi, les manifestations organisées par l’EAIE permettent de mettre en relation des professionnels des milieux académiques du monde entier.
Chaque année, cette grande manifestation s’organise autour de deux évènements majeurs :

EAIE-2014_Engagement-de-participation_Campus-France.pdf

EAIE-2014_Règlement-de-Participation_Campus-France.pdf

Programme EAIE 2013.pdf

Par Anne-Marie Descôtes. Autour de la question du genre et du développement se concentrent des enjeux essentiels pour la condition des femmes dans les pays du sud. J'ai eu l'occasion de m'en rendre compte depuis mon arrivée au ministère à la Direction Générale de la Mondialisation (DGM) et en particulier lors de la journée de réflexion organisée sur ce thème à l'OCDE le 21 janvier dernier.
Ces enjeux sont bien connus : la bataille pour l'égalité entre les femmes et les hommes, le respect effectif des droits en matière de santé sexuelle et reproductive, l'éradication de toutes les formes de violence… Depuis les grandes conférences des Nations unies des années 90, Le Caire en 1994, Pékin en 1995, il y a eu une prise de conscience collective au niveau international mais la situation reste très préoccupante dans bon nombre de pays. Et cela concerne tous les domaines : la sphère politique, le marché du travail, l'école, la santé, la sexualité, la maternité… L'inégalité est particulièrement scandaleuse dans l'accès à l'éducation : aujourd'hui 33 millions de filles ne sont toujours pas scolarisées. Et c'est d'autant plus préoccupant que la montée des conservatismes risque de remettre en cause des acquis déjà fragiles.
Lien vers l'article complet: http://blog.diplomatie.gouv.fr/Genre-et-developpement-au-sud. Suite...

Bologna Seminars 2010-2012. More...

Bologna Process - National Reports

	National Report 2003	National Report 2005	National Report 2007	National Report 2009	National Report 2012
Albania	available	available	available	available	available
Andorra		available	available	available	available
Armenia		available	available	available	available
Austria	available	available	available	available	available
Azerbaijan		available	available	available	available
Belgium/Flemish Community	available	available	available	available	available
Belgium/French Community		available	available	available	available
Bosnia-Herzegovina	available	available	available	available	available
Bulgaria	available	available	available	available	available
Croatia	available	available	available	available	available
Cyprus	available	available	available	available	available
Czech Republic	available	available	available	available	available
Denmark	available	available	available	available	available
Estonia	available	available	available	available	available
Finland	available	available	available	available	available
France	EN / FR	available	available	EN / FR	available
Georgia		available	available	available	available
Germany	available	available	available	available	available
Greece	available	available	available	available	available
Holy See	available	available	available	available	available
Hungary	available	available	available	available	available
Iceland	available	available	available	available	available
Ireland	available	available	available	available	available
Italy	available	available	available	available	available
Kazakhstan				available*	available
Latvia	available	available	available	available	available
Liechtenstein	EN / DE	available	available	available	available
Lithuania	available	available	available	available	available
Luxembourg	available	available	available	available	available
Malta	available	available	available	available	available
Moldova		available	available	available	available
Montenegro	available	available	available	available	available
Netherlands	available	available	available	available	available
Norway	available	available	available	available	available
Poland	available	available	available	available	available
Portugal	available	available	available	available	available
Romania	available	available	available	available	available
Russian Federation	available	available	available	available
Serbia	available	available	available	available	available
Slovak Republic	available	available	available	available	available
Slovenia	available	available	available	available	available
Spain	available	available	available	available	available
Sweden	available	available	available	available	available
Switzerland	available	available	available	available	available
"the Former Yugoslav Republic of Macedonia"	available	available	available	available
Turkey	available	available	available	available	available
Ukraine		available	available	available	available
United Kingdom/ England, Wales, Northern Ireland	available	available	available	available	available
United Kingdom/ Scotland	available	available	available	available	available

Older national reports: Austria 2001 - available
*National report submitted by Kazakhstan for the admission to the EHEA in March 2010. More...

Background documents of the Bucharest Ministerial Conference and Third Bologna Policy Forum (2012)

The Social Dimension is one of the overarching Bologna Process themes, appearing for the first time in the Prague Communiqué (2001) where “…Ministers reaffirmed the need, recalled by students to take account of the social dimension in the Bologna process...”. At the following ministerial conferences, the social dimension was described as an integral part of the EHEA and a necessary condition for enhancing the attractiveness and competitiveness of the EHEA (the Bergen Communiqué, 2005). 


With the London Communiqué of May 2007, Ministers responsible for higher education agreed on a common definition for the objective of the social dimension:  “We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations”. Further on, Ministers concurred in setting national strategies and policies, including action plans and reports on their progress at the next ministerial meeting. It was also recommended to work towards defining comparable data and indicators for the social dimension of higher education. 


In Leuven/Louvain-La-Neuve, Ministers committed further on to "…set measureable targets to widen participation of underrepresented groups in higher education, to be reached by the end of the next decade…" (the Leuven and Louvain-la-Neuve Communiqué, 2009).     


In Bucharest, acknowledging that “…widening access to higher education is a precondition for societal progress and economic development…” the Ministers agreed “…to adopt national measures for widening overall access to quality higher education”. The Ministers also committed to step up their efforts towards underrepresented groups through developing the social dimension of higher education, reducing inequalities and providing adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning (the Bucharest Communiqué, 2012).
Furthermore, the Ministers undertook to develop a system of voluntary peer learning and reviewing by 2013 in countries which request it and initiate a pilot project to promote peer learning on the social dimension of higher education which will assist EHEA countries in developing, implementing and monitoring social dimension policies and support structured and systematic peer learning among countries and institutions.
The BFUG agreed to streamline 2012-2015 work structures by reducing the number of working groups. The new structure would allow the BFUG to play its role for strategic policy guidance, while concentrating on the key policy areas and, at the same time, it would allow a close interaction between and better implementation of the interlinked policy issues that are arranged under one working group. Hence, for the period 2012-2015, the Working Group on the Social Dimension and Lifelong Learning will deal with the respective two policy issues of higher education.
Further background information can be accessed at:

• Report from the Bologna Process Working Group (2007) - Key issues for the European Higher Education Area – Social Dimension and Mobility;
• Annex 2 of the 2007 working group report - Template for National Strategies;
• Bologna Process Stocktaking Report (2009);
• The Bologna Process in Higher Education in Europe (2009): Key indicators on the social dimension and mobility – Eurostat & Eurostudent;
• Focus on Higher Education in Europe (2010): The Impact of the Bologna Process.

Catalogue of good practices in Social Dimension implementation in Higher Education . More...

The Bologna Process acknowledges that one of the biggest assets of European higher education is its diversity. The Sorbonne Joint Declaration argues for diversity in the service of society: "we owe our students and our society at large, a higher education system in which they are given the best opportunities to seek and find their own area of excellence." The Prague Communiqué (2001) makes this normative more explicit: "programmes leading to a degree may, and indeed should, have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs." The Leuven/ Louvain-la-Neuve Communiqué (2009) specifies that not only the diversity of study programmes is a response of the higher education institutions to the needs of the society, but the HEI's themselves are responsive to the wider needs of the society through the diversity of their missions.
Coordinating a diverse system requires vision and sensitiveness to subtleties in issuing judgements on the degree in which a higher education institution or a study programme is reaching its societal purpose. In order to overcome the oversimplifying approach "one size fits all", the ministers committed in Leuven/ Louvain-la-Neuve (2009) to "uphold the highly valued diversity of our education systems" in their strive to create a EHEA whose basic principles include quality and transparency, as stated in the Bergen Communiqués (2005). This normative will be realized through public policies which will "fully recognize the value of various missions of higher education, ranging from teaching and research to community services and engagement in social cohesion and cultural development", as explained in the Leuven/ Louvain-la-Neuve Communiqué (2009).
The Bologna Process has always been concerned with making the diversity of the EHEA more transparent. Quality assurance, qualifications framework and recognition, together with the tools designed to facilitate their implementation, such as Diploma Supplement, ECTS and Lisbon Recognition Convention, have contributed substantially to this goal. The ministers noted in Leuven/ Louvain-la-Neuve (2009) that, besides the above mentioned instruments, "there are several initiatives designed to develop mechanisms for providing more detailed information about higher education institutions across the EHEA to make their diversity more transparent". "Such mechanisms, including those helping higher education systems and institutions to identify and compare their respective strengths, should be developed in close consultation with the key stakeholders. These transparency tools need to relate closely to the principles of the Bologna Process, in particular quality assurance and recognition, which will remain our priority, and should be based on comparable data and adequate indicators to describe the diverse profiles of higher education institutions and their programmes."
Transparency tools often referred to include:

If you have questions concerning the recognition of your qualifications, please contact the national information centre in the country concerned. You will find a complete list of national information centres on the ENIC-NARIC website.
The purpose of recognition is to make it possible for learners to use their qualifications from one education system in another education system (or country) without losing the real value of those qualifications.
The main international legal text that aims to further the fair recognition of qualifications is the Council of Europe/UNESCO Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Recognition Convention).
Like any legal text, the Convention must be put into practice. The recognition of qualifications falls within the competence of each country. In most cases, this means that higher education institutions are responsible for the recognition of qualifications for the purpose of further study whereas professional bodies or employers are responsible for recognition for the purposes of the labour market.
Tools that facilitate the recognition of qualifications are the European Credit Transfer and Accumulation System  (ECTS) and the Diploma Supplement (DS).
To help develop good practice and a common understanding of recognition, the Council of Europe, UNESCO/CEPES   and the European Commission coordinate the ENIC and NARIC Networks. The Networks develop good practice and policy, whereas individual member centres may provide information on the recognition of qualifications as well as the qualifications frameworks and education systems of the countries for which they are responsible. You may find a list of all centres as well as a description of the Networks and much other useful information on the ENIC-NARIC website. This site also contains links to other resources. You may also access an information disk on the Bologna Process, which contains valuable information on recognition, too.
In 2007, all countries of the Bologna Process submitted national action plans to improve the recognition of qualifications. An ENIC/NARIC working party has analysed the national action plans and produced a very detailed report with recommendations for the various actors involved on how to further improve recognition procedures and practice:
Report to the BFUG on the Analysis of the 2007 National Action Plans for Recognition, prepared by Andrejs Rauhvargers and Agnese Rusakova. More...

One of the purposes of the Bologna Declaration (1999) was to encourage European cooperation in quality assurance of higher education with a view to developing comparable criteria and methodologies. The European Ministers of Education adopted in 2005 the  "Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)" drafted by the European Association for Quality Assurance in Higher Education (ENQA)  in co-operation and consultation with its member agencies and the other members of the “E4 Group” (ENQA, EUA, EURASHE and ESU).
In 2007, the European Ministers of Education, having received the E4 London report agreed that the E4 should proceed to setting up the European Quality Assurance Register for Higher Education (EQAR).  The Register was set up on 4 March 2008 as the first legal entity to emerge from the Bologna Process. EQAR listing has the ESG as criteria and thus provides information on quality assurance agencies that are in substantial compliance with this common European framework.
The E4 Group also organizes European Quality Assurance Fora annually, to discuss the latest developments in quality assurance.
The influence of the European Standards and Guidelines for quality assurance in higher education (ESG) is spreading and they are gaining acceptance as a shared reference point for all actors in European higher education. Currently EQAR is listing 24 agencies in 23 countries, compliant with the ESG, which can perform evaluations in any country of the EHEA.
Though, the fundamental responsibility for quality continues to rest within the higher education institutions. Internal quality assurance is a duty of the institution, and the development of an effective “quality culture” is clearly linked with their degree of operational autonomy.
External quality assurance fulfils different needs: it combines both accountability for the reassurance of the public by providing information about quality and standards as well as an objective and developmental commentary for institutions. In this respect, the external evaluations are focusing either on study programmes, on institutions or on a combination of both.
Quality assurance is far from being a closed point of discussion in the EHEA. The ongoing debates include, amongst others: how to balance accountability and improvement within higher education institutions, on the one hand, and the shared responsibilities of higher education institutions, quality assurance agencies and policy-makers, on the other; how to make real the roles of different stakeholder groups (students, the business world, etc) and how to provide these groups with an adequate level of information; how to handle the increasing diversity across higher education (diversity of pedagogies, of institutions, of students, of expectations, of missions) and across national quality assurance settings; how to face the current economical constraints: budgetary cuts and pressures for commercialization of higher education.
Quality assurance has been a priority for the Bologna Process, but its mechanisms are not perceived as an end in themselves. Their ultimate goal is to enhance the quality of teaching and research and, in this respect, quality assurance agencies act as a support for institutions in their continuing development and, equally, have a key role as protectors of the public interest. More...

"Higher education institutions have gained greater autonomy along with rapidly growing expectations to be responsive to societal needs and to be accountable. Within a framework of public responsibility we confirm that public funding remains the main priority to guarantee equitable access and further sustainable development of autonomous higher education institutions. Greater attention should be paid to seeking new and diversified funding sources and methods." (the Leuven/Louvain-la-Neuve Communiqué, 2009, par. 23)
The above paragraph launched the debate on funding and governance within the European Higher Education Area. Yet, there are also other referred to concepts that undergird the discussion on higher education institutions' financing and governance: the public good approach and public responsibility, social dimension, accountability, institutional autonomy and development (the 2001 Prague Communiqué, the Berlin Communiqué, the 2005 Bergen Communiqué, the 2007 London Communiqué, the 2010 Budapest-Vienna Declaration and the 2012 Bucharest Communiqué).
In Leuven/Louvain-la-Neuve, the Ministers reaffirmed their commitment to the values of institutional autonomy and academic freedom (Leuven/Louvain-la-Neuve Communiqué, 2009, par. 4). The translation of these principles in financing policies leaves room for higher education institutions to find appropriate and diverse responses to the challenges their societies are facing, under a frame of public responsibility. Strong higher education institutions, which are diverse, adequately funded, autonomous and accountable, are a premise for "strengthen(ing) Europe's attractiveness and competitiveness" (London Communiqué, 2007, par. 1.3).
On 8-9 September 2011, the first major international conference on funding of higher education in the framework of the Bologna Process was organised by the Ministry of Education and Science of Armenia under the auspices of the Polish-Armenian Co-Chairmanship of the Bologna Process in Yerevan. The conference pointed at the “funding gap” (understood as a policy gap) existing between the EHEA scope of the developments in higher education and the mostly scattered, national efforts to support/respond to these developments and associated challenges by putting in place appropriate funding policies and mechanisms.
Further on, as the outcome of the conference, two recommendations were put forward: a) to reaffirm the public responsibility [1] for funding of higher education in the context of the Bologna Process; and b) aiming to bridge the policy gap, to stimulate the creation of a European space for dialogue in the area of financing of higher education.
In Bucharest, on 17-19 October executive Unit for Financing Higher Education, Research, Development and Innovation (UEFISCDI) held an international conference "Future of Higher Education - Bologna Process Researchers' Conference (FOHE - BPRC 2011)". It brought together researchers closely related to higher education, personalities from academia, students and policy makers directly involved in research related to the Bologna Process. The conference, that focused, inter alia, on the issues of governance, financing and diversification in higher education, reaffirmed the need to further investigate these issues given their importance for the future of higher education institutions (HEIs) in EHEA.
Finally, in Bucharest, the Ministers reconfirmed their commitment to maintaining public responsibility for higher education and acknowledged the need to open a dialogue on funding and governance of higher education. Furthermore, they stressed the importance of promoting the development of appropriate funding instruments, and more efficient governance and managerial structures at HEIs. Reiterating their commitment to autonomous and accountable HEIs that embrace academic freedom, the Ministers committed to support the engagement of students and staff in governance structures at all levels (the Bucharest Communiqué, 2012).
For the period 2012-2015, seminars/peer-learning activities will be organised to discuss the ways of further developing appropriate funding instruments and improving governance and managerial structures of HEIs. At a later stage, based on the outcomes of the seminars, the BFUG will decide whether there is a need to set up an ad-hoc working group on the issue.

[1]Public responsibility does not imply that funding must come exclusively from public/state sources. Rather, it implies that the state should be responsible for a regulatory framework that ensures efficient mobilisation, allocation and use of financial resources in higher education, consistent with larger policy goals and principles. More...