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ESU · Bologna at the Finish Line' (BAFL) 2 Executive Summary

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ESU · Bologna at the Finish Line' (BAFL) 2 Executive Summary The European Students’ Union BolognA AT ThE finiSh linE An account of ten years of European higher education reform BolognA AT ThE finiSh linE An AccoUnT of ten yearS of EUropean highEr EdUcation rEform The European Students’ Union imprinT BolognA at ThE finiSh linE An Account of Ten years of European higher Education reform. content: daniela Bartolo, christian hemmestad Bjerke, Andrea Blättler, ligia deca, inge gielis, Sölvi Karlsson, Kristine Bak nielsen, Allan päll, petri rytkönen, robert Santa, melinda Szabó coordination and Editoring: Andrea Blättler & robert Santa proofreading: Emma di iorio, nUS Scotland policy and public Affairs staff, daniela Bartolo and christian hemmestad Bjerke layout and typesetting: linus rowedda cover illustration: Are Edvardsen This publication is part of the project »Enhancing the Student Contribution to the Bologna Implementation«, printed by laserline, Berlin funded with support from the European Commission. recymago, 100% recycling paper This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information con- revised online Edition, february 2010 tained therein. original printed Version: Brussels, february 2010 TablE of contents What is BaFL? ................................................................................................................................................................. 1 1 OpEning wordS ............................................................................................................................................... 1 2 ExEcutive summAry ..................................................................................................................................... 3 3 InTrodUcTion And methodology ....................................................................................................... 11 BoLogna at the Finish Line? ................................................................................................................................. 15 1 MOBILITy ............................................................................................................................................................ 15 2 Cycles And EcTS ............................................................................................................................................ 27 3 RecogniTion ................................................................................................................................................... 36 4 QualiTy assurAncE ..................................................................................................................................... 43 5 GOVERNANCE AND STUdEnT pArTICIPATION ........................................................................................ 56 6 TrAnSpArENCY ............................................................................................................................................... 63 7 Qualification frAmEworks ................................................................................................................... 74 8 LifE-long learning ..................................................................................................................................... 83 9 SociAl dimEnSion ....................................................................................................................................... 89 10 EmployabiliTy ............................................................................................................................................... 96 11 StudEnT-cEnTrEd learning .................................................................................................................. 104 12 FinAncing of highEr EdUcation .......................................................................................................... 111 MaJoR CHALLENGES TO oVeRCoMe BeFoRe THE NEXt FINISH LINE .......................................................... 120 appendiX ..................................................................................................................................................................... 128 A AbbreviationS ............................................................................................................................................. 128 B Authors ......................................................................................................................................................... 130 you can find an electronic version of this publication on the web site www.esu-online.org. here you can also download ESU's Bologna With Student Eyes reports from 2003, 2005, 2007 and 2009, as well as other publications about higher education. 1 opEning wordS The Bologna at the Finish Line publication could be seen as somewhat of a paradox. It is in fact an anniversary publication, but rather than celebrating ten years of the Bologna Process, it instead points out the remaining work to be done for the fulfillment of the comprehensive package of Bologna action lines under- pinning the process’ major goals. It also talks about a ›finish line‹, when in fact the real finish line has been pushed back by at least ten years. And yet, the ti- tle seemed to be the most appropriate, because in fact all the Bologna reforms were thought to be possible within a ten year timeframe and it is now, during the 2010 Vienna and Budapest Anniversary Ministerial Conference, that European Education Ministers will launch the European Higher Education Area (EHEA). There are various developments within the overall European transformation reform that are benefi- cial both for the academic communities and for European societies. If we detached ourselves and looked at the macro transformation, we would find that the facade of European higher education has improved considerably. But there are also a lot of downsides that became apparent only in the course of imple- mentation of the Bologna action lines. What is most interesting is, that in order to keep the momentum to implement ›basic‹ action lines: social dimension, quality assurance, recognition etc., most decision- makers felt the need to have ›new‹ action lines in order to satisfy the public’s need for apparent progress in the higher education arena. This public pressure for progress and the subsequent response of many Governments has been seen by many as giving quick answers to pressing problems and is perhaps the most worrying tendency that ESU sees, as we look to the future of the process. Throw this into the mix of national reforms that have nothing to do with Bologna and the true Bologna action lines, and we get a glimpse of why Bologna is at the same time respected, blamed, loved and hated by academic communi- ties and governments alike. ESU warned early on, that a ›pick and choose‹ implementation approach, when it came to the Bologna action lines would lead to great imbalances in the national higher education systems. This is especially true if the Bologna agenda is also used for justifying national political changes, with little connection to the core Bologna aims. The anniversary of the Bologna Process in Budapest and Vienna, will most prob- ably be marked by various protests targeting the limited, purely formal or even wrong implementation of the action lines on the ground. Incomplete implementation has triggered negative effects: inflexibility of the curricula, increases in study costs, lack of recognition, greater challenges for mobility; all of which are legitimate reasons for students not to support the nationally rebranded Bologna reforms. A policy process which proves to be to the detriment of at least ninety-percent of the academic community can opEning wordS 1 hardly be continued without a sound debate on how to mitigate the negative effects of past implementa- tion mistakes. Only through communicating over what Bologna is really about, in principle and action, whilst not trying to use the Process as a legitimising agent for other reforms (that sometimes contradict the very core of the agenda) can we make sure that the next ten years will consolidate the European Higher Education Area. The turning point of the Bologna Process is the move away from formal implementation towards in- depth mindset changes and re-assessment of the already implemented elements. This involves the full, active participation of the entire academic community, with perhaps a societal debate on the impacts of the Bologna Process in order to raise awareness to its potential and to its benefits, but also to the respon- sibilities and risks that come with deepening this unprecedented voluntary European-wide agenda. For this anniversary the Bologna at the Finish Line publication draws on the previous four editions of Bologna With Student Eyes and attempts to provide a temporally extended reflection on the grassroots perception of the Bologna Process, through the eyes of the most supportive, but also the most critical member of the academic community—the European student. I wish to warmly thank the Bologna at the Finish Line authors’ team—Allan, Christian, Daniela, Emma, Kristine, Inge, Melinda, Petri, Sölvi and especially Robert for the overall successful coordination and An- drea for her continuous support. Also, Linus and Olav provided a priceless set of finishing touches for this publication to be a pleasure for the eye of the reader. A number of Bologna experts agreed to provide us with their perceptions on the evolution and future development
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