The advisory group on “Dealing with non-implementation” is mandated to propose the best way for member countries to further their implementation in the Bologna’s key commitments. More...The advisory group on “Support for the Belarus Roadmap” co-operates with the national authorities of Belarus to help them in implementing the overarching principles of Bologna process/EHEA. More...The advisory group on “EHEA international cooperation” advices the Bologna Follow-Up Group (BFUG). It includes the Bologna policy forum in order to enhance the international dimension and prepare the 5th Bologna policy forum. More...The working group on “Policy development for new EHEA goals” is dedicated to new priorities for the future of the EHEA. The group serves as a platform for finding policies to follow new EHEA goals and innovation. The topics in the WG are focussed on new goals as adopted in the Yerevan Communiqué with a European dimension. The working group will cooperate closely with the national, European and international stakeholders. The events held in this working group have to provide policy recommendations. More...The working group on “Fostering implementation of agreed key commitments” will support implementation on agreed goals by peer learning and peer exchange events offering exchanges of good practice on the basis of the implementation report 2015 and the measures adopted in the Yerevan Communiqué. It involves national stakeholders in the activities, in order to encourage greater exchange and implementation on the ground. More...The working group on “Monitoring” will have the task to monitor and to report on the current state of implementation of the Bologna Process, as it was done in the period 2012-2015. Monitoring is critical for providing countries with a strong evidence base on the progress of implementation. The report of 2018 will constitute the basis for the period 2018-2020. More...During the Bologna follow-up group which was held in Luxembourg in September 2015, the work-plan for 2015-2018 has been adopted by the members. Taking into account the new challenges, on the basis of the Yerevan communiqué and the BFUG and Board’s preparatory work meetings, this renewing EHEA vision has given rise to the next triennial BFUG working plan: it will be a restructured organization, giving a broader place to the national stakeholders The work plan gives the main lines for the next three years establishing the topics of each working groups and advisory groups. Members were invited to announce their interest to participate at the working/advisory groups and to propose activities where needed. More...At the 2003 conference in Berlin, for the first time doctoral studies and synergies between the European Higher Education Area (EHEA) and the European Research Area (ERA) have been discussed. Whereas the Bologna Declaration referred to two cycles which include all programmes of tertiary education (“The second cycle should lead to the master and/or doctorate degree as in many European countries”), the 2003 Berlin Ministerial Communiqué consequently defined doctoral programmes as the third cycle.
Conscious of the need to promote closer links between the EHEA and the ERA in a Europe of Knowledge, and of the importance of research as an integral part of higher education across Europe, Ministers consider it necessary to go beyond the present focus on two main cycles of higher education to include the doctoral level as the third cycle in the Bologna Process. (The Berlin Communiqué, 2003)
As the first and second cycle, the third cycle is described with the Dublin Descriptors. However, no credits or range of credits have been assigned to it. Generally, in the framework of the Bologna process doctoral studies are referred to as the third cycle.
The European Higher Education Area is structured around three cycles, where each level has the function of preparing the student for the labour market, for further competence building and for active citizenship. (The Bergen Communiqué, 2005)
The third cycle includes a broad variety of doctoral phases from pure (doctoral) study programmes to fully independent research. These models have various implications for
Especially in countries and/or disciplines where traditionally free individual research dominates the doctoral phase, the individuals carrying out these projects are not regarded as students but as early stage researchers/young professionals. At the same time, occasionally it is doubted that in fully taught doctoral programmes original research remains the essence of the doctorate.
In Europe, the core element of doctoral studies in almost all disciplines for centuries had to be self-contained research including a scientific dissertation. However, with influences from overseas, a range of innovative doctoral programmes have been emerging in response to the changes in society and to challenges of a global labour market.
The core component of doctoral training is the advancement of knowledge through original research. At the same time it is recognised that doctoral training must increasingly meet the needs of an employment market that is wider than academia. (Salzburg Principles, 2005)
Before the Bologna process had started, a huge variety of national higher education degrees existed across Europe. With increasing mobility of students, more and more problems for recognition did arise.One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. Almost 60% of international doctoral students in OECD countries are enrolled in science, engineering or agriculture. The United States hosts 38% of international students enrolled in a programme at the doctoral level in OECD countries. Luxembourg and Switzerland host the largest proportion of international students, who make up more than half of their total doctoral students. International master’s and doctoral students tend to choose to study in countries investing substantial resources in research and development in tertiary educational institutions. Of all international students enrolled at the master’s or doctoral level across OECD countries, the majority (53%) are from Asia, and 23% are from China alone. More.../https%3A%2F%2Fprofilepics.canalblog.com%2Fprofilepics%2F1%2F0%2F1076071.jpg)
