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

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

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

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  1. Conference of European Education Ministers, Leuven/Louvain 28 April 2009 Higher Education in Europe 2009: Developments in the Bologna Process David Crosier, Eurydice, EACEA

  2. 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 »

  3. 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

  4. 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

  5. KEY FINDINGS: ECTS • System in place in most countries • But different understandings / stages of development of « the ECTS system »

  6. % + 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 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

  7. 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

  8. DIPLOMA SUPPLEMENT: MONITORING National monitoring has been undertaken or is planned No national monitoring DS not introduced

  9. 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

  10. STUDENT MOBILITY Outgoing student mobility Less than 1 % 1-3 % 3-6 %

  11. 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

  12. 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

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