How to build an European Higher Education Area lessons learnt

1. How to build an European Higher Education Area lessons learnt Michael Gaebel European University Association (EUA) ASAIHL Conference Penang, 14 Dec. 2008

4. By the way: Is it Europe or Europes? Learning outcome 1: Learn to distinguish: Council of Europe from European Council

5. Council of Europe Strasbourg, France 1949 47 member states Ministerial Council Parliamentary Assembly legal standards, human rights, democratic development, the rule of law and cultural co-operation + Education Lisbon Recognition Convention (+UNESCO)

6. European Union (EU) political and economic union of 27 member states 1993 Treaty of Maastricht (before: European Economic Community) mix of intergovernmental and supranational structures single market through a standardised system of laws which apply in all member states, guaranteeing the freedom of movement of people, goods, services and capital common currency - EURO (15 Member States) common trade policy, agricultural and fisheries policies, and a regional development policy. role in justice and home affairs, including the abolition of passport control between many member states (Schengen)

7. European Commission European Parliament (Brussels + Strasbourg) European Council - EU Heads of State + EU President (Brussels) ? Council of Europe, Strasbourg European Commission (EC - Brussels) � legislative and executive powers a role in foreign policy, representing its members WTO, G8, UN a mandate for vocational education � but supporting measures and policy development (Erasmus, European Qualification Framework etc.) a mandate for research: FP7, European Institute of Technology

8. Learning outcome 2: How to build a supranational Education Area � no contracts, no central administration, no imposition of standards and no diminishing of cultural traditions

11. Bologna : a pan-European HE Reform Process Bologna � a voluntary process; 46 countries signed up with no legal obligations a tiny �Bologna� Secretariat (2-4 people) Website http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ Joint Ministerial Meeting & Communiqu� � every 2 years A shared responsibility: governments, universities, staff & students = members of the Bologna Follow-Up Group Increasingly stakeholder driven now that implementation is the priority Agreement on 10 Bologna Action lines

12. 10 Bologna Actionlines Bologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Prague Ministerial summit of 2001: 7. Focus on lifelong learning 8. Inclusion of higher education institutions and students 9. Promotion of the attractiveness of the European Higher Education Area Berlin Ministerial summit of 2003: 10. Doctoral studies and the synergy between the European Higher Education Area and the European Research Area Now these are the 10 Bologna action lines � which have been agreed by Ministers of education since 1999 � Post 2003, there have been further issues agree d � I get back to this. If I look at them now the most important, central ones are probably Life long learning Qualiyt Assurance Attractiveness LLL comprises almost all Bologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Prague Ministerial summit of 2001: 7. Focus on lifelong learning 8. Inclusion of higher education institutions and students 9. Promotion of the attractiveness of the European Higher Education Area � international environment Berlin Ministerial summit of 2003: 10. Doctoral studies and the synergy between the European Higher Education Area and the European Research AreaNow these are the 10 Bologna action lines � which have been agreed by Ministers of education since 1999 � Post 2003, there have been further issues agree d � I get back to this. If I look at them now the most important, central ones are probably Life long learning Qualiyt Assurance Attractiveness LLL comprises almost all Bologna Declaration of 1999: 1. Adoption of a system of easily readable and comparable degrees 2. Adoption of a system essentially based on two cycles 3. Establishment of a system of credits 4. Promotion of mobility 5. Promotion of European co-operation in quality assurance 6. Promotion of the European dimension in higher education Prague Ministerial summit of 2001: 7. Focus on lifelong learning 8. Inclusion of higher education institutions and students 9. Promotion of the attractiveness of the European Higher Education Area � international environment Berlin Ministerial summit of 2003: 10. Doctoral studies and the synergy between the European Higher Education Area and the European Research Area

13. Clic pour faire afficher nicosie et continuerClic pour faire afficher nicosie et continuer

14. Bologna Achievement: Overall assessment Enormous progress since 1999: 83% of HEIs have the 3 cycle structure in place (Trends V, 2007) > 53% in 2003 ECTS for credit transfer + accummulation Diploma supplement � in use in most countries Joint diploma European Dimension of QA Global Dimension Joint European discourse on higher education 17 new countries have joined since 1999 74% of institutions: ��it is essential to make rapid progress towards the EHEA�� (Trends V) Employability of the Bachelor? What is a European Master? Joint diploma: sustainable? Socially exclusive? Feasible and useful? 50% of the institutions: Transfer credit recognition in some cases problematic ECTS: workload or learning outcomes? Diploma supplement: issued on demand Mobility � obstacles in and beyond HE Social dimension, LLL Incentives for the Global Dimension Countries at different pace Europe or EU? Relation with the European Research Area Beyond 2010?

15. Key challenges for the European Higher Education Area post 2010 2010 - less a deadline and more the start of a new phase? some reforms are accomplished, others not yet individual Bologna countries implement reform at a different pace growing links between the EHEA, & the EU Lisbon Agenda goals/the European Research Area Increasing awareness of the role of universities in building a knowledge society in Europe The economic and social environment is changing e. g. demographic situation of Europe Globalisation & the emergence of international education

16. Successful? �So you have academic friends in Toulouse or Fribourg or �vora who think Bologna is a disaster; therefore, you think it�s a disaster? For some real evidence, let�s look at the March 2007 Eurobarometer survey of 5,800 faculty and administrators in 31 European countries. Here�s what it found: Thirty-two percent said the old degree system was better, with considerable variation by country (53 percent of the German faculty versus 11 percent of the French, for example) and by field (42 percent of engineering faculty preferred the old system). So, disregarding the 9 percent who hadn�t made up their minds, roughly 35 percent of the European academic workforce preferred the pre-Bologna degree system�while 65 percent disagreed. In an election, we would call that a landslide�. Chris Adelman, 2008, IHEP Policy Brief �Learning Accountability from Bologna: A Higher Education Policy Primer, A message to US academic policy makers who have friends in Europe who don�t like Bologna�

17. European Higher Education and Research Area- increasingly intertwined in a global setting European higher Education Area (EHEA) and European Research Area (ERA) cannot function in a vacuum communicating and sharing the �processes� is crucial Different institutions and countries across the EHEA are at different phases of their �internationalisation� process & have different priorities Mobility is an international, & not simply an intra-European question Attracting global talent: the changing role of the university as a service provider and an �exporter� Demographic developments will play an increasingly important role

18. Learning outcome 3: How to involve stakeholders into an intergovernmental reform process � because top-down only would not work

20. Bologna Achievement � thanks to stakeholders Active contribution of stakeholder organisations: European Standards and Guidelines for Quality Assurance http://www.eqar.eu/index.php?id=41 European Register for Quality Assurance Agencies EQAR www.eqar.eu Inclusion of 3rd cycle (doctorates) Strategy of Bologna Process in a Global Setting http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/WGR2007/Strategy-for-EHEA-in-global-setting.pdf European Lifelong Learning Charter http://www.eua.be/fileadmin/user_upload/files/Publications/European_Universities__Charter_on_Lifelong_learning.pdf

21. Learning outcome 4: How to build a supra-national university association

22. Why Rectors/ University Associations? Change and change demands accelerated Universities have to react � and to act Autonomy: need buffer organisation between Gov. +university Autonomy: building solidarity between universities University associations: indentify trends Inform, mobilise universities (solidarity) Facilitate discussions � with universities + stakeholders Develop and disseminate best practices Formulate universities� position Advocate and lobby (governments, media etc) International �HE diplomacy�

23. EUA�s Mandate Core task: Strengthen the European universities Policy development at European Level institutional development and dissemination of good practices Informed dialogue � creation of knowledge and information on HE European Mission: European Higher Education Area (Bologna/ Lisbon) Internationalisation Representation of European Universities 32 National Rector Conference 700 + universities 45 (very soon 46) European countries Important to mention, as if I talk about international, not from the European Union perspective Why does a European University Association require international contacts and collaborations?Representation of European Universities 32 National Rector Conference 700 + universities 45 (very soon 46) European countries Important to mention, as if I talk about international, not from the European Union perspective Why does a European University Association require international contacts and collaborations?

24. EUA Activities Thematic priorities � institutional perspective Institutional development Quality assurance Research management and funding Developing and disseminating good practices International cooperation and exchange Membership services Surveys, projects � building knowledge -informed dialogue Publications Policy dialogue (universities, partners, governments);

25. EUA Flagships Trends Report � biannual report on the implementation of Bologna Reforms (800-900 Universities, 34 National Rectors Associations) Joint Master programme Guidelines Quality Culture + Creativity Project Institutional Evaluation Programme Recognised QA Agency Voluntary evaluation Fit for purpose: to strengthen university, support senior management Pool of 80 rectors More than 200 evaluations Higher education systems report: Ireland, Portugal, Turkey, Slovakia

26. EUA + Autonomy Policy level: advocate Autonomy in Bologna Process Key condition for institutional development Responsiveness and responsiblity Higher education as a public good Diversity of institutional mission Information: surveys on autonomy in Europe Conferences, workshops, seminars, projects Governance: sound governance and management On QA � to ensure good accountability Industry cooperation Funding institutions have to be sufficiently funded � full costing diversity of funding sources Tuition fees?

27. Good for Europe. What about the rest of the world? Learning outcome 5: Higher education is international

28. EUA�s position: Internationalisation imperative Global challenges � global responses Global problems: environment, energy, economy, demographics Research is international increased international mobility of people and programmes Trends towards supranational coordination in HE-Regional integration? Bologna Process internationally recognised Enhanced international cooperation Autonomy � implications for international exchange and cooperation Government to Government University to University University organisation to university organisation: E.g: Joint statement of ACE, AUCC and EUA on GATS Dialogue processes with partner organisations around the world

29. EUA�s International Goals dialogue, exchange and cooperation with partners based on the principle of equal partnership Dialogue and solidarity with partner organisations Internationalisation of ��European�� achievements Promotion of European Higher Education Area, and the Bologna Process Strenghten the European Universities Complementary to activities of members

31. Conclusion/ Assumptions Autonomy, internationalisation and crossborder on the rise Autonomy: diversity of missions how to ensure self-reflection and advocacy of universities at national/regional level how to ensure international representation and exchange at system level (previously role of gov.) Internationalisation+crossborder: Partnership and cooperation Corporisation - Commercialisation Situation of small(er) countries: Europe - larger entity Competitiveness Critical mass: Recognition / mobility