Representatives of sub structures under the Structural Reforms WG should be involved in its work as required. Purpose

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;
• research;
• 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.

Specific Tasks

1. 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;
2.  Consider how the development and implementation of learning outcomes impact on and may strengthen the coherence between the policy areas covered by the WG;
3.  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;
4. 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.
5. 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;
6.  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;
7. Consider and make recommendations on the interaction between the structural reforms and transversal issues, i.a. employability and the global dimension;
8. 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.
9. 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.
10. Comment, as appropriate, on draft amendments to the European Standards and Guidelines prepared by the Steering Committee (E4 plus EQAR, EI, BUSINESSEUROPE).
11. Help identify and set priorities for peer learning activities concerning structural reforms;
12. Organize, or stimulate the organization of, Bologna conferences, mini-seminars, peer learning activities and events on issues related to structural reforms;
13. 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;
14. As appropriate, commission research to support its work;
15. Maintain contact with and, as needed, oversee the work of any sub groups established to address specific aspects of structural reforms;
16. Advice the BFUG on any issues referred to it by the BFUG; 
17. Submit proposals to the 2015 Ministerial conference, through the BFUG, aiming to improve the coherence of the structural reforms within the EHEA.

Last Update
2012-2015 ToR_Structural Reforms WG

News and documents.

Documents

• 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...

• 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

News and documents.

Online Sources

• 2009-2012 Social Dimension WG Report
• Proposal for a Peer Learning Initiative on the Social Dimension of HE in Europe
• Evolving Diversity
• Eurydice - Modernisation of Higher Education: Funding and the Social Dimension 2011
• Key Data on Education in Europe 2012. More...

• Germain Dondelinger- Luxembourg
• Andrejs Rauhvargers - Latvia 

Composition
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.

Purpose
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. 

Specific Tasks
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:

• employability,
• the social dimension,
• lifelong learning,
• internationalisation,
• 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.

Last Update
2012 Report on the Implementation of the Bologna Process 

BFUG_HU_AD_24_9.1a Reporting timeline

BFUG_HU_AD_24_9.1b_Reporting WG update

2012-2015 ToR_Reporting on the Implementation of the Bologna Process WG

Reporting Timeline 2012-2015

News and documents. More...

• 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.

Specific Tasks

• 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.

Last Update
ToR of ERPLN

BFUG_HU_AD_24_9.7 RPL Network update

BFUG_PL_AM_26_4.9_RPL Network update. More...

Purpose

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

1. further contacts and cooperation between national correspondents of member countries;
2. 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;
3. as required, offer advice on the development and implementation of national frameworks compatible with the QF-EHEA;
4. further and stimulate cooperation with the EQF-LLL, in particular with its National Coordination Points;
5. exchange experience with and provide mutual support for the self certification of national qualifications frameworks;
6. 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….
7. as appropriate, advice the BFUG on matters concerning qualifications frameworks;
8. coordinate requests for assistance, including as regards self certification of national frameworks against the overarching framework of qualifications of the EHEA.

Last Update
2012-2015 ToR_Network of National Correspondents

News and documents. More...

· 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

Last Update
2012-2015 ToR_NESSIE

News and documents.

Documents

• 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...

Composition
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.

Purpose

• 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.

Specific Tasks

• 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.

Last Update
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.

Purpose
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.

Specific Tasks
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[1],  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[2], 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.
Last Update
2012-2015 ToR_Third Cycle Ad-Hoc WG. More...