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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.

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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.

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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⇒ International Assurance ” (Dec 3-4, 2004) frameworks. 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 • Consultation during second half of 2005 ¾ Learning resources and student support • Stakeholders ¾ Information systems • Recommendation January 29, 2008 ¾ Public information

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Figel 2007 Diploma Supplement (DS) What is EQF? The Diploma Supplement is a document attached to a diploma to facilitate the recognition of • Translation device for qualifications. It is formed of 8 sections that provide information on: comparing qualifications • Holder • Neutral reference point • Qualification based on learning outcomes • Level of qualification • 8 reference levels • Contents and results • Knowledge • Function of qualification • Skills • Additional information • Competences • Certification • National higher education system The DS has been largely promoted and this is due to what it offers: ¾ DS promotes transparency in higher education ¾ DS accommodates rapid changes in qualifications EQF KNOWLEDGE SKILLS COMPETENCE ¾ DS aids mobility, access to higher education and lifelong learning Levels (Theoretical or Factual) (Cognitive and Practical) (attitude, responsibility and ¾ DS promotes fair and informed judgments about qualifications autonomy) Europass other Documents Level 1 Basic general knowledge Basic skills to carry out Work or study under direct Europass brings together several tools for transparency of simple tasks supervision in a structured diplomas, certificates and competences: context ¾ Europass CV Level 2 Basic factual knowledge Basic cognitive and Work or study under ¾ Europass Language of a field of work or practical skills required to supervision with some study use relevant information autonomy ¾ Europass Mobility in order to carry out ¾ Europass Certificate Supplement tasks and solve routine ¾ Europass Diploma Supplement problems using simple rules and tools References: ECTS, DS, Europass • http://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htm Level 3 Knowledge of facts, A range of cognitive and Take responsibility for principles, processes and practical skills required to completion of tasks in work • http://ec.europa.eu/education/lifelong-learning-policy/doc1239_en.htm general concepts, in a accomplish tasks and or study adapt own behaviour • http://ec.europa.eu/education/lifelong-learning-policy/doc46_en.htm field of work or study solve problems by to circumstances in solving • http://europass.cedefop.europa.eu/europass/home/hornav/Introduction.csp selecting and applying problems basic methods, tools, • http://www.crui.it/crui/ECTS/english/english_label.htm materials and information Is a Lebanese accreditation system using the Code of Good Practice from ECA needed? Should Lebanese Higher Education system adopt tools such as ECTS, DS, and Europass?

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European Credit Transfer and Accumulation System (ECTS) “ECTS makes teaching and learning more transparent and facilitates the recognition of studies (formal, non-formal and informal). The system is used across Europe for credit KNOWLEDGE SKILLS COMPETENCE transfer (student mobility) and credit accumulation (learning paths towards a degree). It also Level 4 Factual and theoretical A range of cognitive and Exercise self-management informs curriculum design and quality assurance.” knowledge in broad practical skills required to within the guidelines of ¾ Introduced in 1989 contexts within a field of generate solutions to work or study contexts ¾ Student centered system based on the student workload to achieve the objectives of a work or study specific problems in a field that programme, i.e. learning outcomes and competences to be acquired of work or study are usually predictable, but ¾ 60 ECTS credits correspond to the workload of a full time student during an academic are subject to change year

⇒ 1 ECTS @ 25 to 30 working hours Supervise the routine work ¾ Credits allocation based on estimation of the student workload that must be estimated, of others, taking some checked and adjusted responsibility for the ⇒ Types of courses, types of learning activities, types of assessment evaluation and ⇒ Questionnaires improvement of work or ⇒ Update of course content study activities ¾ Grading in ECTS Level 5 Comprehensive, A comprehensive range of Exercise management and • A: best 10% specialised, factual and cognitive and practical supervision in contexts of • B: next 25% theoretical knowledge skills required to develop work or study activities • C: next 30% within a field of work or creative solutions to where there is study and an awareness of abstract problems unpredictable change • D: next 25% the boundaries of that • E: next 10% knowledge Review and develop ¾ Use of ECTS performance of self and • ECTS can be accumulated to obtain qualifications others • ECTS awarded can be transferred to another Programme Level 6 Advanced knowledge of a Advanced skills, Manage complex technical • ECTS can facilitate mobility. Supporting documents: field of work or study, demonstrating mastery and or professional activities involving a critical innovation, required to or projects, taking − Student Application Form understanding of theories solve complex and responsibility for decision- − Learning Agreement and principles unpredictable problems in a making in unpredictable ¾ ECTS label specialised field of work or work or study contexts • Awarded to institutions applying ECTS correctly study • Two level selection: first by national agencies, then at European level Take responsibility for managing professional • Valid for 3 years development of individuals • Criteria to get the label and groups − Information package online − Correct use of ECTS credits − Samples of learning agreements − Transcripts of records − Proof of academic recognition 8 5 TEMPUS LEBANON HERE TEMPUS LEBANON HERE

KNOWLEDGE SKILLS COMPETENCE Recognition

Level 7 Highly specialised Specialised problem-solving Manage and transform Recognition is the act of acknowledging that an institution of higher education, a programme, knowledge, some of which skills required in research work or study contexts a diploma or a number of credits delivered conforms to specific standards. This happens at is at the forefront of and/or innovation in order that are complex, different levels: the accreditation of a higher education institution or programme or the knowledge in a field of to develop new knowledge unpredictable and require recognition of a diploma, a course or a module. work or study, as the and procedures and to new strategic approaches basis for original thinking integrate knowledge from Accreditation and/or research different fields Take responsibility for The European Consortium of Accreditation (ECA) defines accreditation as “a formal and critical awareness of contributing to independent decision, indicating that an institution of higher education and/or programmes knowledge issues in a field professional knowledge and meet certain predefined standards.” At a national level, accreditation is a formalised decision and at the interface practice and/or for by a recognized authority as to whether a higher education institution or a programme between different fields reviewing the strategic conforms to specific standards. It is usually a multi-phase process with 3 major steps: performance of teams • Submission of self-evaluation documentation by the unit undergoing accreditation Level 8 Knowledge at the most The most advanced and Demonstrate substantial • External assessment by independent experts advanced frontier of a specialised skills and authority, innovation, field of work or study and techniques, including autonomy, scholarly and • Accreditation decision: (Acceptance, Conditional acceptance, rejiection) at the interface between synthesis and evaluation, professional integrity and fields required to solve critical sustained commitment to problems in research and/ the development of new ECA or innovation and to extend ideas or processes at the With the emergence of the Bologna Process and the and redefine existing forefront of work or study ECA achievements increasing autonomy of higher education institutions, knowledge or professional contexts including • “Code of good practice” (2004) national quality assurance and accreditation systems practice research have been developed throughout Europe. Building the • Principles of selection of experts EHEA requests the comparability of the quality of the (2005) study programmes and the mutual recognition of • Cooperative projects to facilitate ¾ The 8 Levels need to be defined specifically per sector and per context accreditation decisions. Therefore ECA has been mutual recognition ¾ These definitions should involve ALL the stakeholders established in 2003 by 15 European accreditation • Principles for accreditation organizations from 10 countries. ECA launched a trust- procedures regarding joint building process. A roadmap of 4 phases has been programmes (2006) defined: References: • Agreement towards mutual • Mutual understanding of organizations • http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm recognition • Mutual recognition of accreditation procedures • http://ec.europa.eu/dgs/education_culture/publ/pdf/eqf/leaflet_en.pdf • Agreement ECA-CEEN “Network of • Mutual acceptance of assessment results Central and Eastern European Quality • Mutual recognition of accreditation decisions Assurance Agencies in Higher Is a National Qualifications Framework or an overarching Qualifications Framework like EQF Education” (2006) References: more appropriate to Lebanon? • Agreement ECA-INQAAHE Should we start with Joint Degrees? • http://www.ecaconsortium.net/ “International Network for Quality • http://www.enic-naric.net/ Assurance Agencies in Higher Education” (2008) • http://www.qrossroads.eu/ 6 7