Let me open this discussion by referring to the second paragraph of the Bologna Declaration. It stated:

Size: px
Start display at page:

Download "Let me open this discussion by referring to the second paragraph of the Bologna Declaration. It stated:"

Transcription

1 THE IMPLEMENTATION OF POLITICAL GOALS IN PRACTICE: FIVE YEARS OF THE BOLOGNA PROCESS Ian McKenna, Chair, Bologna Follow-Up Group Let me open this discussion by referring to the second paragraph of the Bologna Declaration. It stated: A Europe of Knowledge is now widely recognised as an irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European Citizenship, capable of giving its citizens the necessary competencies to face the challenges of the new millennium, together with an awareness of shared values and belonging to a common social and cultural space 1 This confirms a number of key factors, which have shaped the development of the Bologna Process since It is a political process Ministers with responsibility for Higher Education have met every two years to review the progress made. It is political process that looks to embrace many diverse, and sometimes competing, public policies. It straddles policies from the education and economic spheres, and from the social and cultural spheres. However, while the Ministers in effect set the agenda, they cannot achieve this on their own. It is not just the sole prerogative of Governments, or indeed, rectors, students or academics. While political, it is also important to note that the Bologna Process is a voluntary process, but one belonging to a group of stakeholders with a strong sense of ownership of a valuable commodity European Higher Education. Before I examine the means by which the political (and often choppy) waters have been negotiated, it is important to illustrate what I believe to be the wider political dimension of the Bologna Process. It does not operate in a vacuum it has a context and a set of broader European policy issues. When you review the four declarations Sorbonne, Bologna, Prague and Berlin, the first focus is often on the 10 action lines. Members measure their progress by reference to these, but there are also common policy issues informing these explicit objectives. These include: Creation of the European Higher Education Area The principal objective of the Bologna Process is the creation of the EHEA it has been stated on each occasion by Ministers with responsibility for Higher Education. This extraordinary political commitment has helped shape and force the dynamic of the Bologna Process. To have 40 Ministers around a table in Berlin actively setting and agreeing targets emphasises the centrality of the Bologna Process to wider reform agenda in Europe. Needs of the Labour Market The needs of the labour market are reflected in the development of the degree structures the so-called two (and now after Berlin, three) cycle degree system. In 1 Bologna Declaration, June 1999

2 Bologna, the declaration stated that the degree awarded after the first cycle shall be relevant to the European labour market as an appropriate level of qualification. 2 This orientation was further emphasised in Prague, while the Berlin Communiqué took this a further step forward to articulate a vision for an overarching framework of qualifications where the first and second cycle degrees should have different orientations and various profiles in order to accommodate a diversity of individual, academic and labour market needs. 3 Diverse Student Population Many of Europe s Higher Education Institutions are now catering for a diverse student cohort, with the traditional full-time student who remained in the higher education system from the age of 18 to 21 or 23 no longer being the sole model. The principle of Life-Long Learning now runs through the various declarations. The Berlin Communiqué very explicitly acknowledges this, and calls on all concerned to enhance the possibilities for life-long learning at higher education level, including the recognition of prior learning. They (the Ministers) that such action must be an integral part of higher education activity. 4 This links with the wider need within Europe to maximise human capital. For example, participation rates in Irish Institutions for students with disabilities increased by 40%, in the 5 years to 1998/ 99, and the evidence is that this trend is continuing. 5 Such critically important public policy initiatives, including the promotion of equitable access for all, challenges Higher Education Institutions to adopt new procedures. Mobility Linked to the diverse student population, mobility is seen as vital within the EHEA. It has moved from being a mere statement in the Bologna Declaration to a key initiative in the Berlin Communiqué. It now talks of mobility for students, academic and administrative staff as being the basis of the EHEA, to-gether with its importance for political, social and economic spheres. 6 However, many obstacles to mobility exists recognition of qualifications, financial instruments etc and again, Ministers in Berlin were determined to remove as many as possible. As I have indicated, there are many key actors in the political process, and while they have secured concessions, they have also displayed a willingness to compromise in order to realise the European Higher Education Area. For example, the role of the Higher Education Institutions has been continuously acknowledged. For example, the Bologna Declaration states: European higher education institutions, for their part, have accepted the challenge, and taken up a main role in constructing the European Area of Higher Education, also in the wake of the fundamental principles laid down in the Bologna Magna Carta Universitatum of This is of highest importance, given that Universities independence and autonomy ensure that 2 Bologna Declaration, June Berlin Communiqué, September ibid. 5 Survey on Participation Rates of and Provision for Students with Disabilities in Higher Education for the Academic Year 1998/ 99 HEA/ AHEAD (2004) 6 Berlin Communiqué, September 2003

3 higher education and research systems continuously adapt to changing needs, society demands and advances in scientific knowledge 7 This very clear underwriting of institutional autonomy has remained, and despite the changed political and economic circumstances, Ministers have not sought to roll back on this commitment. If anything, the Berlin Communiqué further advanced the notion of autonomy, when it stated: Aware of the contribution strong institutions can make to economic and societal development, Ministers accept that institutions need to be empowered to take decisions on their internal organisation and administration 8 This was accepted by the Ministers in 2003, at a time of restrictions in public finances. The role of the students was underlined, mainly in the Prague Communiqué, which stated: Ministers affirmed that students should participate in and influence the organisation and content of education at universities and other higher education institutions. Ministers also reaffirmed the need, recalled by students, to take account of the social dimension in the Bologna process. 9 Again, in Berlin, Ministers expanded on this role to include governance. The Communiqué stated: Students are full partners in higher education governance They also call on institutions and student organisations to identify ways of increasing actual student involvement in higher education governance. 10 The wider political environment, particularly in the context of the European dimension is also emphasised by the roles of the EU Commission and the Council of Europe. The most recent communication from the Commission the New Generation of Community Education and Training Programmes after 2006 emphasised the centrality of the Bologna Process. It confirms the Bologna Process as being the principal means to achieve the European Higher Education Area. Specifically, it stated The creation of a coherent, compatible and attractive European Higher Education Area in accordance with the Bologna Declaration of 1999 is the main structural means for meeting the challenges and has increasingly involved the Community in recent years. The goals of the Bologna Process mirror in many ways the objectives of the Union s own programmes in the field of higher education, including at doctoral level, so a closer association is natural and necessary Bologna Declaration June Berlin Communiqué, September Prague Communiqué, May Berlin Communiqué, September The New Generation of Community Education and Training Programmes after 2006 Com (2004) 156 March 2004

4 I also believe that the Council of Europe has played a critical role in broadening the geopolitical boundaries of the Bologna Process. I recently attended a meeting hosted by the Council of Europe, where Armenia, Azerbaijan and Georgia are looking to the Process, not only as the instrument to encourage change within the education systems, but more implicitly, validate their emerging political systems. They see a more productive alignment with Europe. I would suggest that in the June 1998 in Sorbonne, the four Ministers did not see their efforts in such a fashion. So, in terms of today s discussion, where are we now? Each of the declarations within the Bologna Process have had very important political dimensions. Sorbonne represented the first political declaration of intent the aspiration and shape of an European common area, where national identities and common interests can interact and strengthen each other for the benefit of Europe, of its students and more generally, of its citizens. 12 The Bologna Declaration, with its 29 signatures, elaborated on 6 action lines as the means to achieve this ideal of the European Higher Education Area. As I mentioned earlier, it affirmed the importance of autonomous institutions in realising this. Prague not only extended the membership, but identified the need for strong student involvement. It also increased the number of action lines to 9. But for me, the Berlin Communiqué represents the most dynamic political statement in the Bologna Process. It recognised, perhaps, and I introduce a new term in the Bologna Process, Bologna Fatigue. What do I mean by this? The Bologna seminars were important in the context of opening debates and generating discussions, while at the same time, individual members States were pursuing implementation of the action lines at varying paces. There was little evidence of genuine co-ordinated effort by members on the action lines, and associated principles. It was almost as if we would wake up in 2010 in the European Higher Education Area, with complete mobility, common reference points and comparable degree structures in place on the basis a final push in 2010, not knowing how we would get there! Well, the existing political environment cannot afford to wait until Our competitors the higher education systems of the US and Japan - are beating us. Look at the area of research their financial investment and number of researchers per 1,000 are higher than Europe, with the gap widening each year. Why was the Berlin Communiqué significant? It set very clear targets for It sought to draw a line under three action lines on quality assurance, the two cycle system and recognition of qualifications and periods of study. The Ministers sought to move the discussions of the previous 4 or 5 years into concrete actions and targets. More importantly, Ministers also sought to establish the level of progress within members States through the conduct of a stocktaking exercise. If progress is slow, they are looking for solutions. I would also suggest that Ministers have taken account of the wider policy environment, and of particular importance to the work of Tuning. They sought to further underpin mobility through the elaboration of an European Framework of Qualifications. The Berlin Communiqué uses the language of Tuning it speaks of competences, learning outcomes, ECTS and profiles. In effect, the Tuning Project is promoted not just in terms of the EU, but in the wider community of the emerging European Higher Education Area. I would also argue that under the Irish Presidency, 12 Sorbonne Joint Declaration, May 1998,

5 the Bologna Process has made further political connections through the conference hosted in Dublin Castle in March 2004, when common themes between the Bologna and Copenhagen processes were pursued the need to develop linkages between higher education and vocational education and training must surely be central to the objective of life-long learning, and mobility. Why pursue intra-state mobility, when we may be creating barriers within our education systems nationally? In Ireland, most speeches on higher education would include a profound quote from John Newman on the role of universities. On this occasion, I choose modest Irishman Oscar Wilde, who when stopped on entry to a country, said that he had nothing to declare but my genius. Let me adopt that for to-day s proceedings when in the European Higher Education Area, mobile European students will have nothing to declare but their common competences and learning outcomes!!

Realising the European Higher Education Area

Realising the European Higher Education Area Realising the European Higher Education Area Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003 Preamble On 19 June 1999, one year after the Sorbonne

More information

Towards the European Higher Education Area: responding to challenges in a globalised world

Towards the European Higher Education Area: responding to challenges in a globalised world 18 May 2007 London Communiqué Towards the European Higher Education Area: responding to challenges in a globalised world 1. Introduction 1.1 We, the Ministers responsible for Higher Education in the countries

More information

The Bologna Declaration. on the European space for higher education: an explanation

The Bologna Declaration. on the European space for higher education: an explanation The Bologna Declaration on the European space for higher education: an explanation This document was prepared by the Confederation of EU Rectors Conferences and the Association of European Universities

More information

Realising the European Higher Education Area - Achieving the Goals. Conference of European Higher Education Ministers

Realising the European Higher Education Area - Achieving the Goals. Conference of European Higher Education Ministers EUROPEAN COMMISSION Education and Culture Realising the European Higher Education Area - Achieving the Goals Conference of European Higher Education Ministers Contribution of the European Commission Bergen,

More information

Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process

Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process Ref: 05-823 C e March 2005 KMR/kk Higher education & professional qualifications and competences EUROCADRES position paper on the Bologna process TOWARDS A KNOWLEDGE BASED SOCIETY Knowledge and innovation

More information

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING

EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING EUROPEAN UNIVERSITIES CHARTER ON LIFELONG LEARNING Copyright 2008 by the European University Association All rights reserved. This information may be freely used and copied for non-commercial purposes,

More information

UK Position Statement

UK Position Statement UK Position Statement Bergen ministerial summit - May 2005 UK support for the Bologna Process 1. The UK welcomes the Bologna Process in providing the potential to strengthen institutions and to widen student

More information

YEREVAN COMMUNIQUÉ. A renewed vision: our priorities

YEREVAN COMMUNIQUÉ. A renewed vision: our priorities YEREVAN COMMUNIQUÉ We, the Ministers, meeting in Yerevan on 14-15 May 2015, are proud to recognize that the vision which inspired our predecessors in Bologna has given rise to the European Higher Education

More information

Maastricht Communiqué. on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET)

Maastricht Communiqué. on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) Maastricht Communiqué on the Future Priorities of Enhanced European Cooperation in Vocational Education and Training (VET) 14 December 2004 Maastricht Communiqué on the Future Priorities of Enhanced European

More information

The Bologna Process 2020 - The European Higher Education Area in the new decade

The Bologna Process 2020 - The European Higher Education Area in the new decade The Bologna Process 2020 - The European Higher Education Area in the new decade Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April

More information

enqa report to ministers responsible for higher education in the ehea

enqa report to ministers responsible for higher education in the ehea 1 enqa report to ministers responsible for higher education in the ehea Bucharest Ministerial Conference, April 2012 2 ENQA report to ministers responsible for higher education in the EHEA Executive summary

More information

Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION

Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION Making the Most of Our Potential: Consolidating the European Higher Education Area Bucharest Communiqué FINAL VERSION We, the Ministers responsible for higher education in the 47 countries of the European

More information

REPORT ON: A FRAMEWORK FOR QUALIFICATIONS OF THE EUROPEAN HIGHER EDUCATION AREA

REPORT ON: A FRAMEWORK FOR QUALIFICATIONS OF THE EUROPEAN HIGHER EDUCATION AREA This project has been funded with support from the European Commission. REPORT ON: A FRAMEWORK FOR QUALIFICATIONS OF THE EUROPEAN HIGHER EDUCATION AREA Bologna Working Group on Qualifications Frameworks

More information

introducing The Bologna Qualifications Framework

introducing The Bologna Qualifications Framework introducing The Bologna Qualifications Framework introduction The Bologna Process was initiated in 1999. It now involves 45 countries. In 2003, Ministers with responsibility for higher education gathered

More information

Bologna process main assumptions, implementation in Poland and Ukraine

Bologna process main assumptions, implementation in Poland and Ukraine Tomasz Oczoś Bologna process main assumptions, implementation in Poland and Ukraine 1. Introduction In my short presentation I will describe briefly Bologna process, its aims, actions and main documents

More information

National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué

National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué Memorandum 30 April 2003 Ministry of Education and Science Sweden Division for Higher Education National Report Sweden - Report on the Swedish follow-up of the Bologna Declaration and the Prague Communiqué

More information

EUROPEAN COMMISSION Directorate-General for Education and Culture. FROM PRAGUE TO BERLIN The EU Contribution PROGRESS REPORT

EUROPEAN COMMISSION Directorate-General for Education and Culture. FROM PRAGUE TO BERLIN The EU Contribution PROGRESS REPORT EUROPEAN COMMISSION Directorate-General for Education and Culture Education Higher education: Socrates - Erasmus Jean Monnet Project Brussels, 1 August 2002 A2/PVDH FROM PRAGUE TO BERLIN The EU Contribution

More information

IHEQN. Irish Higher Education Quality Network

IHEQN. Irish Higher Education Quality Network IHEQN Irish Higher Education Quality Network And Never the Twain Shall Meet? Exploring Quality Assurance and Professional Accreditation/Recognition in a Changing World Context Paper for Participants 17

More information

SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary

SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary SUBMISSION BY COMMUNITY LEARNING SCOTLAND (CLS) Summary Lifelong learning needs to support a social justice agenda by promoting access by the most marginalised groups in society, through appropriate support

More information

Salzburg ii recommendations. EuroPEan universities achievements SincE 2005 in implementing the Salzburg PrinciPlES

Salzburg ii recommendations. EuroPEan universities achievements SincE 2005 in implementing the Salzburg PrinciPlES Salzburg ii recommendations EuroPEan universities achievements SincE 2005 in implementing the Salzburg PrinciPlES Copyright 2010 by the European University Association All rights reserved. This information

More information

UPC International Relations Plan 2003-2006 Servei de Comunicació Institucional de la UPC, 2003 (7077) Contents Introduction Teaching Subsection 1: The European Higher Education Area Subsection 2: The internationalisation

More information

FRANCE Implementation of the Sorbonne/Bologna Process objectives

FRANCE Implementation of the Sorbonne/Bologna Process objectives FRANCE Implementation of the Sorbonne/Bologna Process objectives Direction des relations internationales et de la coopération Sous-direction des affaires européennes et multilatérales Bureau des affaires

More information

DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION

DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION DECLARATION of THE 1ST EUROPEAN YOUTH WORK CONVENTION Ghent, Belgium, 7-10 July 2010 Declaration of the 1 st European Youth Work Convention Preamble The 1 st European Youth Work Convention took place under

More information

Doctoral Education in the European Higher Education Area from a University Perspective

Doctoral Education in the European Higher Education Area from a University Perspective Doctoral Education in the European Higher Education Area from a University Perspective Lesley Wilson Secretary General European University Association 3rd Cycle Degrees: Competences & Researcher Careers

More information

The European Qualifications Framework for Lifelong Learning (EQF)

The European Qualifications Framework for Lifelong Learning (EQF) European Qualifications Framework The European Qualifications Framework for Lifelong Learning (EQF) Europe Direct is a service to help you find answers to your questions about the European Union Freephone

More information

Final Report November 2006* *Note: This version of the report has been amended only to maintain working web references and hyperlinks. June 2009.

Final Report November 2006* *Note: This version of the report has been amended only to maintain working web references and hyperlinks. June 2009. Verification of Compatibility of Irish National Framework of Qualifications with the Framework for Qualifications of the European Higher Education Area Final Report November 2006* *Note: This version of

More information

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT

COMMISSION OF THE EUROPEAN COMMUNITIES. Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 12.10.2004 COM(2004) 642 final 2004/0239 (COD) Proposal for a RECOMMENDATION OF THE COUNCIL AND OF THE EUROPEAN PARLIAMENT on further European cooperation

More information

Professional Development. and. Public Service Renewal

Professional Development. and. Public Service Renewal Professional Development and Public Service Renewal Institute of Public Administration Strategy 2011 2015 Contents Preface 2 Introduction 3 Our Environment 5 Economy and Public Finance 6 Irish Public Sector

More information

The European Older People s Platform La Plate-forme européenne des Personnes âgées

The European Older People s Platform La Plate-forme européenne des Personnes âgées EN Lifelong learning - a tool for all ages AGE STATEMENT FOR THE 2007 EUROPEAN YEAR OF EQUAL OPPORTUNITIES FOR ALL The European Older People s Platform La Plate-forme européenne des Personnes âgées The

More information

Dublin Institute of Technology Strategic Plan 2011-2014

Dublin Institute of Technology Strategic Plan 2011-2014 Dublin Institute of Technology Strategic Plan 2011-2014 1 Introduction With a history stretching back over one hundred and twenty years, Dublin Institute of Technology has been recognised as a pioneer

More information

CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY

CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY CONCLUSIONS BY THE COUNCIL (EDUCATION/YOUTH/CULTURE) ON EDUCATION AND TRAINING IN THE FRAMEWORK OF THE MID-TERM REVIEW OF THE LISBON STRATEGY THE COUNCIL having regard to 1. The new strategic goal set

More information

Screening report Turkey

Screening report Turkey 13 February 2006 Screening report Turkey Chapter 26 Education and Culture Date of screening meetings: Explanatory meeting: 26 October 2005 Bilateral meeting: 16 November 2005 1 I. CHAPTER CONTENT The areas

More information

I. CONTEXT II. POLITICAL PRIORITIES IDENTIFIED

I. CONTEXT II. POLITICAL PRIORITIES IDENTIFIED SHAPING THE FUTURE OF EQUALITY POLICIES IN THE EU JOINT HIGH LEVEL EVENT ON NON-DISCRIMINATION AND EQUALITY, ROME, 6-7 NOVEMBER 2014 SUMMARY AND MAIN CONCLUSIONS I. CONTEXT The Italian Presidency of the

More information

The Bologna Process implications for UK and Irish medical schools

The Bologna Process implications for UK and Irish medical schools The Bologna Process implications for UK and Irish medical schools Professor Allan Cumming University of Edinburgh Leader, Tuning Project for Medicine Professor Fons Plaschaert University of Nimigjen Coordinator,

More information

Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic.

Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic. Informal Council for Competitiveness 4th May 2009, Prague, Czech Republic. Block I. Discussion on Connected and Functioning Knowledge Triangle a condition for the achievement of Vision 2020 Speech - Professor

More information

Delegations will find attached the text of the above conclusions as adopted at the Education, Youth and Culture Council on 21 November 2008.

Delegations will find attached the text of the above conclusions as adopted at the Education, Youth and Culture Council on 21 November 2008. COU CIL OF THE EUROPEA U IO Brussels, 5 December 2008 16459/08 EDUC 278 SOC 736 MI 499 OUTCOME OF PROCEEDI GS of : Council (Education, Youth and Culture) No. prev. doc. : 13593/08 EDUC 220 SOC 544 MI 334

More information

MAPPING THE IMPLEMENTATION OF POLICY FOR INCLUSIVE EDUCATION KEY POLICY MESSAGES

MAPPING THE IMPLEMENTATION OF POLICY FOR INCLUSIVE EDUCATION KEY POLICY MESSAGES MAPPING THE IMPLEMENTATION OF POLICY FOR INCLUSIVE EDUCATION KEY POLICY MESSAGES Introduction The purpose of this paper is to give an overview of the findings of the European Agency for Development in

More information

DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE

DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE DETAILED WORK PROGRAMME ON THE FOLLOW-UP OF THE OBJECTIVES OF EDUCATION AND TRAINING SYSTEMS IN EUROPE 1 TABLE OF CONTTS EXECUTIVE SUMMARY page 4 1 Introduction page 6 2 Education and training, a key priority

More information

Council of the European Union Brussels, 18 November 2016 (OR. en)

Council of the European Union Brussels, 18 November 2016 (OR. en) Council of the European Union Brussels, 18 November 2016 (OR. en) 14301/16 NOTE RECH 309 EDUC 365 SOC 690 COMPET 575 From: Permanent Representatives Committee (Part 1) To: Council No. prev. doc.: 14131/16

More information

INTRODUCTION THE 2ND EUROPEAN YOUTH WORK CONVENTION

INTRODUCTION THE 2ND EUROPEAN YOUTH WORK CONVENTION INTRODUCTION This Declaration, prepared within the framework of the Belgian Chairmanship of the Committee of Ministers of the Council of Europe, is addressed to the Member States of the Council of Europe,

More information

Ministerial Declaration of The Hague on Water Security in the 21st Century

Ministerial Declaration of The Hague on Water Security in the 21st Century Ministerial Declaration of The Hague on Water Security in the 21st Century 1. Water is vital for the life and health of people and ecosystems and a basic requirement for the development of countries, but

More information

Sorbonne Joint Declaration Joint declaration on harmonisation of the architecture of the European higher education system

Sorbonne Joint Declaration Joint declaration on harmonisation of the architecture of the European higher education system Sorbonne Joint Declaration Joint declaration on harmonisation of the architecture of the European higher education system by the four Ministers in charge for France, Germany, Italy and the United Kingdom

More information

Tuning Occupational Therapy Structures in Europe.

Tuning Occupational Therapy Structures in Europe. Tuning Occupational Therapy Structures in Europe. Sandra M. Rowan, North East Higher Skills Network and Stephanie Saenger, Hogeschool van Amsterdam Introduction This reflective piece focuses on the experiences

More information

DOCTORAL EDUCATION TAKING SALZBURG FORWARD

DOCTORAL EDUCATION TAKING SALZBURG FORWARD EUROPEAN UNIVERSITY ASSOCIATION DOCTORAL EDUCATION TAKING SALZBURG FORWARD IMPLEMENTATION AND NEW CHALLENGES -CDE EUA Council for Doctoral Education Copyright by the European University Association 2016.

More information

The Budapest Declaration

The Budapest Declaration The Budapest Declaration Building European civil society through community development For further information contact any of the following: Professor Gary Craig International Association for Community

More information

(AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS

(AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS (AGENDA -OVERVIEW OF THE DAY) 1. COOPERATION IN THE FIELD OF POLICIES 2. COMMUNITY PROGRAMMES 3. OTHER COMMUNITY INSTRUMENTS 4. OTHER OBLIGATIONS RELATED TO THE ACQUIS 1 COOPERATION IN THE FIELD OF POLICIES

More information

Hereford College of Arts. Learning, Teaching and Assessment Strategy (2014/ /19)

Hereford College of Arts. Learning, Teaching and Assessment Strategy (2014/ /19) Hereford College of Arts Learning, Teaching and Assessment Strategy (2014/15 2018/19) The Learning and Teaching Strategy is a central component of the College s standards assurance and quality enhancement

More information

Principles of Innovative Doctoral Training Lucas Zinner Head of Research Services and Career Development University of Vienna Synopsis Background Seven Principles Next steps Background Phases of the Bologna

More information

NATIONAL REPORT. European Conference of Ministers of Higher Education. Berlin, September 2003 GENERAL DIRECTORATE OF UNIVERSITIES

NATIONAL REPORT. European Conference of Ministers of Higher Education. Berlin, September 2003 GENERAL DIRECTORATE OF UNIVERSITIES NATIONAL REPORT European Conference of Ministers of Higher Education Berlin, September 2003 GENERAL DIRECTORATE OF UNIVERSITIES Madrid, July 2003 CONTENTS 1.- Introduction... page 3 2.- Degree recognition

More information

RoS Procurement Strategy 2012

RoS Procurement Strategy 2012 1 Executive Summary RoS Procurement Strategy 2012 The procurement strategy 2012 2015 builds on and updates previous strategy documents. A strong strategic procurement function is now recognised by high

More information

OIDEACHAIS AGUS SCILEANNA EDUCATION TAKING STOCK: TEN YEARS OF THE BOLOGNA PROCESS IN IRELAND. Edwin Mernagh

OIDEACHAIS AGUS SCILEANNA EDUCATION TAKING STOCK: TEN YEARS OF THE BOLOGNA PROCESS IN IRELAND. Edwin Mernagh A N R O I N N OIDEACHAIS AGUS SCILEANNA D E P A R T M E N T O F EDUCATION A N D S K I L L S TAKING STOCK: TEN YEARS OF THE BOLOGNA PROCESS IN IRELAND Edwin Mernagh Contents Introduction 3 Looking back

More information

FRAMEWORK FOR THE EDUCATION STRATEGY FOR MALTA : SUSTAINING FOUNDATIONS, CREATING ALTERNATIVES, INCREASING EMPLOYABILITY

FRAMEWORK FOR THE EDUCATION STRATEGY FOR MALTA : SUSTAINING FOUNDATIONS, CREATING ALTERNATIVES, INCREASING EMPLOYABILITY FRAMEWORK FOR THE EDUCATION STRATEGY FOR MALTA 2014-2024: SUSTAINING FOUNDATIONS, CREATING ALTERNATIVES, INCREASING EMPLOYABILITY THE CURRENT CONTEXT, OUR BELIEFS AND VALUES The Ministry for Education

More information

Working for the UK higher education sector. Guide to. The Bologna Process. The UK HE Europe Unit

Working for the UK higher education sector. Guide to. The Bologna Process. The UK HE Europe Unit Working for the UK higher education sector Guide to The Bologna Process The UK HE Europe Unit Introduction This booklet seeks to provide the UK higher education (HE) sector with an authoritative guide

More information

Framework Guidance Note 3: What are the Dimensions?

Framework Guidance Note 3: What are the Dimensions? Framework Guidance Note 3: What are the Dimensions? The HEA has developed a series of Guidance Notes to support the effective use of the 2011 Framework. These are intended as a dynamic and developmental

More information

THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA

THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA Chatzichristos Christos 1, Karasavvoglou Anastasios 2, Vassiliadis Spyros 1 1 Technological

More information

Apprenticeships in Wales

Apprenticeships in Wales Apprenticeships in Wales Wales TUC submission to the Enterprise and Business Committee Inquiry Introduction 1.1 The Wales TUC welcomes the opportunity to contribute to the Enterprise and Business Committee

More information

COUNCIL OF THE EUROPEAN UNION. Brussels, 20 February 2002 6365/02 EDUC 27

COUNCIL OF THE EUROPEAN UNION. Brussels, 20 February 2002 6365/02 EDUC 27 COUNCIL OF THE EUROPEAN UNION Brussels, 20 February 2002 6365/02 EDUC 27 OUTCOME OF PROCEEDINGS of : The Council No prev. doc. : 5828/02 EDUC 17 No. Cion prop. : 11762/01 EDUC 102 - COM (2001) 501 final

More information

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF)

FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) EUROPEAN COMMISSION Education and Culture Lifelong Learning: Education and Training policies Vocational training and adult education FUNDAMENTALS OF A COMMON QUALITY ASSURANCE FRAMEWORK (CQAF) FOR VET

More information

The Helsinki Communiqué

The Helsinki Communiqué The Helsinki Communiqué on Enhanced European Cooperation in Vocational Education and Training Communiqué of the European Ministers of Vocational Education and Training 1, the European Social partners 2

More information

Implementation of the Bologna Goals in Denmark

Implementation of the Bologna Goals in Denmark Note Implementation of the Bologna Goals in Denmark The Bologna Process A reform of higher education programmes, known as the Bologna Process, is taking place in several European countries for the purpose

More information

PARIS AGENDA OR 12 RECOMMENDATIONS FOR MEDIA EDUCATION

PARIS AGENDA OR 12 RECOMMENDATIONS FOR MEDIA EDUCATION PARIS AGENDA OR 12 RECOMMENDATIONS FOR MEDIA EDUCATION 25 years after the adoption of the Grünwald Declaration that paved the way for media education at the international level, experts, education policy-makers,

More information

European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA

European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA 25 February 2003 To : Date : Name : Author: European Commission DG EAC 25 February 2003 EU Commission Public consultation on New Programmes EVTA Summary of contents In November 2002, EU Commission - Directorate

More information

THE RECONCILIATION FUND STRATEGY

THE RECONCILIATION FUND STRATEGY THE RECONCILIATION FUND STRATEGY 2014-2017 Our Vision Our vision is a reconciled Ireland. The Good Friday Agreement, and the Agreements which have flowed from it, provide the framework to achieve this

More information

Bologna Process Stocktaking

Bologna Process Stocktaking Bologna Process Stocktaking Report from a working group appointed by the Bologna Follow-up Group to the Conference of European Ministers Responsible for Higher Education, Bergen, 19-20 May 2005 Report

More information

Presentation by Minister Sean Sherlock TD, Minister for Research and Innovation on Irish Presidency s Space and Research Priorities to ITRE Committee

Presentation by Minister Sean Sherlock TD, Minister for Research and Innovation on Irish Presidency s Space and Research Priorities to ITRE Committee Presentation by Minister Sean Sherlock TD, Minister for Research and Innovation on Irish Presidency s Space and Research Priorities to ITRE Committee Check against delivery 23 January, 2013 It is a particular

More information

Youth work aims at empowering and

Youth work aims at empowering and Statement by participants in the symposium on Recognition of youth work and non-formal learning/education in the youth field 1. Introduction 44 Youth work aims at empowering and supporting young people

More information

EUA PUBLICATIONS 2010

EUA PUBLICATIONS 2010 EUA PUBLICATIONS 2010 Trends 2010: A decade of change in European Higher Education BY ANDRÉE SURSOCK & HANNE SMIDT EUA PUBLICATIONS 2010 Trends 2010: A decade of change in European Higher Education BY

More information

Focus on Higher Education in Europe 2010: New report on the impact of the Bologna process

Focus on Higher Education in Europe 2010: New report on the impact of the Bologna process Focus on Higher Education in Europe 2010: New report on the impact of the Bologna process A new report, produced for the European Commission by the Eurydice network presents an overview of the progress

More information

At its meeting on 26 May 2015, the Council adopted the Council conclusions as set out in the annex to this note.

At its meeting on 26 May 2015, the Council adopted the Council conclusions as set out in the annex to this note. Council of the European Union Brussels, 26 May 2015 (OR. en) 9242/15 DEVGEN 82 SOC 348 ACP 86 ONU 71 RELEX 427 NOTE From: To: Subject: General Secretariat of the Council Delegations Council Conclusions

More information

Gender equality matters!

Gender equality matters! DDCP-YD/ ETD (2016) 9 Strasbourg, 31 March 2016 Gender equality matters! Understanding and integrating gender equality in intercultural youth activities of the Council of Europe and its partners 1 3 June,

More information

Recent Developments in the Bologna Process (BP) in Europe. BOLOGNA FROM OUTSIDE Recent Developments in the Bologna Process in Europe

Recent Developments in the Bologna Process (BP) in Europe. BOLOGNA FROM OUTSIDE Recent Developments in the Bologna Process in Europe BOLOGNA FROM OUTSIDE Recent Developments in the Bologna Process in Europe Barbara Weitgruber Austrian Federal Ministry of Science and Research Chair of the Bologna Working Group European Higher Education

More information

The Bologna Process Conference on Master-level Degrees Helsinki, Finland March 14-15, 2003. Conclusions and Recommendations of the Conference

The Bologna Process Conference on Master-level Degrees Helsinki, Finland March 14-15, 2003. Conclusions and Recommendations of the Conference The Bologna Process Conference on Master-level Degrees Helsinki, Finland March 14-15, 2003 Final Conclusions and Recommendations of the Conference Different dimensions of master degrees (In this document

More information

Beyond the Youth Guarantee Lessons learned in the first year of implementation

Beyond the Youth Guarantee Lessons learned in the first year of implementation Beyond the Youth Guarantee Lessons learned in the first year of implementation Background document prepared by Eurofound as a contribution to the informal EPSCO meeting 16-17 July 2015, Luxembourg Young

More information

Bologna Follow-up Seminar Bachelor s Degree : What Is It?

Bologna Follow-up Seminar Bachelor s Degree : What Is It? Bologna Follow-up Seminar Bachelor s Degree : What Is It? St. Petersburg State University, Russia 25-26 November 2004 Report by the Rapporteur Senior Adviser Sverre Rustad, Secretariat of the Bologna Follow-up

More information

Daily scoops, or policy imperative?

Daily scoops, or policy imperative? The PLACE of SCIENCE in the EUROPEAN SOCIETY Daily scoops, or policy imperative? Jean-Michel Baer Director Science & Society European Commission If any one could have any doubt on the place held by science

More information

II. What is driving discussions on Quality (and Quality Assurance) in Europe

II. What is driving discussions on Quality (and Quality Assurance) in Europe Major European trends and issues affecting higher education and quality assurance in an international setting and their implications for colleges, universities and countries I. Introduction Higher education

More information

Policy Co-operation operation and Mobility in the European Higher Education Area

Policy Co-operation operation and Mobility in the European Higher Education Area Conference on Student Mobility and Recognition of Study periods Abroad Western Balkans EU Ljubljana, 11 12 October 2010 Policy Co-operation operation and Mobility in the European Higher Education Area

More information

eunec European Network of Education Councils EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels

eunec European Network of Education Councils EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels eunec @ European Network of Education Councils Introduction EUNEC conference 9-10 November 2006 Vlaamse Onderwijsraad Brussels EUNEC statements on the recommendations of the study MoVE-iT: Obstacles to

More information

THE E-LEARNING PROCESS IN IRELAND: STRATEGY, STRUCTURES AND VALUES IN A TIME OF CHANGE

THE E-LEARNING PROCESS IN IRELAND: STRATEGY, STRUCTURES AND VALUES IN A TIME OF CHANGE THE E-LEARNING PROCESS IN IRELAND: STRATEGY, STRUCTURES AND VALUES IN A TIME OF CHANGE NEIL O SULLIVAN Universal Learning Systems, Dublin, nosullivan@ulsystems.com DR ALAN BRUCE Universal Learning Systems,

More information

Learning and Teaching Strategy

Learning and Teaching Strategy Learning and Teaching Strategy 2015-2020 This strategy sets out the University s commitment to providing all students with an outstanding higher education experience which equips them for success in personal

More information

CONCLUSIONS AND RECOMMENDATIONS OF THE 48 TH SESSION OF THE INTERNATIONAL CONFERENCE ON EDUCATION (ICE)

CONCLUSIONS AND RECOMMENDATIONS OF THE 48 TH SESSION OF THE INTERNATIONAL CONFERENCE ON EDUCATION (ICE) Distribution: limited ED/BIE/CONFINTED 48/5 Geneva, 28 November 2008 Original: English UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION INTERNATIONAL CONFERENCE ON EDUCATION Forty eighth

More information

Right to Read Campaign. Supporting Literacy in the Local Authority

Right to Read Campaign. Supporting Literacy in the Local Authority Right to Read Campaign Supporting Literacy in the Local Authority Department of the Environment, Community and Local Government 2014 ISBN: 978-0-9927947-2-9 Right to Read Campaign Supporting Literacy in

More information

The Bologna Process in Ireland: Successes and Challenges

The Bologna Process in Ireland: Successes and Challenges Dublin Institute of Technology ARROW@DIT Conference Papers Centre for Social and Educational Research 2013-9 The Bologna Process in Ireland: Successes and Challenges Frank McMahon Dublin Institute of Technology,

More information

RECOMMENDATION ON THE RECOGNITION OF JOINT DEGREES

RECOMMENDATION ON THE RECOGNITION OF JOINT DEGREES The Committee of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region RECOMMENDATION ON THE RECOGNITION OF JOINT DEGREES Adopted on 9 June 2004 2 Preamble

More information

The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities

The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities The Requirements for Community Learning and Development (Scotland) Regulations 2013:

More information

It is a great honour and a pleasure to be here with you today.

It is a great honour and a pleasure to be here with you today. Strengthening the ties that bind us together: the role of the ASEM Education Process for ASEM Dialogue and Cooperation - from a European perspective Tibor Navracsics, Commissioner for Education, Culture,

More information

Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010

Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010 Joint conclusions of the Spanish Presidency EU Youth Conference youth employment and social inclusion, Jerez, Spain 13-15 April 2010 Youth Employment is the common theme of the three EU Youth Conferences

More information

European Higher Education Area (EHEA) The Bologna Process

European Higher Education Area (EHEA) The Bologna Process European Higher Education Area (EHEA) The Bologna Process European Higher Education Area (EHEA) The Bologna Process Prepared for The Committee of Postsecondary ADMs (PSADM) May 2008 By The CMEC Quality

More information

Northern Ireland Environment Agency Corporate Social Responsibility

Northern Ireland Environment Agency Corporate Social Responsibility Northern Ireland Environment Agency Corporate Social Responsibility September 2011 Introduction This document has been prepared by the Northern Ireland Environment Agency (NIEA) in line with general NICS

More information

Strengthening the Research Effort means Strengthening the Role of Universities

Strengthening the Research Effort means Strengthening the Role of Universities EUA Response to the EC Communication: Science and technology, the key to Europe s future Guidelines for future European Union policy to support research. I. The policy context 1. The 7 th Framework Programme

More information

Standing Conference of European Ministers of Education 14th Session Brussels, Belgium, 7 9 May 1985

Standing Conference of European Ministers of Education 14th Session Brussels, Belgium, 7 9 May 1985 Standing Conference of European Ministers of Education 14th Session Brussels, Belgium, 7 9 May 1985 Resolution on education and training for young people aged 16 to 19: problems and prospects Statement

More information

More immediately, existing economic and human capital must be maximised as the country faces the challenges of the current financial crisis.

More immediately, existing economic and human capital must be maximised as the country faces the challenges of the current financial crisis. Introduction In its submission to the Higher Education Strategy Group, CIT put forward the case for the creation of a Technological University sector for Ireland. We welcomed the inclusion of this among

More information

RESPONSE TO FIRST PHASE SOCIAL PARTNER CONSULTATION REVIEWING THE WORKING TIME DIRECTIVE

RESPONSE TO FIRST PHASE SOCIAL PARTNER CONSULTATION REVIEWING THE WORKING TIME DIRECTIVE 4 June 2010 RESPONSE TO FIRST PHASE SOCIAL PARTNER CONSULTATION REVIEWING THE WORKING TIME DIRECTIVE Introduction 1. The European Commission on 24 March launched the first phase consultation of European

More information

Education, Research and Innovation

Education, Research and Innovation Education, Research and Innovation Tuning tools and insights for modern competence-based third-cycle programmes, Prof. Ann Katherine Isaacs (University of Pisa, Italy) Doctoral programs: a bridge between

More information

Seminar on Bachelor s Degrees. St. Petersburg, 25-26 November 2004

Seminar on Bachelor s Degrees. St. Petersburg, 25-26 November 2004 Seminar on Bachelor s Degrees St. Petersburg, 25-26 November 2004 What is the Bologna Process? A process between nation states, with stakeholder participation Not à la carte Ministers define objectives

More information

Qualifications Frameworks Making Connections for You

Qualifications Frameworks Making Connections for You Frameworks Making Connections for You Introduction NFQ Irish National Framework of EQF European Framework QF-EHEA Framework for the European Higher Education Area Supported by the Erasmus+ Programme of

More information

Higher Education Access/Foundation Courses A Research Report. By Dr Phyllis Murphy

Higher Education Access/Foundation Courses A Research Report. By Dr Phyllis Murphy Higher Education Access/Foundation Courses A Research Report By Dr Phyllis Murphy March 2009 Table of Contents FOREWORD... 1 Dr Phyllis Murphy.... 3 EXECUTIVE SUMMARY... 4 Terms of Reference for the Research...

More information

COUNCIL OF THE EUROPEAN UNION. Brussels, 8 May 2008 9207/08 EDUC 144 SOC 276 CULT 67 COMPET 178 RECH 173. NOTE from: Presidency

COUNCIL OF THE EUROPEAN UNION. Brussels, 8 May 2008 9207/08 EDUC 144 SOC 276 CULT 67 COMPET 178 RECH 173. NOTE from: Presidency COUNCIL OF THE EUROPEAN UNION Brussels, 8 May 2008 9207/08 EDUC 144 SOC 276 CULT 67 COMPET 178 RECH 173 NOTE from: Presidency to: Council No prev. doc. 8752/08 EDUC 119 SOC 243 CULT 59 COMPET 152 RECH

More information

A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR

A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR A LIFELONG LEARNING STRATEGY FOR THE SPORT ANDACTIVELEISURESECTOR 1 THE NEED FOR CHANGE The Sport and Active Leisure sector has the potential to make a huge impact on the economy, the health of a nation

More information

www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/leuven_louvain-la- Neuve_Communiqué_April_2009.pdf

www.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/leuven_louvain-la- Neuve_Communiqué_April_2009.pdf EUROPÄISCHE FÖDERATION FÜR CHEMIE-INGENIEUR-WESEN EUROPEAN FEDERATION OF CHEMICAL ENGINEERING FEDERATION EUROPEENNE DU GENIE CHIMIQUE EFCE Bologna Recommendations Recommendations for Chemical Engineering

More information