From Bologna to EHEA and Beyond Noël Vercruysse SRHE 11 July 2011 1
Outline of the presentation Some introductory remarks The Bologna process and its origine The Bologna process during the first decade SWOT The Bologna process in the second decade The future of the EHEA 2
EHE Oldest universities in the world and some of the best 4000 HEIs 1000 universities 19 million students and some 1.5 million staff Mainly binary higher education systems: universities and university colleges; universities are more and more collaborating with UC on equal footing Predominantly publicly funded, but a growing private sector in central and eastern Europe Tuition fees are low 3
The Bologna process An intergovernmental process of reform of European higher education A political process A voluntary process: no binding legal acts, directives or conventions An open process in close cooperation and participation of all stakeholders: Two faces: It is a facilitator of major reform processes It leads to a coherent image of EHE in other parts of the world 4
The Bologna process: its origine and aims May 1998: 800 th Anniversary of the Sorbonne University Europe of knowledge needs a reform of higher education US more attractive to overseas students than Europe 4 ministers: France, UK, Italy and Germany Joint declaration Invitation to the ministers of education of the other countries to join the Sorbonne declaration Bologna declaration 5
Bologna declaration Aims: Building the Europe of Knowledge; a more complete and far-reaching Europe International attractiveness of European higher education Basic concepts and principles: Mobility of students and staff Autonomy and accountability of universities HE is a public responsibility Student and staff involvement Quality: European dimension International openness 6
Bologna declaration Action lines: Adoption of a system of easily comparable and readable degrees Adoption of a system basically based on two cycles (later 3 cycles) Establishment of a system of credits Promotion of mobility Promotion of European cooperation in quality assurance Promotion of the European dimension in higher education Lifelong learning Promoting the attractiveness of EHE Social dimension Doctoral studies 7
Bologna process in the first decade Ministerial conferences: Pr ague 2001 Berlin 2003 Bergen 2005 London 2007 Leuven/Louvain-la-Neuve 2009 plus the first global policy forum Budapest-Vienna plus the second global policy forum Bologna follow up group Stocktaking: measuring the progress of the implementation Seminars and conferences: 8
Bologna process: its achievements ECTS and Diploma supplement A common comparable and easy readable degree structure: 3 cycles European standards and guidelines for quality assurance in higher education and European Quality Assurance Register Qualifications framework for HE: level descriptors and learning outcomes approach European dimension: joint degrees Recognition: Lisbon convention Doctoral education: EUA Council of Doctoral Education Social dimension 9
Leuven Communiqué: priority policy areas Social dimension: equitable access and completion (and equitable transition to labour market) Lifelong learning Employability Student-Centred learning and the teaching mission of higher education Education, research and innovation 10
Leuven Communiqué: priority policy areas International openness Mobility Data collection Multidimensional transparency tools Funding 11
Work programme BFUG Working groups: Social dimension Qualifications framework Mobility Recognition Reporting on the implementation of the Bologna process Transparency mechanisms International openness: the EHEA in a global context 4 networks: experts student support, NQF correspondents, Information and Promotion Network and recognition of prior learning 12
1999-2011 1999 Internal European agenda (Maastricht treaty, ) Culture and history (Sorbonne declaration) Focussed on structural reforms and the architecture of the system 2011 Global competition Economic development Markets and modernisation Links to other agendas: ERA Modernisation agenda EU Innovation flagshop initiative Copenhagen Process 13
Strenghts The Bolognaprocess as a label and a reference: pillars: degree structure, ECTS, QF and European dimension in QA HE on the political agenda: HE central stage in European policy The diversity of the EHEA: Bologna process as a driving factor for curriculum and governance reform: promoting reforms of HE at national level Enhanced visibility of European higher education in the other parts of the world Shift towards a learning outcomes approach Framework for mobility of students and 14
Weaknesses Uneven implementation with national variations There is a lack of strategic thinking at all levels Growing imbalance of the teaching funding and the research funding There is a lack of transparency and of horizontal accountability There is no overall embedded quality culture Danger of overregulation and bureaucratisation Social dimension and LLL are lagging behind Concept of excellence too much linked to rankings 15
Opportunities The Bologna Process is a continuing mobilizing factor for the advent of the knowledge society The globalisation: linking the local to the global and vice versa HE is perceived as the key driver for a sustainable development The increasing need for knowledge: the understanding and the solutionof the complex problems requires enhanced knowledge production HE is the key driver for innovation: knowledge triangle Bologna has equipped the EHEA to serve a global knowledge society: collaboration, 16
Threats Emerging new higher education systems in China, India, Brazil: very dynamic Lack of awareness in HE of the global challenges and problems Lack of responsibility towards society Lack of dialogue with society: losing trust and confidence Scarcity of financial resources An exaggerated competition between institutions and competing national policies Reform fatigue among academia Disengagement of national policy makers International rankings are shaping higher education systems instead of deliberative public choices Uncertain backwash of the European financial crisis 17
Policy trends A move from the implementation at national level to the implementation at institutional level: quality culture, quality of teaching, curriculum reform, LLL, student-centred learning, More attention to the impact of all changes and reforms on the academic work Public authorities try to reaffirm their role in shaping higher education systems A certain political realisation of the fact that the implementation process has not been perfect 18
Modernisation Agenda Increase mobility of students and researchers across borders and inter-sectoral Ensure real autonomy and accountability for universities Provide incentives for structured partnerships with the business community Provide the right mix of skills and competences for the labour market and enhance the employability of graduates Reduce the funding gap and make funding work more efficient by focusing funding more on relevant outputs rather than on inputs 19
Modernisation agenda Enhance interdisciplinarity and transdisciplinarity by focusing less on the disciplines and more on research domains and the knowledge needs of the grands challenges Activate knowledge through interaction with society by sharing kwowledge with society and reinforcing dialogue with society Reward excellence at the highest level and striving for excellence in all aspects Make the EHEA and ERA more visible and attractive in the world 20
Challenges to Higher education Demographic trends: reduction of youth population in the age of 20-29 and more diverse student population World is facing grands challenges complex global problems: need for more knowledge Universities and the society: redefinition of the role, functions of HE Circling the knowledge triangle Circling the links between the local, national, European and global level by improving channels for interaction and encourage collaboration Circling the disciplines (transdisciplinarity) Funding and financing higher education 21
Future of the EHEA Transition from the BP to the consolidation of the EHEA? Minimalist view: keep what we have Voluntarist view: go to the essence First decade: scope on the instruments Next decade: wider scope? 22
Future of the EHEA Yes there is future if some conditions are met Widening the scope for thematic issues and challenges Moving from inward looking to outward looking To start with a broad policy dialogue involving all actors on thematic issues as there are The role and functions of HE How to cope with diversity? How to enhance transparency. Quality of student learning experience Redesign the curricula 23
Future of EHEA Thematic issues cont. How can we improve the efficiency of HE? How can we create an innovation dynamic? How to enhance academic collaboration and policy collaboration to counteract academic and policy competition Is there hope? Yes and No There always must be hope for change But it will be difficult: Changing the mindset of the BFUG seems to me rather mission impossible; the BFUG refuses to broaden the agenda 24
What can be done? High political officials should move to the core of the process and should engage themselves with EHE policy making; National stakeholders should be more prominent: rethinking the role of Bologna experts; Higher education researchers should have a bigger stake in the current running of the EHEA There should be changes in the governance of the BP and the EHEA: Assuming a more pro-active coordination role Developing additional working methods: PLA, Developing masterplan for EHE 25
All documents are available at the website: www.ehea.info Information: noel.vercruysse@ond.vlaanderen.be 26