SCHWEIZERISCHE EIDGENOSSENSCHAFT CONFÉDÉRATION SUISSE CONFEDERAZIONE SVIZZERA CONFEDERAZIUN SVIZRA

Eidgenössisches Departement des Innern EDI Staatssekretariat für Bildung und Forschung SBF

CRUS

Rektorenkonferenz der Schweizer Universitäten Conférence des Recteurs des Universités Suisses Conferenza dei Rettori delle Università Svizzere Rectors' Conference of the Swiss Universities

Pressemitteilung, 23. Mai 2005

Aufbau eines europäischen Hochschulraums bis 2010: Positive Halbzeitbilanz auf internationaler und schweizerischer Ebene

Mit der Ausrichtung ihrer Hochschulsysteme auf die Ziele der Bologna-Deklaration von 1999 beteiligen sich mittlerweile 45 Länder, darunter die Schweiz, am Aufbau eines gemeinsamen europäischen Hochschulraums. An der dritten Bologna- Nachfolgekonferenz vom 19./20. Mai 2005 in Bergen haben die Bildungsministerin- nen und –minister der beteiligten Länder eine positive Halbzeitbilanz gezogen und im Hinblick auf die Zielerreichung im Jahr 2010 verschiedene neue Akzente ge- setzt. Die Schweiz, vertreten mit einer Delegation unter der Leitung von Bundesrat Pascal Couchepin sowie den Mitgliedern Staatssekretär Charles Kleiber, Regierungsrätin Regi- ne Aeppli, Bildungsdirektorin des Kantons Zürich, Eric Fumeaux, Direktor des Bundes- amtes für Berufsbildung und Technologie, Jean-Marc Rapp, Präsident der Rektorenkon- ferenz der Schweizer Universitäten (CRUS) sowie Lea Brunner, Vertreterin der Schwei- zer Studierendenschaften, hat mit ihrer Unterschrift unter das Communique von Bergen einmal mehr bekräftigt, die Ziele der Bologna-Erklärung weiter umzusetzen.

Übergeordnetes Ziel des 1999 gestarteten Bologna-Prozesses ist die Schaffung eines europäischen Hochschulraums bis zum Jahr 2010 und die Stärkung der Wettbewerbs- fähigkeit des Bildungsstandorts Europa. Zur Erreichung dieses Ziels führen die beteilig- ten Länder mit dem zweistufigen Studienmodell Bachelor / Master derzeit ein System leicht verständlicher und vergleichbarer Hochschulabschlüsse ein, etablieren ein Punkte- system zur Anrechnung vergleichbarer Studienleistungen und leiten Massnahmen zur Beseitigung von Mobilitätshemmnissen und zur Förderung der europäischen Zusam- menarbeit bei der Qualitätssicherung ein.

Die in Bergen gezogene Halbzeitbilanz fällt positiv aus. Schon über die Hälfte der betei- ligten Länder hat die neuen Studienstrukturen eingeführt, und es absolvieren heute be- reits rund 50% aller Studierenden ein Studium nach dem neuen Modell. Die Schweiz zählt zu denjenigen Ländern, die in der Erneuerung der Lehre und des Lernens im Sinne

Staatssekretariat für Bildung und Forschung SBF, Kommunikation, Hallwylstrasse 4, 3003 Bern T +41(0)31 322 96 90, F +41(0)31 322 78 54, [email protected], www.sbf.admin.ch SCHWEIZERISCHE EIDGENOSSENSCHAFT CONFÉDÉRATION SUISSE CONFEDERAZIONE SVIZZERA CONFEDERAZIUN SVIZRA

der Bologna-Deklaration bisher am weitesten fortgeschritten sind: Erste Bachelor- Abschlüsse, namentlich in den Wirtschafts- und Rechtswissenschaften, wurden bereits 2004 verliehen; über die Hälfte aller Studienanfänger an den Universitäten besucht einen Bachelorstudiengang; die Fachhochschulen stellen im Herbst 2005 auf das «Bologna- System» um; eine Vorreiterrolle übernimmt die Schweiz beim Medizinstudium, das ab 2006 nach dem Bologna-Modell geführt wird.

Schwerpunkte bis 2007 In ihrem gemeinsamen Bergen-Communiqué halten die europäischen Bildungsministe- rinnen verschiedene Entscheide fest und setzen für das weitere Vorgehen einige neue Schwerpunkte. Qualitätssicherung: Die Rolle der Qualitätssicherung wird mit der Verabschiedung von Leitlinien und neuen Eckwerten weiter gestärkt. Qualifikationsrahmen: Der Erarbeitung eines europäischen sowie von nationalen Qualifikationsrahmen wurde zugestimmt. Dabei geht es um eine systematische Be- schreibung der Studienabschlüsse anhand Lernergebnissen, Kompetenzen und Fer- tigkeiten, über die ein Absolvent verfügen soll. Synergien zwischen Hochschulbildung und Forschung: Die im Rahmen des Bologna- prozesses laufenden Anstrengungen für die Reform der Hochschullehre sollen ver- mehrt verknüpft werden mit der Stärkung von Forschung und Innovation in Europa. Entsprechende Massnahmen, namentlich solche im Bereich von Doktoratsprogram- men, sollen 2007 vorgeschlagen und von der Ministerkonferenz verabschiedet wer- den. Soziale Dimension des Bologna-Prozesses: Die qualitativ erneuerten Hochschulan- gebote sollen allen Studienwilligen offen stehen, unabhängig von deren sozialen und ökonomischen Möglichkeiten. Mobilität: Die europäische Mobilität von Studierenden und Dozierenden soll im Rah- men expliziter Programme, durch weitere Anstrengungen bei der gegenseitigen Dip- lomanerkennung und andere Massnahmen weiter begünstigt und gefördert werden. Weltweite Kooperation im Hochschulbereich: Zugunsten der weltweiten Entwicklung und der Nachhaltigkeit soll der Hochschulraum Europa partnerschaftlich zusammen- arbeiten mit anderen Regionen und Kontinenten.

Die nächste Bologna-Nachfolgekonferenz findet im Jahr 2007 in London statt.

Auskünfte: Silvia Studinger, Wissenschaftliche Beraterin Universitäre Hochschulen, Staatssekretariat für Bildung und Forschung SBF, Tel. 031 323 26 80 Andri Gieré, Leiter Ressort Strategie und Privatkunden im Leistungsbereich Fachhoch- schule, Bundesamt für Berufsbildung und Technologie BBT, Tel. 031 322 55 52 Susanne Obermayer, Leiterin des Bologna-Koordinationsteams der Rektorenkonferenz der Schweizer Universitäten (CRUS), Tel. 031 306 60 33

Beilagen: The European Higher Education Area - achieving the Goals. Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen Länderbericht 2004 - 2005 der Schweiz zu Handen der Bologna- Ministerkonferenz, 19./20. Mai 2005 in Bergen

2 The European Higher Education Area - Achieving the Goals

Communiqué of the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005

We, Ministers responsible for higher education in the participating countries of the Bologna Process, have met for a mid-term review and for setting goals and priorities towards 2010. At this conference, we have welcomed Armenia, Azerbaijan, Georgia, Moldova and Ukraine as new participating countries in the Bologna Process. We all share the common understanding of the principles, objectives and commitments of the Process as expressed in the Bologna Declaration and in the subsequent communiqués from the Ministerial Conferences in Prague and Berlin. We confirm our commitment to coordinating our policies through the Bologna Process to establish the European Higher Education Area (EHEA) by 2010, and we commit ourselves to assisting the new participating countries to implement the goals of the Process.

I. Partnership

We underline the central role of higher education institutions, their staff and students as partners in the Bologna Process. Their role in the implementation of the Process becomes all the more important now that the necessary legislative reforms are largely in place, and we encourage them to continue and intensify their efforts to establish the EHEA. We welcome the clear commitment of higher education institutions across Europe to the Process, and we recognise that time is needed to optimise the impact of structural change on curricula and thus to ensure the introduction of the innovative teaching and learning processes that Europe needs.

We welcome the support of organisations representing business and the social partners and look forward to intensified cooperation in reaching the goals of the Bologna Process. We further welcome the contributions of the international institutions and organisations that are partners to the Process.

1 II. Taking stock

We take note of the significant progress made towards our goals, as set out in the General Report 2003-2005 from the Follow-up Group, in EUA’s Trends IV report, and in ESIB’s report Bologna with Student Eyes.

At our meeting in Berlin, we asked the Follow-up Group for a mid-term stocktaking, focusing on three priorities – the degree system, quality assurance and the recognition of degrees and periods of study. From the stocktaking report we note that substantial progress has been made in these three priority areas. It will be important to ensure that progress is consistent across all participating countries. We therefore see a need for greater sharing of expertise to build capacity at both institutional and governmental level.

The degree system

We note with satisfaction that the two-cycle degree system is being implemented on a large scale, with more than half of the students being enrolled in it in most countries. However, there are still some obstacles to access between cycles. Furthermore, there is a need for greater dialogue, involving Governments, institutions and social partners, to increase the employability of graduates with bachelor qualifications, including in appropriate posts within the public service.

We adopt the overarching framework for qualifications in the EHEA, comprising three cycles (including, within national contexts, the possibility of intermediate qualifications), generic descriptors for each cycle based on learning outcomes and competences, and credit ranges in the first and second cycles. We commit ourselves to elaborating national frameworks for qualifications compatible with the overarching framework for qualifications in the EHEA by 2010, and to having started work on this by 2007. We ask the Follow-up Group to report on the implementation and further development of the overarching framework.

We underline the importance of ensuring complementarity between the overarching framework for the EHEA and the proposed broader framework for qualifications for lifelong learning encompassing general education as well as vocational education and training as now being developed within the European Union as well as among participating countries. We ask the European Commission fully to consult all parties to the Bologna Process as work progresses.

Quality assurance

Almost all countries have made provision for a quality assurance system based on the criteria set out in the Berlin Communiqué and with a high degree of cooperation and networking. However, there is still progress to be made, in particular as regards student involvement and international cooperation. Furthermore, we urge higher education institutions to continue their efforts to enhance the quality of their activities through the systematic introduction of internal mechanisms and their direct correlation to external quality assurance.

2 We adopt the standards and guidelines for quality assurance in the European Higher Education Area as proposed by ENQA. We commit ourselves to introducing the proposed model for peer review of quality assurance agencies on a national basis, while respecting the commonly accepted guidelines and criteria. We welcome the principle of a European register of quality assurance agencies based on national review. We ask that the practicalities of implementation be further developed by ENQA in cooperation with EUA, EURASHE and ESIB with a report back to us through the Follow-up Group. We underline the importance of cooperation between nationally recognised agencies with a view to enhancing the mutual recognition of accreditation or quality assurance decisions.

Recognition of degrees and study periods

We note that 36 of the 45 participating countries have now ratified the Lisbon Recognition Convention. We urge those that have not already done so to ratify the Convention without delay. We commit ourselves to ensuring the full implementation of its principles, and to incorporating them in national legislation as appropriate. We call on all participating countries to address recognition problems identified by the ENIC/NARIC networks. We will draw up national action plans to improve the quality of the process associated with the recognition of foreign qualifications. These plans will form part of each country’s national report for the next Ministerial Conference. We express support for the subsidiary texts to the Lisbon Recognition Convention and call upon all national authorities and other stakeholders to recognise joint degrees awarded in two or more countries in the EHEA.

We see the development of national and European frameworks for qualifications as an opportunity to further embed lifelong learning in higher education. We will work with higher education institutions and others to improve recognition of prior learning including, where possible, non-formal and informal learning for access to, and as elements in, higher education programmes.

III. Further challenges and priorities

Higher education and research

We underline the importance of higher education in further enhancing research and the importance of research in underpinning higher education for the economic and cultural development of our societies and for social cohesion. We note that the efforts to introduce structural change and improve the quality of teaching should not detract from the effort to strengthen research and innovation. We therefore emphasise the importance of research and research training in maintaining and improving the quality of and enhancing the competitiveness and attractiveness of the EHEA. With a view to achieving better results we recognise the need to improve the synergy between the higher education sector and other research sectors throughout our respective countries and between the EHEA and the European Research Area.

3 To achieve these objectives, doctoral level qualifications need to be fully aligned with the EHEA overarching framework for qualifications using the outcomes-based approach. The core component of doctoral training is the advancement of knowledge through original research. Considering the need for structured doctoral programmes and the need for transparent supervision and assessment, we note that the normal workload of the third cycle in most countries would correspond to 3-4 years full time. We urge universities to ensure that their doctoral programmes promote interdisciplinary training and the development of transferable skills, thus meeting the needs of the wider employment market. We need to achieve an overall increase in the numbers of doctoral candidates taking up research careers within the EHEA. We consider participants in third cycle programmes both as students and as early stage researchers. We charge the Bologna Follow-up Group with inviting the European University Association, together with other interested partners, to prepare a report under the responsibility of the Follow-up Group on the further development of the basic principles for doctoral programmes, to be presented to Ministers in 2007. Overregulation of doctoral programmes must be avoided.

The social dimension

The social dimension of the Bologna Process is a constituent part of the EHEA and a necessary condition for the attractiveness and competitiveness of the EHEA. We therefore renew our commitment to making quality higher education equally accessible to all, and stress the need for appropriate conditions for students so that they can complete their studies without obstacles related to their social and economic background. The social dimension includes measures taken by governments to help students, especially from socially disadvantaged groups, in financial and economic aspects and to provide them with guidance and counselling services with a view to widening access.

Mobility

We recognise that mobility of students and staff among all participating countries remains one of the key objectives of the Bologna Process. Aware of the many remaining challenges to be overcome, we reconfirm our commitment to facilitate the portability of grants and loans where appropriate through joint action, with a view to making mobility within the EHEA a reality. We shall intensify our efforts to lift obstacles to mobility by facilitating the delivery of visa and work permits and by encouraging participation in mobility programmes. We urge institutions and students to make full use of mobility programmes, advocating full recognition of study periods abroad within such programmes.

The attractiveness of the EHEA and cooperation with other parts of the world

The European Higher Education Area must be open and should be attractive to other parts of the world. Our contribution to achieving education for all should be based on the principle of sustainable development and be in accordance with the ongoing international work on developing guidelines for quality provision of cross-border higher education. We reiterate that in international academic cooperation, academic values should prevail.

4 We see the European Higher Education Area as a partner of higher education systems in other regions of the world, stimulating balanced student and staff exchange and cooperation between higher education institutions. We underline the importance of intercultural understanding and respect. We look forward to enhancing the understanding of the Bologna Process in other continents by sharing our experiences of reform processes with neighbouring regions. We stress the need for dialogue on issues of mutual interest. We see the need to identify partner regions and intensify the exchange of ideas and experiences with those regions. We ask the Follow-up Group to elaborate and agree on a strategy for the external dimension.

IV. Taking stock on progress for 2007

We charge the Follow-up Group with continuing and widening the stocktaking process and reporting in time for the next Ministerial Conference. We expect stocktaking to be based on the appropriate methodology and to continue in the fields of the degree system, quality assurance and recognition of degrees and study periods, and by 2007 we will have largely completed the implementation of these three intermediate priorities.

In particular, we shall look for progress in: • implementation of the standards and guidelines for quality assurance as proposed in the ENQA report; • implementation of the national frameworks for qualifications; • the awarding and recognition of joint degrees, including at the doctorate level; • creating opportunities for flexible learning paths in higher education, including procedures for the recognition of prior learning.

We also charge the Follow-up Group with presenting comparable data on the mobility of staff and students as well as on the social and economic situation of students in participating countries as a basis for future stocktaking and reporting in time for the next Ministerial Conference. The future stocktaking will have to take into account the social dimension as defined above.

V. Preparing for 2010

Building on the achievements so far in the Bologna Process, we wish to establish a European Higher Education Area based on the principles of quality and transparency. We must cherish our rich heritage and cultural diversity in contributing to a knowledge-based society. We commit ourselves to upholding the principle of public responsibility for higher education in the context of complex modern societies. As higher education is situated at the crossroads of research, education and innovation, it is also the key to Europe’s competitiveness. As we move closer to 2010, we undertake to ensure that higher education institutions enjoy the necessary autonomy to implement the agreed reforms, and we recognise the need for sustainable funding of institutions.

5 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 overarching framework for qualifications, the agreed set of European standards and guidelines for quality assurance and the recognition of degrees and periods of study are also key characteristics of the structure of the EHEA.

We endorse the follow-up structure set up in Berlin, with the inclusion of the Education International (EI) Pan-European Structure, the European Association for Quality Assurance in Higher Education (ENQA), and the Union of Industrial and Employers’ Confederations of Europe (UNICE) as new consultative members of the Follow-up Group.

As the Bologna Process leads to the establishment of the EHEA, we have to consider the appropriate arrangements needed to support the continuing development beyond 2010, and we ask the Follow-up Group to explore these issues.

We will hold the next Ministerial Conference in London in 2007.

45 countries participate in the Bologna Process and are members of the Follow-up Group: Albania, Andorra, Armenia, Austria, Azerbaijan, Belgium (Flemish Community and French Community), Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Georgia, Germany, Greece, the Holy See, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, the Netherlands, Norway, Poland, Portugal, Romania, the Russian Federation, Serbia and Montenegro, the Slovak Republic, Slovenia, Spain, Sweden, Switzerland, "the former Yugoslav Republic of Macedonia", Turkey, Ukraine and the United Kingdom. In addition, the European Commission is a voting member of the Follow-up Group.

The Council of Europe, the National Unions of Students in Europe (ESIB), the Education International (EI) Pan-European Structure, the European Association for Quality Assurance in Higher Education (ENQA), the European University Association (EUA), the European Association of Institutions in Higher Education (EURASHE), the European Centre for Higher Education (UNESCO-CEPES) and the Union of Industrial and Employers’ Confederations of Europe (UNICE) are consultative members of the Follow-up Group.

6 towards the european higher education area

bologna process

NATIONAL REPORTS 2004 – 2005

Country: Switzerland (www.bolognareform.ch) Date: 18 January 2005 Responsible member of the BFUG (one name only): Silvia Studinger Official position: Scientific Advisor University Institutes Email address: [email protected] Contributors to the report: − State Secretariat for Education and Research; − Rectors’ Conference of the Swiss Universities; − Conference of the Universities of Applied Sciences; − Swiss Conference of Schools for Teacher Education; − Center of Accreditation and Quality Assurance of the Swiss Universities

1. Main achievements since Berlin

1.1. Give a brief description of important developments, including legislative reforms Soon after the Bologna Declaration in 1999, Swiss higher education institutions (universities and universities of applied sciences) recognised the importance of this reform process and set up project organisations. The authorities of the universities of applied sciences passed legally binding “Directives” in 2002 and those of the universities in 2003. The directives for the two sectors were prepared by the rectors’ conferences in close cooperation with each other in order to assure that the reforms are well interconnected and consistent across the entire tertiary education sector. The political authorities have conferred responsibility for coordinating the implementation of the reforms to the rectors’ conferences. The Confederation financially supports the Bologna reform process: for the period 2004- 2007, the cantonal universities receive the amount corresponding to approximately €20 million. At the central level, the Confederation finances the Bologna coordination of the rectors’ conference. Across all sectors of the tertiary education system (universities, universities of applied sciences, teacher education), the new system is based on a first cycle (bachelor) comprising 180 ECTS credits and a second cycle comprising 90 to 120 ECTS credits. Whereas the universities of applied sciences will commence their bachelor programmes in autumn 2005, the universities and universities of applied sciences for teacher education have already partly introduced the new tiered study programmes. As of the beginning of the academic year 2004/2005 a considerable number of study programmes have adhered to the bachelor/master system. As a consequence, a large percentage of first-year students is currently entering the new system. By 2010 all institutions and study programmes have to

and will be completely renewed. The implementation of the Bologna process at Swiss institutions should be seen in the wider context of the far-reaching reforms currently under way for the entire higher education sector and that will be put into place by 2008. Their main goals are to improve the position of Swiss higher education in the international context, to simplify the highly complex mechanisms of cooperation between federal and cantonal authorities in steering the higher education system, as well as to enhance transparency and efficiency regarding institutional cooperation and allocation of resources.

2. National organisation

2.1. Give a short description of the structure of public authorities responsible for higher education, the main agencies/bodies in higher education and their competencies The strong federal tradition of Switzerland is reflected in its educational system. While primary and secondary education in Switzerland are essentially the responsibility of the cantonal and local authorities, responsibility for higher education is shared between the cantons and the Confederation. The Confederation regulates advanced vocational training and the universities of applied sciences and also has supervisory authority over the two federal institutes of technology. In addition, it promotes research and subsidises cantonal universities. The cantons have responsibility for cantonal universities and provide most of the financing for these and also for the universities of applied sciences. In practice, a network of cantonal, federal or joint bodies runs the various universities as outlined below. a) At the federal level

• The Swiss Science and Technology Council, the Federal Council's advisory board for all policy issues involving science, higher education, research and technology, formulates general concepts for submission to the Federal Council.

• The Federal Commission for universities of applied sciences advises the operational authorities on any issues involving universities of applied sciences.

• The State Secretariat for Education and Research (subsidiary to the Federal Department of Home Affairs) is the Confederation's designated authority for national and international issues involving education in general, university instruction and research. It also furthers cantonal university projects, research agencies and institutes as well as related scientific services. It maintains contact with foreign partners and develops international relations, particularly with the European Union.

• The ETH Board (subsidiary to the Federal Department of Home Affairs) is responsible for the two federal institutes of technology including strategic planning, appointment of teaching staff and allocation of resources.

• The Federal Office for Professional Education and Technology (subsidiary to the Federal Department of Economic Affairs) implements federal government policy in the areas of vocational and advanced vocational training, universities of applied sciences, technology and innovation. b) Bodies common to the Confederation and the cantons

• Within the Swiss University Conference (CUS), the Confederation and the cantons work

2

together on policies relating to the cantonal and federal universities. The CUS has real decision-making power in a number of areas that affect all Swiss universities such as the length of studies, recognition of previous studies, financial support for national projects, recognition of institutions and courses of study as well as the evaluation of teaching and research. In December 2003, for example, CUS passed "Bologna Directives", which are the legal basis for the reform within universities. c) At the cantonal level

• The Swiss Conference of Cantonal Ministers of Education has the overall responsibility for education policies at the primary and secondary level, and, at the tertiary level, for those professions not regulated at federal level as well as for universities of applied sciences subject to cantonal authority.

• The Council for Universities of Applied Sciences is comprised of the ministers of education of the cantons responsible for universities of applied sciences including teacher education. Jointly with the Confederation, this intercantonal body performs development and coordination functions. It regularly holds joint sessions with the CUS. The Council for Universities of Applied Sciences has passed "Bologna Directives" analogous to those for the universities. These provide the legal basis for the reform and are binding for all universities of applied sciences and schools for teacher education. d) Executive bodies in universities and universities of applied sciences

• The Rectors' Conference of the Swiss Universities (CRUS) deals with all matters requiring mutual agreement or the adoption of joint positions across the universities. Primarily, these involve curricula, syllabi, examination rules, diploma requirements and the harmonisation of higher education admission requirements. CRUS is a private organisation that performs various duties on behalf of the CUS.

• The Swiss Conference of Universities of Applied Sciences is an independent body. Its objective is to harmonise the development of the universities of applied sciences at the operational level. It also works with the Confederation on technical matters.

• The Swiss Conference of Schools for Teacher Education (at the level of universities of applied sciences) represents teachers and schools for teacher education and reports to the political authorities and the general public. It promotes international cooperation, coordination and further development as well as the integration of the schools into the higher education system.

2.2. Give a short description of the institutional structure Tertiary education is highly diverse and generally grouped into two broad categories: 1) advanced vocational training (ISCED level 5B) and 2) higher education institutions (ISCED level 5A comprising cantonal universities, federal institutes of technology, universities of applied sciences and schools for teacher education). 1) Advanced vocational training Advanced vocational training is characterised by strong specialisation; its institutions differ in terms of type and level of training provision, entrance requirements, designated authorities and funding sources. Of more than 300 institutions with a total of approximately 44,000 students, about half are in the public sector. One third of the institutions is private but subsidised, while the remainder are private and unsubsidised. 2) Higher education institutions

3

Switzerland ranks among the countries having the highest university density in the world, with one university for every 614,000 inhabitants. In 2003, 109,333 students were enrolled in the ten cantonal universities and two Federal Institutes of Technology – a 78% rise from 1980. Although each cantonal university has its own individual characteristics, most have similar structures. They are divided into faculties including law, economics, social sciences, arts, natural and exact sciences and humanities. Some also have schools of medicine, theology and architecture. The federal institutes of technology focus on the exact sciences, technical sciences and architecture, specializing in particular in life sciences, nanotechnology and communications technology. At the academic level, the influence of the private sector has not as yet been of much importance. Its interest has been limited to a few graduate and postgraduate institutions. Granting permission for setting up a private university falls within the remit of the cantons. In 1995, the Federal Council approved the creation of seven universities of applied sciences, each corresponding to a particular region and incorporating number of member schools (around 60 institutions); there were a total of 37,806 students in 2003. Courses of study are professionally oriented and include construction sciences, technical sciences, chemical engineering, agriculture, economics and administration, applied arts, social work and music. In addition, Switzerland has 17 cantonal schools for teacher education which train primary and secondary school teachers at university level. Some of these schools are universities of applied sciences, some have mandates similar to UAS and some are incorporated into universities. In 2003, around 9500 students were enrolled.

2.3. Give a brief description of the structure which oversees the implementation of the Bologna Process in your country Legal responsibility for the Bologna process lies with the CUS (for the cantonal universities and the federal institutes of technology) and the Council for Universities of Applied Sciences. Both bodies have already passed legally binding “Bologna Directives”. At the institutional level, the implementation of this legal framework is overseen by the three executive bodies (CRUS, Swiss Conference of Universities of Applied Sciences, Swiss Conference of Schools for Teacher Education), which collaborate closely and report to the political authorities. The three bodies have each set up a Bologna commission that bring together representatives of their member institutions as well as student representatives in order to ensure a coordinated implementation of the reforms. Their activities include the establishment of guidelines, recommendations and codes of best practice regarding general aspects of the reform as well as coordination and support of curricular reform, ECTS, admission regulations, mobility, QA and the social aspects including gender equality. They provide a platform for inter-institutional discussion of all Bologna-related issues.

3. Quality assurance

3.1. National quality assurance systems should include a definition of the responsibilities of the bodies and institutions involved. Please specify the responsibilities of the bodies and institutions involved. The CUS, the cooperative body that includes representatives of the university cantons and the federal government, is responsible for coordinating university policy, including quality assurance (QA). It issues directives on the evaluation of education and research and, on recommendation of the national accreditation/ quality assurance organisation, makes the decisions on accreditation procedures. The OAQ (Center of Accreditation and Quality

4

Assurance of the Swiss Universities) is an independent body which performs the following tasks: it defines QA requirements and regularly checks compliance, prepares guidelines for the national accreditation procedures, and conducts accreditation procedures as well as other quality assessments (evaluations, audits) on behalf of CUS and the federal government. The OAQ works closely with CRUS. The primary responsibility for QA lies with the institutions themselves. They are expected to establish QA systems that guarantee high quality in education and research. The political authorities have mandated the OAQ to check the universities and Federal institutes of technology every four years by dint of so-called “quality audits” to determine whether their QA systems are compatible with internationally accepted standards and whether they produce high quality products. Federal funding of the cantonal universities is partly linked to these quality audits. The Federal Office for Professional Education and Technology is responsible for peer reviews of the universities of applied sciences which are linked to the recognition procedures of these higher education institutions. All study programmes were evaluated in 2001–2002 and accredited by the federal government in 2003. For the universities of applied sciences for teacher education, the Conference of Cantonal Ministers of Education defines minimal standards for admission requirements, length and structure of programmes, and the content of studies. Recognition is granted to these institutions on the basis of a dossier prepared by the institution and evaluation by external experts.

3.2. National quality assurance systems should include a system of accreditation, certification or comparable procedures. Describe the system of accreditation, certification or comparable procedures, if any. A system of accreditation has been in place since 2002. It is a voluntary procedure open to academic institutions and their study programmes, both from the public and private sectors. It consists of a three-step procedure (self-evaluation, external evaluation, decision on accreditation). The accreditation is based on an assessment of compliance with predefined, internationally accepted quality standards. The accreditation decision is made by CUS. An unconditional positive decision is granted for seven years.

3.3. National quality assurance systems should include international participation, co- operation and networking. Are international peers included in the governing board(s) of the quality assurance agency(ies)? As a matter of principle, international peers participate in quality audits and evaluation procedures at institutional level for all types of institutions. The OAQ itself is active in various European QA networks such as the Joint Quality Initiative (JQI), the European Consortium for Accreditation (ECA), the regional network D-A-CH and the European Network for Quality Assurance in Higher Education (ENQA, in the capacity of observer). The OAQ is also a member of several QA networks and organisations at the international level (INQAAHE, UNESCO/OECD forum, etc.). OAQ procedures and quality standards are based on international good practice. The OAQ Scientific Council includes several international academics. This scientific council prepares the accreditation decisions on behalf of CUS. The expert groups set up for evaluations and accreditation procedures in Switzerland must include a majority of peers employed outside

5

Switzerland.

Please add any general comments, reflections and/or explanations to the material on quality assurance in the stocktaking report. Quality assurance is considered as being of primary importance by all partners. There is a consensus that QA should remain the responsibility of autonomous higher education institutions. Evaluation of institutions’ overall QA systems and mechanisms is preferable to the obligatory accreditation of all study programmes leading to bachelor’s and master’s degrees, which is considered to be too costly and to lead to too high an administrative burden for the entire staff. Nevertheless, institutions are free to have individual programmes accredited should they so wish.

4. The two-cycle degree system The two-cycle degree system is covered by the stocktaking exercise. Please add any comments, reflections and/or explanations to the stocktaking report. Very early on, Swiss higher education institutions recognised that the Bologna process provided the opportunity for a comprehensive renewal of their teaching. This process was launched under the motto “coordination and competition”: higher education institutions should be enabled to position themselves within the framework of a basic structure compatible across Europe while still allowing them to maintain a distinctive profile and to enable individual variations on the courses they offer. The legal framework was put in place for the universities of applied sciences in 2002 and for the universities in 2003. The former will start their bachelor programmes in 2005 or 2006 in a coordinated manner. Master programmes are intended to begin three years later. According to the legislation pertaining to the universities they must have finished planning by 2005 and the implementation of the tiered study programmes must be complete by 2010. It is not possible to offer traditional and new programmes in parallel. Good progress is being made with the introduction of the two-cycle degree system: some universities have already completely changed all newly starting study programmes to the new system, others have partly done so or are about to offer their first bachelor and master programmes. A number of important issues still need further clarification and agreement between the universities. These include aspects concerning the admission of bachelor diploma holders to master programmes. Also, the exact procedures for evaluation of the progress of institutions in introducing the reforms have yet to be decided upon.

5. Recognition of degrees and periods of study Recognition of degrees and periods of study is covered by the stocktaking exercise. Please add any comments, reflections and/or explanations to the stocktaking report. Efforts are being made at the national level to ensure a coordinated implementation of ECTS and the diploma supplement and ensure that they become effective transparency tools – inside and outside higher education institutions. With particular reference to ECTS, activities to harmonise its use should continue and should be reinforced where necessary (e.g. with information, training, good practice). At present there is still a widespread feeling that the various “Bologna” tools add to the administrative burden of university staff rather than enhancing and facilitating recognition.

6

6. Doctoral studies and research

6.1. Give a short description of the organisation of third cycle studies At all Swiss universities, access to doctoral studies is limited to students who have completed the master cycle. The structure and content of the third cycle (doctoral studies) are set independently by each university. There is, however, an increasing tendency among universities to structure doctoral studies and to provide taught courses. ECTS has not been applied to the third cycle so far.

6.2. What are the links between HE and research in your country? Switzerland dedicates 2.7% of its GDP to research. Two of every three people (69%) active in research and development work in the private sector, one of every three (29%) in higher education institutions and 2% in federal administration. Publicly-funded research is thus mainly conducted within higher education institutions. Research, together with education, is in fact part of the mission of all three types of Swiss higher education institutions (cantonal universities, federal institutes of technology, universities of applied sciences including teacher education) as defined in either cantonal or federal laws. Moreover a tight link between higher education and research is expected. The federal law on financial aid to universities considers the unity of teaching and research to be a condition for obtaining subsidies. The federal law on research, which regulates federal financing of research, also insists on the tight link between research and education.

7. Mobility of students and staff

7.1. Describe the main factors influencing mobility of students from as well as to your country The Swiss universities and federal institutes of technology are among the most international institutions in Europe: a fifth of the total student body and 35% of all professors are foreigners. For many years Switzerland, its universities and its research institutes have been engaged in international exchange programmes for students and staff, as well as in international cooperation; Switzerland has taken an active part in multilateral projects and maintained numerous bilateral contacts. In 1991, it ratified the international University Convention of the Council of Europe and of UNESCO and, in 1998, the Lisbon Convention. Although Switzerland is not a member of the EU, the Swiss parliament approved transitional measures to enable the indirect participation of Switzerland in the EU’s educational, professional training and youth programmes. The bilateral agreements with the EU will, on the one hand, further enhance participation in EU education programmes and, on the other hand, facilitate taking up residence in Switzerland (e.g. obtaining residence permits, health insurance). In the Swiss Confederation, the cantons enjoy autonomy regarding legislation, which affects the higher education sector both directly and indirectly. As a result, factors influencing mobility from and to Switzerland vary between the cantons, making mobility an often complex endeavour. Improvements will be necessary, for instance, regarding portability of regular student loans and grants (only allowed by some cantons) or alleviation of administrative problems (e.g. regarding health insurance).

7

7.2. Describe any special measures taken in your country to improve mobility of students from as well as to your country Mobility from and to as well as within Switzerland is a strategic aim of both the political authorities and the universities. In their strategy for the period 2005–2015, CRUS postulates a ratio of 1:4 students holding a bachelor’s degree from another university participating in every master programme offered by a Swiss university. Also, recommendations regarding mobility within the bachelor and master study programmes have been established. Various possibilities for obtaining grants exist; however, they are not deemed sufficient. For Swiss students wishing to study abroad, state stipends based on bilateral agreements, university exchange grants and Erasmus grants are available. Various other public and private institutions offer grants as well. Regrettably, no special grants to enhance mobility within Switzerland exist. For foreign students wishing to study in Switzerland, the federal commission for grants (ESKAS) provides postgraduate stipends for full-time studies for one academic year, which includes intensive assistance and support.

7.3. Describe the main factors influencing mobility of teachers and staff from as well as to your country Traditionally, Switzerland has a high percentage of long-term foreign teaching staff. Conditions of employment are negotiated individually (tenure of appointment, pension schemes, etc.). Generally, work permits and social security do not pose a problem. However, more senior teachers coming to or back to Switzerland may have difficulties buying into pension funds and may be able to do so only at great expense. In case of temporary teaching assignments, teachers from developing countries, for example, may face severe financial and administrative difficulties.

7.4. Describe any special measures taken in your country to improve mobility of academic teachers and staff from as well as to your country Acting on a mandate issued by the Swiss federal government, the Swiss National Science Foundation (SNSF) supports research and fosters young scientific talent through grants for periods of study abroad. The SNSF also promotes international research cooperation to make a positive contribution to scientific research in the relevant areas of the world and to foster research cooperation between these areas and Switzerland. Universities grant professors sabbatical leave on a regular basis and contribute to travel costs to initiate research projects. Doctoral students (research staff) from all disciplines enrolled at Swiss universities can apply for so-called “cotutelles-de-thèse” programmes with French and Italian universities. This includes financial aid to cover additional costs incurred. As of January 2004, Switzerland has fully participated in the sixth framework programme of the European Commission for research including Marie Curie actions.

8. Higher education institutions and students

8.1. Describe aspects of autonomy of higher education institutions At the federal level, discussions are taking place on whether autonomy of higher education institutions is to be included in the federal constitution. At present, federal and cantonal

8

universities are granted various degrees of autonomy in the relevant federal and cantonal regulations. Overall, universities enjoy quite a large degree of autonomy with respect to internal organisation, recruitment, study programmes and financing. The universities of applied sciences, on the other hand, are to a much larger extent still dependent on state administration although there is a tendency to conclude overall performance agreements between the universities of applied sciences and the political authorities.

8.2. Describe actions taken to ensure active participation from all partners in the process All partners play an active part in the implementation of the Bologna process. The rectors’ conferences set up Bologna commissions involving all partners including students. These were in charge of preparing the legal frameworks for the universities and universities of applied sciences, and the legislation was then passed by the political authorities. The Bologna commissions also oversee the implementation of the reform at the institutions thus assuming their responsibility for ensuring national coherence and coordination of the reforms.

8.3. How do students participate in and influence the organisation and content of education at universities and other higher education institutions and at the national level? The ways in which students can participate at the institutional level seem to differ considerably between the various higher education institutions. Therefore, members of the rectors’ conference, government representatives and students have formulated recommendations asking for students’ participation in all university governing bodies, academic councils, etc. These recommendations led to the initiation of a project financed by the government with the aim of providing an overview of the actual conditions of students’ participation. A description of different models in place is intended to help institutions to implement the recommendations and harmonise their practices. Students’ organisations are now working on a second project to be financed by the government, which concerns their participation at the national level. Unfortunately, progress has been slow because the various existing students’ organisations have experienced some difficulties in finding a common basis.

9. The social dimension of the Bologna Process

9.1. Describe measures which promote equality of access to higher education The introduction of the two-cycle system at Swiss universities affects access to higher education and regulation of student grants. CRUS therefore organised a national conference in 2003 to discuss the social consequences of the implementation of the Bologna Declaration. Participants concluded that the grant system should be nationally harmonized and public grants be awarded on equal terms for both the bachelor and the master cycle. Mobility should be facilitated by increasing public grants. Initiatives for the reform of the grant systems are planned at both the federal and cantonal levels. They include the following changes: whereas federal authorities will continue to offer grants for foreign students, cantons will be in charge of their students. A constitutional amendment was passed by referendum in November 2004, which will empower federal authorities to set up minimal standards for student grants and harmonise cantonal regulations for tertiary education. In General, efforts are required to reduce the heterogeneity of secondary education between cantons and raise overall student numbers. Also, public information about the Bologna process should become compulsory for schools and governmental offices.

9

10. Developments in lifelong learning

10.1. What measures have been taken by your country to encourage higher education institutions in developing lifelong learning paths? Lifelong learning has been established in all Swiss universities during the last decade. Continuing education programmes offered by universities of applied sciences ruled by federal law currently benefit from subsidies. In 2004, CRUS released recommendations for university diplomas in continuing education. Programmes must be structured according to four levels with minimal standards and requirements for each level (master of advanced studies: 60 ECTS, advanced studies diploma: 30 ECTS, certificate: 10 ECTS, short courses).

10.2. Describe any procedures at the national level for recognition of prior learning/flexible learning paths No national procedures for recognition of prior learning or flexible learning currently exist.

11. Contribution to the European dimension in higher education

11.1 Describe any legal obstacles identified by your country and any progress made in removing legal obstacles to the establishment and recognition of joint degrees and/or joint study programmes Swiss university degrees are not awarded by the Confederation;, there are therefore no major legal obstacles to the creation of joint degree programmes. Although drafting such programmes may need some revision of cantonal law the main requirements will be for time and expertise. Since Swiss universities and their European partners are not free to fix their tuition fees, Swiss (outgoing) students, who are not paying the same tuition fees as EU students, are often discriminated against when participating in joint programmes. Another obstacle arises from the fact that cantonal law often does not allow portability of grants. An additional factor that hampers the organisation of joint degree programmes including study periods at the partner institution is the late beginning and end of the academic year in Switzerland.

11.1.1. Describe the extent of integrated study programmes leading to joint degrees or double degrees Interest in establishing joint study programmes has been steadily increasing over recent years, but the number of such programmes actually on offer is still limited although a few programmes are in the planning stage. Besides joint programmes with other European countries (so-called co-tutelles), a number of national joint study programmes also exist. 11.1.2. How have these programmes been organised? The main aspect of joint programmes is the mobility of students; generally, students attend at least some courses and often spend one or more semesters at the partner institution. In some cases common admission procedures have been established and joint exams organised. Some programmes also envisage teacher mobility.

10

11.2. Describe any transnational co-operation that contributes to the European dimension in higher education All Swiss universities have established cooperation agreements with various universities (for instance within Socrates/Erasmus or so-called co-tutelle programmes offering common doctoral studies) or participate in university networks such as UNICA, IDEA League, UNITECH, AUF, EUCOR and CREPUQ.

11.3. Describe how curriculum development reflects the European dimension Although efforts to promote the European dimension within curricula have been increasing during the last couple of years, some further development is desirable. At the structural level, many universities or departments envisage “mobility windows”, i.e. at least one semester to be spent at another university, or, alternatively, a sufficient number of optional ECTS credits that could be obtained at a partner institution. With regard to foreign language policy, one university offers bilingual study programmes (French/German), whereas another institution explicitly promotes the use of other languages in addition to English. At the programme level, measures include introducing courses or complete programmes in a foreign language, crediting competences earned in a modern European language, and allowing final theses to be undertaken in collaboration with European partners or with the industry. In addition, a number of programmes focus on European themes (e.g. management, law, European studies).

12. Promoting the attractiveness of the European Higher Education Area

12.1. Describe actions taken by your country to promote the attractiveness of the EHEA It could almost be argued that it would be paradoxical to promote the attractiveness of the EHEA in Switzerland. Swiss higher education institutions very much depend on Europe due to the country’s size and geographical position. In order to make up for the fact that the Confederation is not a member of the EU various measures are in place to ensure at least an indirect participation of Swiss institutions in EU higher education programmes. Because the EHEA is of vital importance for Swiss institutions, particular attention is being paid to ensure that national Bologna regulations are internationally compatible.

13. Concluding comments

13.1. Give a description of your national Bologna strategies The Bologna reform is considered to present an opportunity not only to enhance European compatibility and cooperation but, more importantly, it is firmly embedded in national legislative activities which will result in the restructuring of the entire educational sector to enable it to function more efficiently. It is also in line with long-term university strategies that focus on advancing the quality of teaching and learning and making Switzerland one of the outstanding educational areas of Europe. To this end, the universities have worked out a number of common rules for their renewal process. These are set out in their policy paper “The Swiss University Landscape: strategy 2005–2015”. An important prerequisite for reaching these goals is higher education institutions’

11

autonomy. The right balance between national coherence and coordination on the one hand and requirements of individual institutions on the other has to be found. As a consequence, national regulations are kept to a minimum and institutions are relatively free to manage the reform process according to their specific situation and needs. At the same time, the rectors’ conferences (universities and universities of applied sciences) accompany and oversee the national coordination across all types of institutions.

13.2. Give an indication of the main challenges ahead for your country A distinctive feature of the Swiss higher education system is its variety of types of institutions and a corresponding division of responsibility between federal and cantonal bodies. National legal reforms are presently being undertaken in order to reduce this structural complexity and enhance coherence and efficiency across the entire tertiary education sector. In particular, it is intended to enable the Confederation to ensure national coherence on a sound constitutional basis. At the same time, however, such reforms must not lead to excessive centralisation and the strong regional ties of higher education institutions should not be loosened. Also, the diversity of types of institutions and of offers in higher education has to be maintained. Financing of higher education will be another major challenge in the coming years. The Confederation and the cantons (both with and without universities) have to agree on a new mechanism and rules to fund universities. Moreover, if the goal of advancing the quality of teaching and learning is to be met, appropriate teacher-to-student ratios have to be ensured and adequate funding made available.

12