Conference of European Education Ministers, Leuven/Louvain 28 April 2009

Higher Education in Europe 2009:

Developments in the Bologna Process

David Crosier,

Eurydice, EACEA

SCOPE OF THE REPORT

• Selection of key topics: Ba/Ma cycles; ECTS; DS; NQF; Mobility and Portability

• Focus on national policy/action

• No « judgement » just « reflection »

KEY FINDINGS: BA/MA CYCLES

• All countries have introduced Bologna cycles, but…

• Main models vary considerably• Vocational education & certain disciplines

remain outside Bologna reform in some countries

-> Implications for LLL & knowedge society

Two-cycle structure models most commonly implemented, 2008/09

240 + 120 ECTS

240 + 60 ECTS

180 + 120 ECTS

Various combinations

No Master programmes

Not available

Source: Eurydice

KEY FINDINGS: ECTS

• System in place in most countries

• But different understandings / stages of development of « the ECTS system »

Level of Implementation of ECTS

75 % + using ECTS based on learning outcomes and student workload

75 % + using ECTS based on student workload

75 % + using ECTS based on contact hours, or contact hours & student workload

75 % or less using ECTS with variety of credit definitions

National credit systems in parallel. ECTS mainly used for transfer

Source: Eurydice

KEY FINDINGS: DIPLOMA SUPPLEMENT

• Not only question, has DS been introduced? but is it useful?

• Very few countries have undertaken any monitoring to find out…

• For those that have, mixed outcomes:

-> Benefits of tool not being fully realised

DIPLOMA SUPPLEMENT: MONITORING

National monitoring has been undertakenor is planned

No national monitoring

DS not introduced

STUDENT MOBILITY: KEY ISSUES

• Lack of data still a problem

• Impact of Bologna reforms impossible to know

• Generally low levels of mobility

• Interesting country issues regarding mobility flows

STUDENT MOBILITY

Incoming student mobility Outgoing student mobility

Less than 1 %

1-3 %

3-6 %

6-10 %

10 % +

Data not available

MOBILITY AND PORTABILITY

• Wide variety of national practice, & little progress

• Impact of portability of student funding on mobility difficult to know…but lack of funding correlates with low mobility

• Many countries impose additional conditions to access mobility funding, with potential detrimental impact

OVERALL CONCLUSION

-> Considerable progress, but…

-> Diversity of understanding and implementation of Bologna reforms raises questions about how open and inclusive the EHEA will be

-> Far from reaching the end of Bologna history, the need for intensified European cooperation is becoming ever more clear