Bologna process: Social impacts and side-effects

Prof. Dr. Nada Cikes

University of Zagreb School of Medicine

Report by the Working Group on Social Dimension and Data on Mobility of Staff and Students within the Bologna Process (2007):

The social dimension of the Bologna Process is a constituent part of the EHEA and a necessary condition for the attractiveness and competitiveness of the EHEA

Rationale for the social dimension

Strengthening the social dimension:

• Equal opportunity (to enter, cary out and complete studies)

• Reinforcement of social, cultural and economic development of society

• Enhancement of quality and attractivity of European higher education

Social dimension of mobility

Social dimension in the home country of the student• Quality in higher education, equally accessible• Students’ appropriate studying and living conditions• Opportunity to life long learning for all• Measures for widening access• Students full partners in organisation and content of higher education

Social dimension of mobility• Measures facilitating the national loans and grants• Promotion of mobility

– for students– for teachers, researchers, administrative staff

Possible actions and tools in participating countries

• Measures to promote equal opportunities for access, participation and completion

• Measures for widening access and participation in higher education

• Development of study environment that enhances the quality of the student experience– Provision of academic services– Provision of social services

• Student participation in the governance and organisation of higher education

• Finances in order to start end complete studies

Data on main domains within the social dimension

Widening access• Participation rates (also for disadvantaged students!)

Study framework• Study environment

• Provision of academic and social services• Student income (tax relief for parents!)

Completion of studies• employability

Bologna Action Lines• Adoption of a system of easily readable and comparable

degrees• Adoption of a system essentially based on two cycles• Establishment of a system of credits• Promotion of mobility• Promotion of European co-operation in quality assurance• Promotion of the European dimension in higher education• Focus on lifelong learning• Inclusion of higher education institutions and students• Promotion of the attractiveness of the European Higher

Education Area• Doctoral studies and the synergy between the European Higher

Education Area and the European Research Area

The two cycle model

• The two cycle model was intended as a tool to get educated people into the workforce after 3 years and as a tool for better European integration, not necessarily as an objective in its own right.

• “...first cycle studies, lasting a minimum of three years. The degree awarded after the first cycle shall also be relevant to the European labour market as an appropriate level of qualification....”

The two cycle model

Great social and financial impact

In Croatia:needs to better define qualification/competences (particularly BA)

• If labour market is prepared: – new workforce/qualification is appreciated– new workplaces higher employment rate– more funding

• If labour market is NOT prepared:– waste of finances and time in new study programmes– stagnation in employability or increase in unemployed

highly educated persons

Learning outcomes

“Learning outcomes are statements of what a learner is expected to know and /or be able todemonstrate after completion of a process oflearning.”

(TUNING Project, “Glossary”. 2003)

“Learning outcomes are sets of competences..” (European Commission,“ECTS Key Features”. 2005 )

Competences“Competences represent a dynamic combination

of knowledge, understanding, skills and abilities.

They may be divided in

subject-area related competences (specific to a field of study) and

generic competences (common to any degree course).”

(TUNING,“Glossary”. 2003)

Practicalskills

Theoreticalknowledge

ProfessionalAttitude

Clinical competence

Quality assurance/European dimension

• Benefit of Bologna process:– Awareness of quality assurance– Development of quality culture

• Side-effects:details of quality assurance– misinterpreted for Bologna process requirements

- teaching methods

- evaluation methods– misused in advocating the negotiations for joining the

European union

Promotion of mobility

Greatest social impact intended by Bologna process

In Croatia: • Lack of measures for facilitating mobility• Needs to develop social networking, financial

investment • Establish national loans/grants • Creating preconditions for mobility• Motivating teachers, researchers, administrative

staff for mobility

Focus on lifelong learning

Great social and financial impact expected by Bologna process

In Croatia:• Underdeveloped• Needs to improve opportunities for all

citizens to follow the life long learning process –

requirements for significant funding

Inclusion of studentsin Bologna process

• Include students as full partners to influence the organisation and content of higher education

• Respect students’ sensitivity for social dimension

• To provides students – appropriate studying and living conditions– guidance and counselling services (disadvantaged

groups!)– widening access

Doctoral studies

• Initially understood as the third cycle studies lasting at least 3 years – Discussion – is it school or study?

• Now it is clear that the research component is dominant study is supporting research

• In the European framework vocabulary:

synergy between the European Higher Education Area and the European Research Area

• Great social and financial impact

Doctoral studies

In Croatia needs for

• significant funding

• rethink the position of doctoral students in research projects/grants to include costs of doctoral studies for participating students