Higher Education Reforms

1. Presented by
Fatima Batool
Reg: 148-FSS/PHDEDU/S18
The Bologna Process

2. University of Bologna

3. The Bologna Process
 It is named after the University of Bologna (Italy), where
the Bologna declaration, was signed by education ministers
from 29 European countries in 1999.
 However its origins lie a year further back in the Sorbonne
Conference and Declaration of 1998.
 These events and texts set in motion a European
cooperation process that has radically changed higher
education.
 Reforms have affected countries within and beyond Europe,
and the number of official signatory countries has risen to
48, with Belarus the most recent state to join in 2015.

4. Key dates in the Bologna Process
 1998 – Sorbonne Declaration: Identified the
building blocks for the Bologna Process.
 1999 – Bologna Declaration: A Declaration was
signed to establish a European Higher
Education Area by 2010
 In 2001 European University Association
(EUA) was established

5. Cont…
 Berlin Communiqué (2003 ): Links between
higher education and research areas were created
 Bergen Communiqué: (2005 ): International
cooperation was ensured on the basis of values
and sustainable development
 London Communiqué (2007): Strategy to
improve the global dimension of the Bologna
Process was adopted

6. Cont…
 Leuven Communiqué (2009): Global policy
dialogue was enhanced through Bologna Policy
Fora
 Bucharest Communiqué (2012): Evaluate
implementation of 2007 global dimension strategy
 Yerevan Communiqué (2015): Focus was on
improving learning and Teaching ensuring
relevance and quality

7. Decision-making in the Bologna Process
 An intergovernmental process: Decision-making in the
Bologna Process is carried out through an
‘intergovernmental’ process by Ministers from signatory
countries meeting at biennial summits to move the
Process forward.
 Ministerial summits: The most important forum in the
decision-making process is the two-yearly ministerial
review of ‘Bologna’, when education Ministers from
each signatory country meet to assess progress and to
plot the course for the near future.

8. Cont…
 The Bologna Follow-Up Group (BFUG): It consists of
representatives from all 40 Bologna signatory countries.
 The BFUG’s role is to help signatory countries to
follow up on the recommendations made at the
ministerial summits.
 The Bologna Board: It is smaller and is chaired by the
current EU Presidency with the host of the forthcoming
ministerial summit as Vice-Chair.

9. Cont…
 Role of the European Commission: Bologna signatory countries
have granted the European Commission a special status as a full
member of the BFUG and the Bologna Board.
 This status and the European Commission’s role as a source of
funding for Bologna projects gives the Commission
considerable influence in the Bologna Process.
 Other organizations:
 The Council of Europe (CoE),
 The European University Association (EUA),
 The European Association of Institutions in Higher Education
(EURASHE) and
 The National Union of Students in Europe (ESIB)

10. Cont…
 The United Nations Educational, Scientific and
Cultural Organization European Centre for Higher
Education (UNESCO-CEPES) is a consultative
member of the BFUG.
 This arrangement has enabled these important
stakeholders to play an active role in Bologna
Process decision making.

11. The 10 Action Lines of Bologna Process
1. Adoption of a system of easily readable and
comparable degrees
2. Adoption of a system based on three cycles
(Bachelors, Masters and Doctoral)
3. Establishment of a system of credits
4. Promotion of mobility
5. Promotion of European co-operation in quality
assurance

12. Cont…
6. Promotion of the European dimension in Higher
education
7. Focus on Lifelong Learning
8. Inclusion of Higher Education Institutions and students
9. Promotion of the attractiveness of the European Higher
Education Area
10. Doctoral Studies and the links between the European
Higher education Area and the European Research Area

13. Bologna National Qualifications Frameworks
 Before 2005, national qualifications frameworks
(NQF) had been set up in three European
countries: ireland, France and the UK.
 In 2015, frameworks have been developed in all
38 countries cooperating on the European
qualifications framework (EQF).

14. Cont…
 An increasing number of these frameworks are
now becoming operational and are starting to
make an impact on education, training and (to
some extent) employment policies and practices.
 The introduction of NQFs signals an important
shift in policy perspective which can change and
improve the way education and training is
organized and delivered.

15. Cont…
 The design of NQFs rests on two key-principles:
1. NQFs are based on learning outcomes, specifying
what learners are expected to know, to be able to
do and understand at the end of a learning
sequence.
2. European countries have overwhelmingly chosen
to set up comprehensive frameworks, covering all
levels and types of qualifications.

16. Moving from the Bologna Process
(third level) to the
European Qualifications Framework
for Lifelong Learning
(Primary, Secondary and Third Level)

17. European Qualifications Framework for
Lifelong Learning (EQF)
 Adopted by EU in 2008.
 A common European reference framework that links
together the qualification systems of EU countries.
 A “Translation Device” to make qualifications easier
to understand.
 Has 8 levels with a set of descriptors for each level.
 These descriptors describe the learning
corresponding to each level under the heading of
knowledge, skills and competence.

18. Implications of Bologna Process and EQF
for Teaching and Learning
 Central role of Learning Outcomes in education
at all levels of the educational system.
 Training of teachers about concept of Learning
Outcomes and to teach within a Learning
Outcomes Framework.
 Co-ordination of Teacher-Centred approach and
Student - Centred approach to Teaching and
Learning.

19. Cont…
 Linking of Learning Outcomes to Teaching and
Learning activities and to Assessment.
 Drafting of syllabi in terms of Learning Outcomes
taking care to specify depth of treatment relevant
to each learning outcome.

20. Thanks