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Bologna Process and Higher Education Reform in Europe

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Bologna Process and Higher Education Reform in Europe TEMPUS LEBANON HERE TEMPUS LEBANON HERE Lifelong Learning Bologna Process and Higher The Strategic Framework for European Cooperation in Education and Training for 2020 Education Reform in Europe considers lifelong learning as one of four long term strategic objectives. In addition, the - Inspiring Concepts - benchmarks to be achieved by 2020 define an objective of an average of at least 15% of adults (age group 25-64) should participate in lifelong learning. All the tools described previously support the development of this lifelong learning axis, Bologna Process especially the qualification framework, the quality, and the recognition tools. Bologna process is the process of creating the European Higher Education Area (EHEA). Key Competences for lifelong learning Ministries, Higher Education institutions, students from 46 countries cooperate in this process Competence are defined as a combination of knowledge, skills and attitudes appropriate to the and international organizations participate in this endeavor. The Ministers responsible for context. The reference framework sets out eight key competences: Higher Education in the countries participating in the Bologna process have stated in the ¾ Communication in mother tongue Leuven/Louvain-la-Neuve Communiqué, in April 2009: ¾ Communication in foreign languages “In the decade up to 2020 European higher education has a vital contribution to make ¾ Mathematical competence and basic competences in science and technology in realising a Europe of knowledge that is highly creative and innovative.” ¾ Digital competence “Europe can only succeed in this endeavour if it maximises the talents and capacities of all its ¾ Learning to learn citizens and fully engages in lifelong learning as well as in widening participation in higher ¾ Social and civic competences education.” ¾ Sense of initiative and entrepreneurship The overarching aim is therefore to create a EHEA based on international cooperation and ¾ Cultural awareness and expression academic exchange. The EHEA will: • Facilitate the mobility Lifelong learning Programme The European Commission has integrated all its previous education and train- • Prepare students for their future career and for life as active citizens in democratic ing initiatives under the single lifelong learning Programme. 2007-2013, life- societies long learning Programme has four sub-programmes: • Offer broad access to high-quality higher education based on democratic principles and ¾ Comenius for school academic freedom ¾ Erasmus for higher education History and Structure • A target of 3 millions participants to students mobility actions Bologna process started after the Bologna Ministerial conference in ¾ Leonardo da Vinci for vocational education and training June 1999. Since then Ministerial conferences followed every two years: ¾ Gruntvig for adult education Prague (2001), Berlin (2003), Bergen (2005), London (2007) and Leuven • 7,000 individuals involved in adult education per year by 2013 (2009). Bologna Policy Forums is to be organized in parallel to the Ministerial meetings to allow non European countries to join the Bologna process and References: cooperate with their European counterparts. • http://ec.europa.eu/dgs/education_culture/publ/educ-training_en.html The Bologna Follow-Up Group (BFUG) oversees the process between the • http://ec.europa.eu/education/lifelong-learning-policy/doc42_en.htm Ministerial conferences. • http://ec.europa.eu/education/lifelong-learning-programme/doc78_en.htm The latest Ministerial conference highlighted the importance of lifelong learning, mobility and widening access to higher education. Should lifelong learning be a driving pillar in the Lebanese Higher Education Strategy? The international vector has also been put forward with a target by What are the lifelong learning tools to be used? 2020 of 20% of graduating from EHEA to have a study or training period abroad. 12 1 TEMPUS LEBANON HERE TEMPUS LEBANON HERE Bologna Reform aims • Readable and comparable degrees organised in a three-cycle structure (Bachelor- Master-Doctorate BMD). A European Qualifications Framework defines the learning Standards and Guidelines (ESG) outcomes for each of the three cycles. • Quality assurance in accordance with the “Standards and Guidelines for Quality External Quality Assurance Assurance in the European Higher Education Area” ¾ Use of internal Quality Assurance procedures ¾ • Fair recognition of foreign degrees and higher education qualifications in accordance Development of external Quality Assurance with the Council of Europe/UNESCO Recognition Convention. Processes ¾ Reporting Strengthen the social relevance and the links between higher education, research and • ¾ Follow up innovation ¾ Periodic reviews • Improve the lifelong learning process ¾ System-wide analyses These reforms are in accordance with a global strategy aiming to relate the EHEA to higher education in other parts of the world. External Quality Assurance Agencies ¾ Use of external Quality Assurance procedures ¾ Official status Bologna Action Lines ¾ Activities • Qualification frameworks and Three-Cycle System ¾ Resources ¾ Mission statement • Joint degrees ¾ Independence • Mobility ¾ External Quality Assurance criteria and processes • Recognition (ECTS, DS) ¾ Accountability procedures • Quality Assurance • Social Dimension • Employability • Lifelong Learning References: • EHEA in a global context • http://www.enqa.eu/index.lasso • http://www.eqar.eu/ References: • http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Standards-and- • http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ Guidelines-for-QA.pdf • http://www.ond.vlaanderen.be/hogeronderwijs/bologna/actionlines/recognition.htm • http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/WGR2007/ Strategy-for-EHEA-in-global-setting.pdf Is a Lebanese Quality Assurance Agency needed? Should the principles and guidelines defined in the ESG adopted? Important similarity exists between diversity in the European Higher Education and diversity in the Lebanese Higher Education. Although there is a major differ- ence in the scale, the European reform model would inspire any reform to be con- ducted in Lebanon. 2 11 TEMPUS LEBANON HERE TEMPUS LEBANON HERE Quality Assurance European Qualifications Framework (EQF) Quality Assurance means the procedures, processes and systems used by the higher Qualifications frameworks describe the qualifications of an educational system and how they education institutions and organizations to safeguard and improve the quality of its education interlink. National qualifications frameworks describe what learners should know, understand and other activities. Within the European Higher Education Area, Quality Assurance takes and be able to do on the basis of a given qualification as well as how learners can move from place at two levels: one qualification to another within a system. ¾ Internal within the institutions ¾ External for accreditation, audit and, assessment Objectives ¾ “An overaching framework that makes transparent the relationship between European national higher education Quality Assurance within Bologna Process frameworks of qualifications and the qualifications that contain. ¾ 1999: Bologna process: Developping comparable criteria and methodologies in Quality It is an articulation mechanism between national Assurance ⇒ International frameworks.” (Dec 3-4, 2004) transparency ¾ 2000: European Network for Quality Assurance in Higher Education ¾ Make sense of Europe diversity ⇒ Recognition ¾ 2001: Prague: Collaboration of higher education institutions and Quality Assurance ¾ Provide tools that make easier for people to earn qualifications in ⇒ Mobility Agencies in establishing a common framework of reference a variety of ways, at different ages, and often in alternation ¾ ⇒ Life learning 2003: Berlin: agreed set of standards, procedures and guidelines between work and study ¾ 2004: European Network for Quality Assurance in Higher Education Transformed into ¾ Accommodate different learning paths the European Association for Quality Assurance in Higher Education ENQA ¾ Bridge the world of higher education and the world of work ¾ 2005: Bergen: adoption of “Standards and Guidelines for Quality Assurance in the ¾ Promote social cohesion European Higher Education Area” or the European Standards and Guidelines for Quality Assurance (ESG) ¾ 2007: London: the E4 Group was able to present a model for a European register of EQF Process Quality Assurance agencies • 2 Helsinki seminars 2001-2003 ¾ 2008: European Quality Assurance Register for Higher Education (EQAR) was • Seminar on recognition Lisboa 2002 established ¾ 2009: Leuven: Progress report on Quality Assurance and EQAR encouraged to further • Seminar on ECTS Zurich 2002 its activities to increase transparency and trust in Quality Assurance • Seminar on recognition and credit systems Praha Opportunity Challenge 2003 • Seminar on integrated programs Mantova 2003 Standards and Guidelines (ESG) Facilitate Active Developed by ENQA, ESU, EUA, and EURASHE it was adopted by Bologna Ministers in 2005. European participation • Kobenhaven Conference 2003 cooperation and strong • Seminar on learning outcomes Edinburgh 2004 Internal Quality Assurance and national commitment • Seminar on Public Responsibility for HE Strasbourg ¾ Policy and procedures reform from ALL 2004 ¾ Approval, monitoring and periodic review stakeholders Bologna Conference of QF 2005 ¾ Assessment of students • ¾ Quality assurance of teaching staff
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