With the Leuven/Louvain-la-Neuve Communiqué the Ministers decided that in the future, the Bologna Process would be co-chaired by the country holding the EU presidency and a non-EU country. To put this decision into practice, the Bologna Follow-up Group at its meeting in Stockholm on 28-29 September 2009 agreed:
|1 July – 31 December 2010||Belgium||Albania||Romania|
|1 January - 30 June 2011||Hungary||Andorra|
|1 July – 31 December 2011||Poland||Armenia|
|1 January - 30 June 2012||Denmark||Azerbaijan|
|1 July – 31 December 2012||Cyprus||Bosnia and Herzegovina||Armenia|
|1 January - 30 June 2013||Ireland||Croatia|
|1 July – 31 December 2013||Lithuania||Georgia|
|1 January - 30 June 2014||Greece||Kazakhstan|
|1 July – 31 December 2014||Italy||Holy See|
|1 January - 30 June 2015||Latvia||Iceland|
|1 July – 31 December 2015||Luxemburg||Liechtenstein||Host of 2018 Ministerial Conference (not known yet)|
|1 January - 30 June 2016||Netherlands||Moldova|
|1 July – 31 December 2016||Slovakia||Montenegro|
|1 January - 30 June 2017||Malta||Norway|
|1 July – 31 December 2017||United Kingdom||Russian Federation|
|1 January - 30 June 2018||Estonia||Serbia|
|1 July – 31 December 2018||Bulgaria||Switzerland||Host of 2020 Ministerial Conference (not known yet)|
|1 January - 30 June 2019||Austria||“the former Yugoslav Republic of Macedonia”|
|1 July – 31 December 2019||Romania||Turkey|
|1 January - 30 June 2020||Finland||Ukraine|
Sjur BERGAN – Council of Europe
Noël Vercruysse – Belgium/Flemish Community
Friedrich Bechina – Holy See
Bartłomiej Banaszak – Poland
Armenia, Austria, Belgium/French Community Federation Wallonia-Brussels, Bulgaria, Croatia, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Ireland, Kazakhstan, Lithuania, Moldova, the Netherlands, Portugal, Romania, Slovak Republic, Spain, Sweden, Switzerland, Turkey, UK, Ukraine, BUSINESSEUROPE, European Commission, Education International, ENQA, EQAR, ESU, EUA, EURASHE.
The Working Group on Structural Reforms is mandated to develop proposals for policy and practice aiming to improve instruments for structural reform (QF, QA, recognition of qualifications, transparency instruments) and the coherence between the main elements of structural reform within the European Higher Education Area as well as to oversee and advice the BFUG on the implementation of structural reforms.
The Working Group should consider structural reforms in relation to the major purposes of higher education:
- Preparing for employment;
- Preparing for life as active citizens in democratic societies;
- Personal development;
- The development and maintenance of a broad, advanced knowledge base;
as well as the three missions:
- teaching and learning;
- service to society.
It should furtherbe guided by the following policy considerations
- Students, employers and society at large want more objective, reliable and high quality information about higher education;
- There is an increasing societal expectation of Higher Education Institutions that they enhance the employability of graduates and provide students with skills relevant to the labour market;
- There is a need to adapt the Bologna goals and instruments for structural reforms to the ever changing context of higher education and of our societies and to the evolving needs within the EHEA;
- There is a need to build trust and confidence in higher education;
- The relationship between the structural reforms developed within the EHEA and their impact on other regions needs to be considered;
- There is a need for a more supportive environment for academic staff and students;
- Higher Education needs to contribute to Lifelong Learning.
- Consider and make recommendations on specific issues of policy and practice related to quality assurance, qualifications frameworks, recognition of qualifications and transparency instruments and their mutual interaction;
- Consider how the development and implementation of learning outcomes impact on and may strengthen the coherence between the policy areas covered by the WG;
- In consultation with the ENIC and NARIC Networks and the Network of national QF correspondents, develop policy proposals aiming to improve the interaction between qualifications frameworks and the recognition of qualifications;
- The EQF Advisory Group and the BFUG working group on Structural Reforms, in co-operation with ENQA and EQAVET, should review and make proposals to strengthen the common principles of quality assurance to be applied across HE and VET.
- Develop policy proposals aiming to improve transparency instruments for describing individual qualifications as well as higher education systems, in particular as concerns the Diploma Supplement and the ECTS. In this, the Working Group should establish cooperation with the institutions and bodies charged with the oversight and implementation of the relevant transparency instruments;
- As appropriate, provide input to the WGs responsible for mobility and internationalization; the social dimension and lifelong learning on the role of structural reforms as well as to the Working Group on implementation in furthering the goals of these groups;
- Consider and make recommendations on the interaction between the structural reforms and transversal issues, i.a. employability and the global dimension;
- Consider and make recommendations concerning third cycle qualifications, the review the ECTS Users’ Guide, the Recognition of Prior Learning and the implementation of qualifications frameworks on the basis of proposals by the relevant sub structures.
- Consider and make proposals concerning joint degrees and programmes on the basis of suggestion by a small ad-hoc group reporting to the working groups on Structural Reforms and Mobility and Internationalization.
- Comment, as appropriate, on draft amendments to the European Standards and Guidelines prepared by the Steering Committee (E4 plus EQAR, EI, BUSINESSEUROPE).
- Help identify and set priorities for peer learning activities concerning structural reforms;
- Organize, or stimulate the organization of, Bologna conferences, mini-seminars, peer learning activities and events on issues related to structural reforms;
- Consider developments in relation to EQAR-registered quality assurance agencies operating in countries other than their countries of origin and make policy proposals or recommendations, as appropriate;
- As appropriate, commission research to support its work;
- Maintain contact with and, as needed, oversee the work of any sub groups established to address specific aspects of structural reforms;
- Advice the BFUG on any issues referred to it by the BFUG;
- Submit proposals to the 2015 Ministerial conference, through the BFUG, aiming to improve the coherence of the structural reforms within the EHEA.
2012-2015 ToR_Structural Reforms WG
- Malta Referencing Report Revised
- 2009-2012 Qualifications Frameworks WG Report
- Latvia Referencing Report (ENG)
- Latvia Referencing Report (LV)
- Lithuanian and European Qualifications Framework Referencing Report (ENG)
- Lithuanian and European Qualifications Framework Referencing Report (LT)
- Estonian Referencing Report (ENG)
- The referencing document of The Dutch National Qualification Framework to the European Qualification Framework
- Referencing of the Malta Qualifications Framework (MQF) to the European Qualifications Framework (EQF) and the Qualifications Framework of the European Higher Education Area (QF/EHEA)
- Italian Qualification Framework English. More...
Brian Power - Ireland
Elisabeth Gehrke - ESU
Armenia, Austria, Belgium/Flemish Community, Croatia, Cyprus, Denmark, Finland, France, Germany, Hungary, Kazakhstan, Latvia, Lithuania, Moldova, Norway, Romania, United Kingdom, Ukraine, EC, EI, EUA, EURASHE.
(With reference to the sections of the Communiqué on “Providing quality higher education for all”, “Enhancing employability to serve Europe’s needs” and “Setting out priorities for 2012-2015”)
In the Bucharest Communiqué, in undertaking to provide quality higher education for all, EHEA Ministers observed, “…widening access to higher education is a precondition for societal progress and economic development. We agree to adopt national measures for widening overall access to quality higher education. We will work to raise completion rates and ensure timely progression in higher education in all EHEA countries…”
Ministers also re-confirmed the declared objective of the social dimension as already outlined at the London and Leuven/Lovain-la-Neuve Ministerial Communiqués – that the student body entering and graduating from higher education institutions should reflect the diversity of Europe’s populations.
Ministers also agreed to step up their efforts towards underrepresented groups to develop the social dimensionof higher education, reduce inequalities and provide adequate student support services, counselling and guidance, flexible learning paths and alternative access routes, including recognition of prior learning.
In setting out the specific priorities for 2012-2015, the Ministers committed to strengthening policies of widening overall access and raising completion rates, including measures targeting the increased participation of underrepresented groups. The Ministers also 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.
The Ministers further committed to enhance the employabilityand personal and professional development of graduates throughout their careers. In that regard, they asserted that lifelong learning (LLL) is one of the important factors in meeting the needs of a changing labour market, and acknowledged that higher education institutions play a central role in transferring knowledge and strengthening regional development, including by the continuous development of competences and reinforcement of knowledge alliances.
· To mobilise the cooperation of all relevant actorsin pursuing efforts to promote greater access, participation and completion rates in higher education for all students.
· To fulfil the Ministerial commitment to adopt national measures for widening overall access to quality higher education by supporting EHEA countries in their work to develop and implement national access plans or strategies.
· To support the development of common approaches in monitoring the implementation of national access plans by elaborating core indicatorsthat may be used for measuring and monitoring the relevant aspects of the social dimension in higher education.
· To promote the development and implementation of institution-level strategies for widening access, targeting the increased participation of underrepresented groups and raising completion rates.
· To support and guide the implementation of a pilot project (PL4SD) to facilitate peer learning on the social dimension of higher educationwhich will assist EHEA countries in developing, implementing and monitoring social dimension policies.
· To contribute to the development of structured peer review processes across EHEA countries and institutions.
· To address the emerging pedagogical and didactical requirements to support the needs of a more diverse student population and improve their completion rates, through practical recommendations on implementing student-centred learning (SCL).
· To address aspect of employability by advancing implementation of Bologna reforms and raising awareness on the purpose of those among stakeholders (including employers).
· To help to identify and set priorities for peer learning and peer review activities concerning the areas of the social dimension and lifelong learning.
- BFUG_HU_AD_24_9.4_Social Dimension WG ToR
- Catalogue of good practices in Social Dimension implementation in Higher Education
- 2012 Social Dimension Working Group Report
- Proposal for a pilot project to Promote Peer Learning on the Social Dimension of Higher Education in Europe
- 2012-2015 ToR_Social Dimension and Lifelong Learning WG
- Brennan, J. et al. (2010): Higher Education and Society - A research report. Higher Education and Society: a research report March 2010 – CHERI; www.open.ac.uk/cheri/documents/HigherEducationandSociety.pdf
- Harris, M. et all (2010) What more can be done to widen access to highly selective universities?; www.offa.org.uk/wp-content/uploads/2010/05/Report-on-access-to-highly-selective-universities.pdf
- Jan Koucký, Aleš Bartuŝek, and Jan Kovařovic (2010): Who gets a degree? Access to tertiary education in Europe 1950-2009, Education Policy Center; www.strediskovzdelavacipolitiky.info/download/Whogetsadegree.pdf
- Larcinese, Valentino (2007) A Discrepancy Index for the Study of Participation with an Application to the Case of Higher Education in Italy, Social Indicators Research, 88(3), 483-496.  *, London School of Economics and Political Science; personal.lse.ac.uk/LARCINES/fulltextSIR.pdf
- OECD (2010) A Family Affair: Intergenerational Social Mobility across OECD Countries, http://www.oecd.org/dataoecd/2/7/45002641.pdf;
- Scott, Peter (2009): Access in Higher Education in Europe and North America: Trends and Developments, [Paper prepared for the UNESCO Forum on Higher Education in the Europe Region: Access, Values, Quality and Competitiveness, 21-24 May 2009, Bucharest, Romania] www.cepes.ro/forum/pdf/Scott_access.pdf;
- Access and Equity: Comparative Perspectives Chapter Title* Measuring Access and Equity from a Comparative Perspective Summary of the book: https://www.sensepublishers.com/files/9789460911866PR.pdf;
- Eurostudent III 2005-2008, Social and Economic Conditions of Student Life in Europe Synopsis of indicators, Bielefeld www.his.de/pdf/pub_vt/21/2009-05-05_vortrag_unger_gwosc.pdf.
- Eurostat & Eurostudent (2009): The Bologna Process in Higher Education in Europe: Key indicators on the social dimension and mobility“ http://www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/2009_Eurostat_Eurostudent_social_dimension_and_mobility_indicators.pdf
- Eurydice (2010): Focus on Higher Education in Europe: The Impact of the Bologna Process. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/122EN.pdf
- EUA (2010), Trends 2010: A decade of change in European Higher Education, by Andrée Sursock & Hanne Smidt http://www.ond.vlaanderen.be/hogeronderwijs/bologna/2010_conference/documents/EUA_Trends_2010.pdf
- EUA (2007), Trends V: Universities shaping the European Higher Education Area, Publication. European University Association, Brussels, David Crossier, Lewis Purser, Hanne Smidt http://www.eua.be/fileadmin/user_upload/files/Publications/Final_Trends_Report__May_10.pdf
- ESU (2010), Bologna at the Finish Line – An account of ten years of European Higher Education Reform; Brussels http://esu.ukmsl.net/resources/6068/Bologna-at-the-Finish-Line/
- ESU (2009), Bologna With Student Eyes, Brussels. http://esu.ukmsl.net/resources/6068/Bologna-With-Student-Eyes-2009/
Reporting on the Bologna Process Implementation read more
Austria, Belgium/Flemish Community, Finland, France, Germany, Kazakhstan, Lithuania, Moldova, Norway, Romania, Turkey, UK, Ukraine, BUSINESSEUROPE, EC, EI, ENQA, EQAR, ESU, EUA, EURASHE, EUROSTAT, EUROSTUDENT and EURYDICE.
To further refine the methodology of monitoring and measuring progress:
to provide reliable, comparable data and to take stock of progress towards realising the European Higher Education Area and the strategy "Mobility for better learning";
to make further progress in the construction of a structured and standardised monitoring system consisting of indicators and qualitative analysis
to allow for comparisons to be made between countries and to allow for monitoring changes over time within countries as well as between countries;To prepare an overall report on the implementation of the Bologna Process for 2015, integrating data collected by EUROSTAT, EUROSTUDENT and EURYDICE.
To analyse the experience in data collection and processing in the 2009-2012 period with a view to optimize and further improve the methodology;
To identify the key issues to be covered by the report and the way in which they should be addressed (quantifiable indicators or qualitative analysis) according to the call of ministers to "more targeted data collection and referencing against common indicators, particularly on:
- the social dimension,
- lifelong learning,
- portability of grants/loans and
- student and staff mobility."
To specify the indicators to measure progress in the 2012-2015 period and data required;
To define the survey questionnaire which should
- be based on a refined 2009-2012 questionnaire where possible to ensure continuty;
- allow collection of information from the Bologna countries including the areas ministers underlinned above.
To assist Eurydice in drafting the overall report for approval by the BFUG in advance of the 2015 ministerial conference.
BFUG_HU_AD_24_9.1a Reporting timeline
BFUG_HU_AD_24_9.1b_Reporting WG update
News and documents. More...
Andorra, Armenia, Austria, Belgium/Flemish Community, Belgium/French Community, Bulgaria, Croatia, Czech Republic, Denmark, Estonia, France, Germany, Iceland, Ireland, Latvia, Malta, Moldova, Poland, Romania, Slovakia, Sweden, Switzerland, Rectors’ Conference of the Swiss Universities, The Netherlands, Turkey, UK, UK/Scotland, Scottish Social Services Council, European Commission, EUA, EURASHE, UNESCO
- To help promote and inform about practices and effective implementation and use of RPL across the EHEA.
- To provide a platform for EHEA countries to share and learn from policies and practices on RPL development within the context of Lifelong Learning, widening participation and workforce development.
- To build links and partnerships between EHEA countries at various stages in RPL development.
To elaborate strategies on how to develop and promote practice of RPL across the EHEA countries, including measures for removing various limitations leading to the award of complete HE qualifications.
- To build links between EHEA countries at various stages in RPL development.
- To liaise with other relevant EHEA networks and working groups, in particular the BFUG Working Group on Structural Reforms.
ToR of ERPLN
BFUG_HU_AD_24_9.7 RPL Network update
BFUG_PL_AM_26_4.9_RPL Network update. More...
Jean-Philippe RESTOUEIX - Council of Europe
- All countries of the EHEA are invited to appoint one or more members of the Network. Members should have responsibilities as concerns the development and implementation of the national qualifications framework in their home countries. In cases where countries develop comprehensive frameworks, the responsibilities of the national correspondent(s) should include the higher education part of the national framework. Where the national correspondents do not have overall responsibility for the development and implementation of the comprehensive framework, they should maintain close contacts with those exercising this responsibility and/or with the National Contact points of the European Qualifications Framework for lifelong learning (EQF).
- The European Commission and CEDEFOP are invited to participate in the meetings of the Network with specific reference to their responsibility for the implementation of the European Qualifications Framework for lifelong learning (EQF) and the follow-up of developments of national qualifications framework for lifelong learning.
- Consultative members of the BFUG as well as the ENIC Bureau/NARIC Advisory Board and the European Training Foundation are also invited to participate in the plenary meetings of the Network.
- The Chair may invite individual experts or organizations to participate in meetings of the Network on an ad hoc basis and with specific reference to their role in relation to one or more items of the agenda of that meeting.
The Network should facilitate the sharing of experience in the development of national qualifications frameworks compatible with the overarching framework of qualifications of the EHEA (QF-EHEA) as well as with the EQF. It should provide a forum for national correspondents to exchange experience and to discuss issues of particular relevance to the development and implementation of national frameworks. The Network should seek to further cooperation with the National Coordination Points (NCPs) of the EQF. It should report to the BFUG on its activities and may submit suggestions on policy and practice concerning qualifications frameworks.Specific Tasks
- further contacts and cooperation between national correspondents of member countries;
- further the exchange of experience and provide a platform for discussion of issues of particular relevance to the development and implementation of national frameworks compatible with the QF-EHEA;
- as required, offer advice on the development and implementation of national frameworks compatible with the QF-EHEA;
- further and stimulate cooperation with the EQF-LLL, in particular with its National Coordination Points;
- exchange experience with and provide mutual support for the self certification of national qualifications frameworks;
- stimulate the organization of Bologna conferences and events on issues related to qualifications frameworks and its relation with other key elements of the process as learning outcomes, Quality assurance….
- as appropriate, advice the BFUG on matters concerning qualifications frameworks;
- coordinate requests for assistance, including as regards self certification of national frameworks against the overarching framework of qualifications of the EHEA.
2012-2015 ToR_Network of National Correspondents
Bologna Process - Working Groups and Networks - NESSIE - Network of Experts on Student Support in Europe
Marina Crnčić Sokol
Austria, Belgium /Flemish Community, Belgium/French Community, Croatia, Czech Republic, Denmark, England, Finland, France, Georgia, Germany, Ireland, Lithuania, Luxembourg, Montenegro, the Netherlands, Norway, Poland, Romania, Scotland, Slovenia, Spain, Sweden, EC, ESU, EUA.
· To contribute to the implementation of the full portability of national grants and loans through strengthening EHEA countries’ national policies.
· To offer practical solutions for EHEA countries with regard to the implementation of schemes of portable student support.
· To share information on developmentsand examples of good practice in relation to the portability of student grants and loans in orderto ensure balanced and sustainable mechanisms to support the mobility of students.
· To raise issues of common concern in relation to the portability of student support.
· To support the student body entering and graduating from higher education institutions to reflect the diversity of Europe's populations, reduce inequalities and provide adequate student support services.
· To provide comprehensive and update information on grants and loans systems of EHEA countries in the form ofCountry Information Templates available inpublic and restricted areasofthe EHEA website(http://www.ehea.info/wrk-news-and-documents.aspx?wkgroupId=15).
· To explore ways to ensure sufficient financial support for equal access and balanced mobility within EHEA,including measures targeting the increased participation of underrepresented groups.
· To contribute toexpanding mobilityfunding, particularly on finding a common approach with regard to portable student support.
· To consider and make recommendations towards the full portability of national grants and loans across the EHEA, especially in support of the WG Mobility’s efforts in this direction.
· To contribute to the implementation of the strategy of “Mobility for better learning”.
· To promote further internationalisation developments and the international attractiveness of the EHEA by overcoming financial obstacles.
- Outcomes: NESSIE's Country Information Templates - available here
- 2009-2012 NESSIE Report
- NESSIE_Activity Report_2011-2013
- NESSIE - Review of Country Information Templates
- NESSIE Overview Sheet
- Information template - Template for Public Information - Ireland
- Information template - Template for Public Information - Austria
- Information template - Template for Public Information - Belgium Flemish Community
- Information - Template for Public Information - Croatia
- Information - Template for Public Information - Denmark
- Information template - Template for Public Information - England
- Information - Template for Public Information - Finland
- Information - Template for Public Information - France
- Information - Template for Public Information - Germany
- Information - Template for Public Information - Norway
- Information - Template for Public Information - Romania
- Information - Template for Public Information - Sweden
- Information template - Template for Public Information - Belgium French Community
- Information template - Template for Public Information - Poland
- Information template - Template for Public Information - Slovenia
- Addendum to the NESSIE report
- Information template - Template for Public Information - Lithuania
- Information template - Template for Public Information - The Netherlands
- Information template - Template for Public Information - Scotland
- Information template - Template for Public Information - Georgia
- Information template -Template for Public Information - Montenegro
- Information template - Template for Public Information - Spain. More...
The group will be made up of a wide range of countries and should be balanced with regard to EU and Non-EU Bologna countries, geography and size. The group should include members of the 2010-2012 working group as well as new members.
The following countries and organisations expressed their willingness to participate in the WG: Armenia, Belgium/Flemish Community, Belgium/French Community, Cyprus, Denmark, France, Hungary, Ireland, Italy, Kazakhstan, Lithuania, Moldova,Netherlands, Poland, Romania, Slovenia, Turkey, UK, Council of Europe, EC, ENQA, ESU, EUA, EI, EQAR, Business Europe.
- To contribute to the implementation of the EHEA Strategy “Mobility for better Learning” at national and European level and to assist in the reporting to Ministers in 2015 on the progress made,
- To support countries in their national implementation efforts regarding the mobility strategy,
- To contribute to the evaluation of the strategy “EHEA in a Global Setting” and to the further internationalisation of the EHEA,
- To review the Bologna Policy concept with the aim of further improving policy dialogue with non-EHEA countries.
- To propose to the BFUG guidelines on staff mobility, including a definition of “staff” and an analysis of current barriers to staff mobility, as well as a set of potential measures to overcome them,
- To contribute to the national implementation of selected measures of the mobility strategy by facilitating peer learning, exchange of good practices and regional cooperation,
- To examine ways of overcoming existing mobility obstacles, such as the application of transparency instruments and practices relating to joint programmes,To explore options of improving the information on study programmes and admission systems in the EHEA (measure 8 of the mobility strategy),
- To explore whether a common approach on the portability of grants, loans and scholarships is feasible and to be recommended,
- To contribute to the reporting exercise on the implementation of the mobility strategy, in particular by assisting the WG on reporting in drafting a suitable questionnaire as well as by proposing conclusions on the progress made and further action,
- To examine options of assessing and improving the international attractiveness of the EHEA inter alia by examining whether a target on mobility into the EHEAis feasible and to be recommended,
- To propose to the BFUG guidelines for further internationalisation developments in the EHEA,
- Consider and make proposals concerning joint degrees and programmes on the basis of suggestion by a small ad-hoc group reporting to the working groups on Mobility and Internationalisation and Structural Reforms,
- Help identify and set priorities for peer learning activities concerning mobility and internationalisation.
BFUG_HU_AD_24_9.2a_Mobility WG update
BFUG_HU_AD_24_9.2b Mobility timeline
Working Paper on Mobility Strategy 2020 for EHEA
2009-2012 Mobility WG Report
EHEA Mobility Strategy 2020
2012-2015 ToR_Mobility and Internationalisation WG
News and documents. More...
- The following countries/organisations are members of the Ad-hoc WG:
Armenia, Austria, Belgium/Flemish Community, Belgium/French Community, Croatia, Czech Republic, Denmark, France, Germany, Holy See, Hungary, Ireland, Moldova, Poland, Ukraine, United Kingdom, EUA, EI, European Commission, EURODOC.
Map the current implementation of the third cycle in the EHEA, in the light of the “Salzburg II recommendations” and the Principles for Innovative Doctoral Training;
Formulate policy proposals to promote quality, transparency, employability and mobility in the third cycle, on the basis of the outcomes of the previous point and taking into account the developments foreseen within the ERA by Horizon 2020 and other EU initiatives.
Formulate policy proposals to improve the transition between the second and the third cycle, with the aim to strengthen the link between education and research.
1. In cooperation with EUA and the European Commission, analyse the current state of doctoral studies in EHEA countries, taking account of the two reference documents – the Salzburg II Recommendations and the Principles for Innovative Doctoral Training.
2. Starting from the information provided by the existing National Qualifications Frameworks, map: i) the diverse kind of third cycle degrees offered by HEIs and possible pathways connecting them; ii) different types of doctoral programs in order to formulate policy proposals to improve existing models and instruments.
3. Explore and make proposals for strengthening the link between the second cycle and third cycle in order to facilitate progression, the development of research competencies and timely recruitment to doctoral programs.
4. Explore and make proposals concerning quality and quality assurance procedures in Doctoral training, in cooperation with relevant stakeholders.
5. Formulate policy proposals to increase the use of existing transparency tools for third cycle degrees, based on existing good practices in the field, and explore new instruments to increase transparency of third cycle degrees.
6. Examine third cycle degrees with the view to identify , with a specific focus on Doctoral studies, the barriers and incentives to international mobility and define policy proposals for improvement.
7. Analyse the results achieved by the different profiles of third cycle degrees offered, with a specific focus on Doctoral Degrees, and define policy proposals to improve their employability.
Make other policy proposals related to the third cycle, as appropriate, such as sustainable funding for third cycle education or candidate recruitment practices.
2012-2015 ToR_Third Cycle Ad-Hoc WG. More...