Bologna, Berlin and Beyond

1
Bologna, Berlin and Beyond

• David Young

2
Decision-making process

• Intergovernmental process, outside the Framework
  of the European Union
• Review progress and identify next steps in
  ministerial summit, every two years
• Sorbonne (1998) (4 countries)
• Bologna (1999) (29 countries)
• Prague (2001) (33 countries)
• Berlin (2003) (40 countries)
• Bergen (2005) ..

3
Growth in the Process - Prague

• New areas
• Lifelong learning
• Involvement of students
• Enhancing the attractiveness and competitiveness
  of the European Higher Education Area to other
  parts of the world
• Key actors
• European Commission
• European University Association (EUA)
• National Unions of Students in Europe (ESIB)
• EURASHE

4
Growth in the Process Berlin (i)

• Research
• European Higher Education Area synergy with the
  European Research Area
• Inclusion of doctoral level qualifications in the
  Process as the third cycle
• Promotion of joint doctorates - removing legal
  obstacles
• Social dimension
• Emphasis on social cohesion reducing social and
  gender inequalities in EU and M.states.

5
Growth in the Process Berlin (ii)

• Quality - a priority focus
• Identification of key components of national QA
  systems and qualification frameworks
• European level, call for the development of an
  agreed set of standards, procedures and
  guidelines on quality assurance
• Consideration of ways of ensuring an adequate
  peer review system for quality assurance and/or
  accreditation agencies or bodies

6
Areas of action for UK HE

• Call for ECTS to be used as a transfer and
  accumulation system, consistently applied across
  EHEA
• Call for qualification frameworks to to encompass
  a wide range of flexible learning paths and
  opportunities alongside an appropriate use of
  credits

7
Meanwhile, back in the EU
Commission has treaty powers on recognition of
professional qualifications Some mobility
essential to the common market Close link with
educational qualifications but no treaty powers
8
Professional Qualifications (i)
MEPs will vote on the first reading of the new
directive on 28 January - To replace 15
existing directives covering different
professions - More automatic recognition -
Explicit role of HE qualifications
9
Professional Qualifications (ii)
Prague Conference Credit LLL - The Skoda
University - Vocational and pre-HE - CPD - Strong
Commission presence
10
Professional Qualifications (iii)
Need to retain flexibility Recognition as nearly
automatic as possible Frameworks must extend
beyond HE Credit transfer among frameworks How to
do it?
11
Lisbon Recognition Convention
Principles - have adequate access to an
assessment of qualifications - responsibility to
demonstrate that requirements are not fulfilled
lies with the body undertaking the assessment -
each party shall recognize qualifications... as
similar to the corresponding qualifications .
unless it can show that there are substantial
differences .. -recognition should give access
to HE studies on the same conditions as
candidates from the country in which recognition
is sought use of an academic title - provide
information on the institutions and programs they
consider as belonging to their higher education
systems etc. Role of ENIC/NARIC networks
12
And the rest(i)
One common framework for all nations seems remote
and restrictive Articulation of national
systems? Points of European reference? Continental
redesign of the first cycle for employment
outcomes?
13
And the rest(ii)
ENQA assuming lead in Berlin follow-up EUA
EURASHE ESIB TUNING Phase II, anticipate
III JQI and the overarching framework Bruges/Copen
hagen Process tie-in? ??? the ones we dont
know about
14
Bologna, Berlin and Beyond

• David Young

15
(No Transcript)
16
Credit and Qualifications Framework for Wales
Question and Answer Session with the Panel
17
Credit and Qualifications Framework for Wales
Lunch
18
Credit and Qualifications Framework for Wales
Towards a Higher Education Credit Framework The
Impact on Wales