29 mai 2015

Bologna progress report says ‘much more to be done’

By Brendan O’Malley. Much more needs to be done to harmonise Europe’s higher education system, according to a new report into the state of implementation of the Bologna Process across the European Higher Education Area, or EHEA.
This report provides strong evidence that quality assurance continues to be an area of dynamic evolution that has been spurred on through the Bologna Process and the development of the EHEA. Read more...

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27 mai 2015

Adoption of the Yerevan Ministerial Communiqué and Fourth Bologna Policy Forum Statement

Bologna Process - European Higher Education AreaWe have the pleasure to announce that the Yerevan Ministerial Communiqué and Fourth Bologna Policy Forum Statement were adopted at the ninth EHEA Ministerial Conference held on 14-15 May 2015 in Yerevan, Armenia. 
The adopted documents can be found below: Yerevan Communiqué
Belarus Roadmap for Higher Education Reform
Fourth Bologna Policy Forum Statement.


Yerevan Communiqué
We, the Ministers, meeting in Yerevan on 14-15 May 2015, are proud to recognize that the vision which inspired our predecessors in Bologna has given rise to the European Higher Education Area (EHEA), where 47 countries with different political, cultural and academic traditions cooperate on the basis of open dialogue, shared goals and common commitments. Together we are engaged in a process of voluntary convergence and coordinated reform of our higher education systems. This is based on public responsibility for higher education, academic freedom, institutional autonomy, and commitment to integrity. It relies on strong public funding, and is implemented through a common degree structure, a shared understanding of principles and processes for quality assurance and recognition, and a number of common tools.
Thanks to the Bologna reforms, progress has been made in enabling students and graduates to move within the EHEA with recognition of their qualifications and periods of study; study programmes provide graduates with the knowledge, skills and competences either to continue their studies or to enter the European labour market; institutions are becoming increasingly active in an international context; and academics cooperate in joint teaching and research programmes. The EHEA has opened a dialogue with other regions of the world and is considered a model of structured cooperation.
Nonetheless, implementation of the structural reforms is uneven and the tools are sometimes used incorrectly or in bureaucratic and superficial ways. Continuing improvement of our higher education systems and greater involvement of academic communities are necessary to achieve the full potential of the EHEA. We are committed to completing the work, and recognize the need to give new impetus to our cooperation.
Today, the EHEA faces serious challenges. It is confronted with a continuing economic and social crisis, dramatic levels of unemployment, increasing marginalization of young people, demographic changes, new migration patterns, and conflicts within and between countries, as well as extremism and radicalization. On the other hand, greater mobility of students and staff fosters mutual understanding, while rapid development of knowledge and technology, which impacts on societies and economies, plays an increasingly important role in the transformation of higher education and research.
The EHEA has a key role to play in addressing these challenges and maximizing these opportunities through European collaboration and exchange, by pursuing common goals and in dialogue with partners around the globe. We must renew our original vision and consolidate the EHEA structure.
A renewed vision: our priorities
By 2020 we are determined to achieve an EHEA where our common goals are implemented in all member countries to ensure trust in each other’s higher education systems; where automatic recognition of qualifications has become a reality so that students and graduates can move easily throughout it; where higher education is contributing effectively to build inclusive societies, founded on democratic values and human rights; and where educational opportunities provide the competences and skills required for European citizenship, innovation and employment. We will support and protect students and staff in exercising their right to academic freedom and ensure their representation as full partners in the governance of autonomous higher education institutions. We will support higher education institutions in enhancing their efforts to promote intercultural understanding, critical thinking, political and religious tolerance, gender equality, and democratic and civic values, in order to strengthen European and global citizenship and lay the foundations for inclusive societies. We will also strengthen the links between the EHEA and the European Research Area.
In the coming years our collective ambition will be to pursue these equally important goals in the new context:
• Enhancing the quality and relevance of learning and teaching is the main mission of the EHEA. We will encourage and support higher education institutions and staff in promoting pedagogical innovation in student-centred learning environments and in fully exploiting the potential benefits of digital technologies for learning and teaching. We will promote a stronger link between teaching, learning and research at all study levels, and provide incentives for institutions, teachers and students to intensify activities that develop creativity, innovation and entrepreneurship. Study programmes should enable students to develop the competences that can best satisfy personal aspirations and societal needs, through effective learning activities. These should be supported by transparent descriptions of learning outcomes and workload, flexible learning paths and appropriate teaching and assessment methods. It is essential to recognize and support quality teaching, and to provide opportunities for enhancing academics’ teaching competences. Moreover, we will actively involve students, as full members of the academic community, as well as other stakeholders, in curriculum design and in quality assurance.
• Fostering the employability of graduates throughout their working lives in rapidly changing labour markets - characterized by technological developments, the emergence of new job profiles, and increasing opportunities for employment and self-employment - is a major goal of the EHEA. We need to ensure that, at the end of each study cycle, graduates possess competences suitable for entry into the labour market which also enable them to develop the new competences they may need for their employability later in throughout their working lives. We will support higher education institutions in exploring diverse measures to reach these goals, e.g. by strengthening their dialogue with employers, implementing programmes with a good balance between theoretical and practical components, fostering the entrepreneurship and innovation skills of students and following graduates’ career developments. We will promote international mobility for study and placement as a powerful means to expand the range of competences and the work options for students.
• Making our systems more inclusive is an essential aim for the EHEA as our populations become more and more diversified, also due to immigration and demographic changes. We undertake to widen participation in higher education and support institutions that provide relevant learning activities in appropriate contexts for different types of learners, including lifelong learning. We will improve permeability and articulation between different education sectors. We will enhance the social dimension of higher education, improve gender balance and widen opportunities for access and completion, including international mobility, for students from disadvantaged backgrounds. We will provide mobility opportunities for students and staff from conflict areas, while working to make it possible for them to return home once conditions allow. We also wish to promote the mobility of teacher education students in view of the important role they will play in educating future generations of Europeans.
• Implementing agreed structural reforms is a prerequisite for the consolidation of the EHEA and, in the long run, for its success. 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. Full and coherent implementation of agreed reforms at the national level requires shared ownership and commitment by policy makers and academic communities and stronger involvement of stakeholders. Non-implementation in some countries undermines the functioning and credibility of the whole EHEA. We need more precise measurement of performance as a basis for reporting from member countries. Through policy dialogue and exchange of good practice, we will provide targeted support to member countries experiencing difficulties in implementing the agreed goals and enable those who wish to go further to do so.
The governance and working methods of the EHEA must develop to meet these challenges. We ask the BFUG to review and simplify its governance and working methods, to involve higher education practitioners in its work programme, and to submit proposals for addressing the issue of non-implementation of key commitments in time for our next meeting.
We gratefully accept the commitment of France to host our next meeting in 2018 and to provide the Secretariat of the EHEA from July 2015 through June 2018.
Ministers welcome the application of Belarus to join the EHEA and in particular its commitment to implement reforms, 16 years after the launch of the Bologna Process, to make its higher education system and practice compatible with those of other EHEA countries. On that basis, Ministers welcome Belarus as a member of the EHEA and look forward to working with the national authorities and stakeholders to implement the reforms identified by the BFUG and included in the agreed road map attached to Belarusian accession. Ministers ask the BFUG to report on the implementation of the roadmap in time for the 2018 ministerial conference.
Finally, we take note with approval of the reports by the working groups on Implementation, Structural reforms, Mobility and internationalization, and the Social dimension and lifelong learning, as well as by the Pathfinder group on automatic recognition. We adopt the measures included in the Appendix and take this opportunity to underline the importance of all members and consultative members participating fully in the work of the BFUG and contributing to the EHEA work programme.

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ESU reveals students’ perspectives on the EHEA and welcomes the Yerevan Communique

ESU - European Students' UnionThe European Students’ Union released Bologna with Student Eyes 2015 in light of the Ministerial Conference and Fourth Bologna Process that took place in Yerevan, Armenia between 14 and 15 May 2015.  The event concluded with an endorsement of the Yerevan Communique, an agreement which sets higher education priorities, including students’ rights, for the period up to 2018.
According to the newly released Bologna With Student Eyes, after more than 15 years, the goals of the Bologna Declaration remain largely unfulfilled. The major challenge for the Bologna Process today from the student perspective is the uneven implementation of reforms and countries’ poor follow-up on previous commitments. Additionally, unrelated, and at times unpopular national reforms have been pushed using the Bologna-name. Cuts in funding have also stopped or delayed the implementation process necessary for transforming the learning process.

For more information : http://bwse2015.esu-online.org/IntroductionStatement to the Ministerial Conference, adopted at Board Meeting 68 in Yerevan, 11 May 2015 . For more information: http://www.esu-online.org/news/article/6065/Statement-on-the-Ministerial-Conference/ESU’s Policy Paper on the Bologna Process and the European Higher Education Area, adopted at the Board Meeting 66 in Vienna, in May 2014) as part of the ESU Policy Book. For more information: http://bologna-yerevan2015.ehea.info/files/ESU%20Policy%20Paper%20on%20Bologna%20Process.pdfYerevan Communiqué, adopted on the 15th May 2015, during EHEA Ministerial Summit and Fourth Bologna Policy Forum
http://bologna-yerevan2015.ehea.info/files/YerevanCommuniqueFinal.pdf. More...

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26 mai 2015

European Ministers adopt the Yerevan Bologna Communiqué

Strong Universities for EuropeOn Friday 15 May, European Education Ministers adopted a new Bologna Communiqué. It acknowledges achievements since their last meeting in Bucharest in 2012, and sets out their commitments for the next phase. Together with representatives of countries from outside the EHEA, they also adopted the Bologna Policy Forum Statement.
While some Ministers may feel that there are more urgent issues than Bologna, university leaders tend to be more positive about the process today than some years ago. This is one of the conclusions from the recently launched EUA Trends 2015 Report.
There was also a strong and unanimous agreement that higher education has a broader and multiple role to play, and that the Bologna Process should include the issue of civic education, and also focus on conditions and factors that can support the quality of education, and of the student experience, including the link between education and research, the role of university staff and digitalisation. In this regard, EUA presented the 2014 study on e-learning and similar results from the Trends 2015 Report during the conference. The report confirms that universities devote increased attention to learning and teaching and that ICT is perceived – next to internationalisation – as one of the key drivers for change and enhancement.
For further information please click here. More...

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24 mai 2015

The European Higher Education Area in 2015: Bologna Process Implementation Report

Bologna Process - European Higher Education AreaThis report gives a snapshot of the state of implementation of the Bologna Process from various perspectives across the 47 countries of the European Higher Education Area (EHEA). It provides comprehensive qualitative information and statistical data, and covers all main aspects of higher education reforms aiming at a well-functioning EHEA. The report has been developed by Eurydice, Eurostat and Eurostudent for the Ministerial Conference in Yerevan (14-15 May 2015) and the work has been overseen by the Bologna Follow-Up Group (BFUG). For the 2015 Bologna Process Implementation Report, please click here.
The Bologna Process
The Bologna Declaration was signed in 1999 by ministers responsible for higher education from 29 European countries. However its origins lie a year further back in the Sorbonne Conference and Declaration of 1998. These events and texts set in motion a European cooperation process that has radically changed higher education. Reforms have affected countries within and beyond Europe, and the number of official signatory countries has risen to 47.
The chart above outlines the main milestones and commitments of the ministerial conferences within the Bologna Process up to 2012. It illustrates that several main themes can be followed throughout the process – mobility of students and staff, a common degree system, the social dimension, lifelong learning, a European system of credits, quality assurance, the social dimension of higher education and the development of Europe as an attractive knowledge region.
The Bucharest Communiqué (1) sets clear policy goals for these main action lines. These goals and objectives are all addressed in the report, and the combined analysis across the seven chapters aims to present a picture of the current reality of the European Higher Education Area.
Report outline
This report has been prepared for the European Ministerial Conference in Yerevan, Armenia on 14-15 May 2015. It provides a snapshot of the state of implementation of the Bologna Process from various perspectives using data collected in the first half of 2014. It provides both qualitative information and statistical data, and covers all main aspects of higher education reforms aiming at a well-functioning European Higher Education Area.
The report is a successor to the first Bologna Process Implementation Report (2012) and has been developed through collaboration between the Bologna Follow-up Group (BFUG) and Eurostat, Eurostudent and Eurydice, commonly referred to as 'the data collectors'.
The work of the data collectors has been overseen by the Bologna Follow-up Group (BFUG), and specifically by a working group established to guide all aspects of the reporting process. The group was co-chaired by Germain Dondelinger (Luxembourg) and Andrejs Rauhvargers (Latvia). Close collaboration was also established with all BFUG working groups.
Qualitative information was gathered through an extensive questionnaire addressed to BFUG members. This was submitted, after consultation with all relevant national actors, by the Bologna representatives in 46 countries between February and May 2014. No information was provided by Ukraine. For the United Kingdom and Belgium, two responses each were submitted. The United Kingdom (England, Wales and Northern Ireland) is therefore treated as a separate higher education system to that of Scotland, while the Flemish and French Communities of Belgium are also considered as distinct higher education systems. However where statistical data is combined for Belgium and the United Kingdom in Eurostat's database, it is also presented in a combined form in this report.
The qualitative data is based mainly on official information about legislation, regulations and national policies, and in some cases country representatives are asked to report on their perception of specific aspects of higher education reality. Eurostat data is extracted from the UOE, LFS and EU-SILC data collections (2). Moreover, Eurostat, working through a consortium led by Sogeti, Luxembourg, undertook a specific data collection in 2014 for the EHEA countries that are not part of regular data gathering exercises. Eurostudent data is provided by the Eurostudent V survey and focuses on the social and economic conditions of student life in Europe.
The reference year 2013/14 is applicable for qualitative data throughout the report, as well as for Eurostudent indicators. Eurostat statistical indicators use 2012 as the most recent reference year, with other years shown where relevant to provide an overview of trends.
The report is divided into seven thematic chapters, based largely on the structure established for the 2012 Implementation Report. Each chapter has an introduction presenting the relevance of the topic in the Bologna Process, the commitments made in the Bucharest Communiqué, and the main findings of the 2012 Implementation Report. The chapter then presents information through comparative indicators whose purpose is to describe the state of implementation in all countries from various perspectives. The text explains main developments, highlights issues regarding implementation, and provides examples of practice that may be of general interest.
The majority of indicators were developed for the 2012 Implementation Report, and are updated in this report to allow changes to be more easily visible. A number of new indicators have also been developed to investigate more recent policy priorities more thoroughly. These can be found particularly in chapters 6 (Effective Outcomes and Employability) and 7 (Internationalisation and Mobility). Among the indicators presented in the report are 13 ‘scorecard indicators’ that are designed to track country progress in implementing Bologna policy commitments. Nine of these indicators were established in the first decade of the Bologna Process. The other four have been developed for this report to reflect more recent priority commitments. These are, Figure 3.7, Scorecard indicator n°6: Level of openness to cross border quality assurance activity of EQAR registered agencies; Figure 4.10, Scorecard indicator n°10: Measures to support the participation of disadvantaged students, 2013/14; Figure 7.35, Scorecard indicator n°12: Portability of public grants and publicly subsidised loans and Figure 7.38: Scorecard indicator n°13: Financial mobility support to disadvantaged students.
The Reporting Working Group also began work on developing scorecard indicators on the topics of ‘automatic’ recognition of qualifications and internationalisation. However, the data collected in relation to these topics was not sufficiently precise to produce new scorecard indicators at this stage. This work will therefore be continued and refined for the next edition of the Implementation Report. For the 2015 Bologna Process Implementation Report, please click here.

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15 mai 2015

"Bologna-Konferenzen werden zunehmend weniger wahrgenommen"

Deutschlandfunk LogoIsabella Albert im Gespräch mit Benedikt Schulz. Vor der Bologna-Folgekonferenz im armenischen Jerewan treffen sich die europäischen Studierendenvertretungen. Isabella Albert vom Freien Zusammenschluss der StudentInnenschaften erhofft sich, dass Themen diskutier werden, die Einfluss auf die Studierenden haben. Bei der Umstellung auf den Bachelor sei weder der Name noch die Studiendauer das Problem, sondern was die Hochschulen daraus machen würden. Mehr...

Posté par pcassuto à 15:13 - - Permalien [#]

11 mai 2015

Bologna needs renewed focus

By Tibor Navracsics. Over the past 15 years, the Bologna Process has turned into the most far-reaching reform the education community has ever experienced – creating a European space of university cooperation based on quality, openness and mutual trust: the European Higher Education Area. Read more...

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02 mai 2015

ATHENA Dissemination Event

Bologna Process - European Higher Education AreaTimely planned after the Regional Benchmarking Forum and on the eve of the Bologna Ministerial Conference, ATHENA Dissemination Event will take place on 13 March (17:00-18.30) at Yerevan State University.
On 12 and 13 May about 100 representatives from Tempus ATHENA partner universities and ministries will come together for the Regional Benchmarking Forum in Yerevan, Armenia. The purpose of the event which will be hosted by Yerevan State University, is to take stock of the progress achieved with regard to university autonomy, governance and funding in the three partner countries Armenia, Moldova and Ukraine throughout the past three years. The event will look both at policy development at system level as well as the implementation at institutional level showcasing concrete examples from the universities that are part of the consortium. Besides this representatives from the partner universities in the EU will provide their perspectives on how to continue the reform processes. The aim is to fill the national policy road-maps that have been developed as part of the project with life and propose some concrete steps for further action beyond the projects lifetime. More...

Posté par pcassuto à 16:20 - - Permalien [#]

28 avril 2015

Ich bin Professor und mag meine Studenten

Ein Gastbeitrag von Rüdiger Bachmann. Studenten-Bashing liegt bei Dozenten im Trend. Unser Autor hält dagegen. Über die Liebe zum Professorenjob und Studenten, die erwachsener sind als zu seinen Zeiten. Mehr...

Posté par pcassuto à 21:27 - - Permalien [#]

Bologna, Geschichte einer Enttäuschung

Eine Übersicht der Frustrierten von Lena Klimkeit. Sie wollten unbedingt jüngere Absolventen, nun sind selbst Unternehmen unzufrieden mit dem Bachelor. Allein sind sie nicht. Mehr...

Posté par pcassuto à 21:22 - - Permalien [#]