What is it?
The Bologna Process is a collective effort of public authorities, universities, teachers, and students, together with stakeholder associations, employers, quality assurance agencies, international organisations, and institutions, including the European Commission. The main focus is:

• the introduction of the three cycle system (bachelor/master/doctorate)
• strengthened quality assurance and
• easier recognition of qualifications and periods of study

Why is it needed?
Widely differing education and training systems in Europe have traditionally made it hard for Europeans to use qualifications from one country to apply for a job or a course in another. Increased compatibility between education systems makes it easier for students and job seekers to move within Europe. At the same time, the Bologna reforms help to make European universities and colleges more competitive and attractive to the rest of the world. The Bologna Process also supports the modernisation of education and training systems to make sure these meet the needs of a changing labour market. This is important as the proportion of jobs requiring high skills grows, and the demand for innovation and entrepreneurship increases.
What has been done so far?
A lot of progress has been made in implementing the reforms, as shown by the regular reports . In Bucharest in April 2012, the Education Ministers identified three key priorities for the future: mobility, employability, and quality.
Who are the members?
A list of the participating countries is available on the website of the EHEA. See more...

What is it?
The European Union helps to develop tools which make it easier to understand the working of higher education systems in the EU countries and so to make it easier for people to move from one country to another to study.
Why is it needed?
Greater transparency makes it easier for students and researchers to choose where to study and work. For institutions, offering more accessible and comparable information helps them to better position themselves and improve their development strategies, quality and performances. More transparency also supports policy-makers in their strategic choices on the reform of higher education systems.
What has been done so far?
The European Union supports a series of practical tools to enhance transparency in higher education. These include:

What is it?
The way higher education systems are organised and governed and the way they are funded have an important impact on their overall effectiveness. The EU's Europe 2020 strategy stresses that:

What is it?
The contribution of higher education to jobs and growth, and its international attractiveness, can be enhanced through close, effective links between education , research , and business – the three sides of the ‘knowledge triangle’. The recent shift towards open innovation has resulted in increased flows of knowledge and new types of cooperation between education institutions, research organisations and business.
What is being done?
The European Commission supports investment in innovation and the knowledge triangle through:

What is it?
"Learning mobility" consists of going abroad to study or undertake training. EU Ministers have agreed to double the proportion of higher education students completing a study or training period abroad to 20% by 2020 and support for mobility is a core focus of the EU programme for education and training; Erasmus+ .
Why is it needed?
Going abroad to study or train helps people develop their professional, social and intercultural skills and increase their employability. The recognition of academic qualifications gained abroad, however, is still too difficult; the portability of grants and loans is restricted and obstacles hinder the free movement of researchers within the EU. Developing new forms of cross-border cooperation will also help to improve the quality of higher education.
What has been done so far?
The European Higher Education Area (Bologna Process)  has brought about far-reaching changes which make it easier to study and train abroad: the bachelor-master-doctorate structure and advances in quality assurance have facilitated student and staff mobility and strengthened institutions and systems. In parallel to setting the 20% mobility target, in 2011, EU education ministers adopted a Council Recommendation on promoting learning mobility , in which they committed to creating a more positive environment for learning mobility. This Recommendation seeks to improve the provision of information and guidance about mobility, increase the recognition of academic qualifications, and improve the portability of student support. The use of European mobility and quality assurance tools such as ECTS, the Diploma Supplement and the European Quality Assurance Register  facilitates mutual trust, academic recognition, and mobility. The Erasmus+ programme provides direct support to people wishing to study or train abroad and to projects which support cross-border cooperation between higher education institutions. See more...

What is it?
High quality and relevant higher education is able to equip students with the knowledge, skills and core transferable competences they need to succeed after graduation, within a high quality learning environment which recognises and supports good teaching. Quality assurance allows people to have confidence in the quality of higher education. Every higher education institution should have a rigorous system of internal quality assurance, assessed by Quality Assurance Agencies which make external checks.
Why is it needed?
While higher education graduates are more likely to find employment than people with lower levels of qualifications, higher education curricula are often slow to respond to changing needs in the wider economy, and fail to anticipate or help shape the careers of tomorrow. The European Commission supports EU countries and higher education institutions in modernising education programmes to provide graduates with high-level, employable skills, as well as the transferable skills that equip graduates for a fast-changing labour market. There is a strong need for flexible, innovative learning approaches and delivery methods to improve quality and relevance while expanding student numbers. One key way of achieving this, in line with the EU policy paper on Rethinking Education , is to exploit the transformational benefits of ICTs and other new technologies to enrich teaching, improve learning experiences and support personalised learning. The reform and modernisation of Europe’s higher education depends on the competence and motivation of teachers and researchers, yet staffing levels have often not kept pace with expanding student numbers, putting further pressure on already strained capacities. Better working conditions, including transparent and fair recruitment procedures, better initial and continuing professional development, and better recognition and reward of teaching and research excellence, are essential to ensure that Europe produces, attracts, and retains the high quality academic staff it needs.
What has been done so far?
The High-level Group on the modernisation of higher education has recently produced a report with key recommendations on improving the quality of teaching and learning in higher education in Europe. In 2006 the European Parliament and Council adopted the Recommendation on further European cooperation in quality assurance in higher education which promoted the use of the European Standards and Guidelines for Quality Assurance (ESG). The recommendation encouraged EU countries to set up the European Quality Assurance Register (EQAR) for higher education. EQAR is an independent organisation which manages the register of quality assurance agencies in higher education that can operate across national borders, helping to develop a European dimension to quality assurance. These quality assurance agencies need to comply with the principles of the ESG in order to be registered in EQAR. The European Commission publishes progress reports on developments in quality assurance at European level. See more...

What is it?
As part of the Europe 2020 strategy , EU leaders have agreed a target that 40% of those aged 30-34 should have a higher education or equivalent qualification by 2020. In order to achieve this EU-level "headline" target, EU countries have set their own national attainment targets to be reached by 2020. These targets are measured by eight headline indicators, which contribute to the development of evidence based policies.
Why is it needed?
Low tertiary or equivalent education attainment levels, in particular in comparison with international levels (comparable data for the number of tertiary education graduates show that the US, Canada, Japan, Korea, and Australia out-perform Europe), can hinder competitiveness and undermine Europe’s potential to generate smart growth. While European labour market projections indicate that around 35 % of all jobs will require tertiary graduate-level qualifications by 2020, only 27.6 % of the EU’s labour force (aged 25-64) was qualified at this level in 2012.
What has been done so far?
EU countries have set national targets for higher education attainment and each year they report on the actions they have taken to meet these targets as part of a yearly cycle of economic policy coordination called the European Semester . As part of this process, the European Commission undertakes a detailed analysis of EU countries' programmes of economic and structural reforms and, where necessary, provides them with recommendations for the next 12-18 months. In general, EU countries face three main challenges in raising higher education attainment levels:

Expert groups are consultative bodies that advise the Commission on the preparation of legislative proposals and policy initiatives, the implementation of legislation, programmes and existing Union policies, and the preparation of delegated acts. The Commission and its services remain fully independent with regard to taking into account the views expressed by expert groups. Over the years, there have been a number of expert groups working in the areas covered by the Directorate General for Education, Audiovisual, and Culture (DG EAC). These groups, like all other groups created by other Directorates General of the Commission, are published in the Register of Commission expert groups and other similar entities . The Register provides useful details about each group, including the Commission service to which it reports and the mission, duties and composition of the group. The rules applicable to Commission expert groups are set out in the guidelines adopted by the College of Commissioners .
Higher Education
Modernisation of Higher Education
The key focus is on peer learning among Member States to explore ways to support the modernisation of higher education through the identification and dissemination of good practices in curricular, governance, and funding reforms. The main objectives are to:

• increase attainment levels;
• improve the quality and relevance of higher education;
• strengthen quality through mobility and cross-border co-operation;
• link higher education, research and business for excellence and regional development;
• improve governance and funding.

More information on the Thematic Group for the Modernisation of Higher Education(26 kB)
Report of the High Level Group on the Modernisation of Higher Education(10.05 Mb) .
Adult Learning
Quality in Adult Learning
The group was tasked with developing a quality framework which will inform and guide both Member States and individual providers on the provision of high quality adult learning. It aimed to explore synergies and strengthen the policy links/interface between EU policy development on quality in VET, higher education, and adult learning.
More information on the Thematic Group for Quality in Adult Learning(26 kB)
Financing Adult Learning
The Thematic Working Group on Financing Adult Learning explored existing good practices and produced policy recommendations aimed at assisting Member States in improving the efficiency and coherence of financing adult learning. The group will identify financial mechanisms and tools that balance the responsibility of private-public funding.
More information on the Thematic Group for Financing Adult Learning(44 kB) .
Vocational education and training (VET)
Vocational education and training (VET) Trainers
The main focus of this working group has been on VET trainers at the workplace in both initial and continuing VET. Through peer learning among policy-makers and experts in the field, the working group shared knowledge and helped develop policy guidance as regards vocational trainers’ competences and continuing professional development. The final report of the group will be available in Spring 2014. See more...

What is it about?
Entrepreneurship in Education is about inspiring entrepreneurial potential. People need the mind-set, skills and knowledge to generate creative ideas, and the entrepreneurial initiative to turn those ideas into action.
Why is it needed?
Entrepreneurship education is about developing a key competence , supporting economic and social well-being. In particular, these are the skills that employers say increases employability.
What has been done so far?
At European level there are a range of activities that individuals, educators, education institutions and policy makers can tap into.
Individuals
No matter what your ambitions, we have a programme for you. You might be interested in our youth project funding where you can put together projects to build your own entrepreneurial skills. You could also ask your school, college, university or youth organisation to apply for funding to design entrepreneurial education projects. Be it an event or campaign, a social or community idea, or a business idea for personal profit… it's all still being entrepreneurial!
Educators and Education Institutions
Entrepreneurship education is about enabling young people to develop the skills they need for life and work. These crucial skills are teachable and must be integrated into educational subjects at all levels. This is a priority throughout Erasmus+ , both for people who study or train abroad or in strategic partnerships projects. There are guides at EU level that can support you to embed this in your teaching and learning, or tools to guide how to develop this across the wider education institution, such as HEInnovate for higher education.
Partners
As a partner, you hold the key to ensuring that education and training is relevant to the real world. You can help develop young people who have the skills needed to make the most of their lives and secure their own economic success. How can you get involved? The ways are wide and varied, from supporting curriculum design, acting as role models in the classroom, developing practical entrepreneurial experiences to mentoring aspiring entrepreneurs. You can also apply or get involved in Erasmus+ projects .
Policy makers
This policy agenda supports the European drive for growth and jobs, increasing levels of active citizenship, employability, social enterprise and new business creation. This was outlined in the Rethinking Education communication and the Entrepreneurship2020 Action Plan . To support you in developing the quality and effectiveness of this work in your country, there are a range of reports and guides to provide insight and practical examples. There is also the opportunity to get involved in European dialogue to enable peer learning and support excellence in measuring the impact of this work. See more...

What is it about?
Open and flexible learning is about fully exploring the potential of ICT to improve education and training systems, aligning them with the current digital world. ICT tools, Open Educational Resources, and open practices allow for an increase in the effectiveness of education, allowing for more personalised learning, a better learning experience, and an improved use of resources. Such measures also promote equity by increasing the availability of knowledge. Ultimately, opening up education may lead to a situation where all individuals may learn anytime, anywhere, with the support of anyone, using any device.
Why is it needed?
Europe and the world face an increased demand for education, and the EU2020 target of 40% of attainment in tertiary education requires an increase in supply. With an estimated 414 million students expected to be in higher education in the world by 2030, rigidity in education and training systems would make satisfying these needs impossible. Europe is also facing a skills deficit and, during a time of economic crisis, highly-skilled individuals have a better chance of finding a job. With an estimated 90% of jobs requiring digital skills in the near future, it is thus essential that education and training systems provide individuals with the required skills. At the same time, new education providers are emerging, providing both solutions and challenges to learners and education institutions. Through the Opening up Education initiative , education institutions are provided an opportunity to analyse their organisational models and see whether changes are needed to transform the challenges into opportunities. Lastly, there is a clear cost pressure in education and training systems. With several EU countries reducing their public investment in education, solutions for a more effective use of resources are needed, as well as measures to alleviate the costs for families.
What has been done so far?
The European Commission launched the Opening up Education initiative in September 2013, presenting the actions that the Commission will implement, including policy orientation for operations funded under Erasmus+ and Horizon 2020 . The initiative has also launched the OpenEducationEuropa.eu portal, aimed at supporting users (teachers or learners) in finding relevant Open Educational Resources and enhancing the visibility of the many high quality resources being produced in Europe.
What are the next steps?
The Commission will provide funding for institutions working in this field through Erasmus+ and Horizon 2020. Projects funded through Erasmus+ will have an Open Access Requirement to their educational materials, meaning they must be made openly and freely accessible through open licences. The Commission is preparing a European summit on Education through IT with the future Italian presidency of the Council. See more...