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The EU contribution to the Bologna Process


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ContentsIntroduction ................................................................................................... 3

Higher education reorms in a wider context: the need or Lielong Learning .... 4

Studentcentred learning ............................................................................... 6

Better qualit in teaching and learning ........................................................... 8

Transparenc o universit missions and perormances .................................10

Mobilit o students and sta ........................................................................12

Recognition o qualifcations and periods o stud .........................................14

International openness .................................................................................16

Conclusion ....................................................................................................18

Bologna action lines and reerence tools .......................................................19

Web sites ..................................................................................................... 20

European Commission Supported Initiatives on Higher Education Reorm ...... 22

the EU contribution to the Bologna Process

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The Bologna Declaration o June 1999 set out a vi-

sion o a European Higher Education Area by 2010,

in which students could choose rom a wide range o

high quality courses and prot rom smooth recogni-

tion procedures. A series o reorms was set in motion

to make European higher education more compatible

and comparable, more competitive and more attrac-

tive or Europes citizens and or students and scho-

lars rom other continents. A lot has been achieved,

but reorms in some areas still lag behind. Ministers

o 46 European countries are meeting in Leuven and

Louvain-La-Neuve in April 2009 to take stock o pro-

gress and set the agenda or the coming decade.

For the EU, the Bologna Process is part o a broader eort

in the drive or a Europe o knowledge which includes:

lielong learning and development,

the Lisbon Agenda or Growth and

Jobs and Social Inclusion,

the Copenhagen Process or enhanced

European co-operation in Vocation-

al Education and Training and

initiatives under the European

Research Area.

The Bologna process, steered by European Ministers

o Education, is a collective eort o public authori-

ties, universities, teachers and students, together

with stakeholder associations, employers, quality

assurance agencies, international organisations and

institutions. Although the process goes beyond the

EUs borders, it is closely connected with EU policies

and programmes.

This brochure highlights the contribution of

EU policies and programmes to the success

of the Bologna process in the areas of:

lifelong learning;

student-centred learning;

quality assurance;

transparency;

mobility;

recognition and international openness.

The text notably reers to initiatives supported under

the Erasmus, the Tempus and the Erasmus Mundus

programmes. However, Bologna reorms may also be

supported through the 7th EU Framework Programmeor Research, the Competitiveness and Innovation

Framework Programme, as well as via the Structural

Funds and EIB loans.

Introduction

INTRODUCTION

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Changes in society and their impact on Higher Edu-

cation are evolving ever aster; globalisation, de-

mographic change and rapid technological deve-

lopments combine to present new challenges and

opportunities or third level institutions. Future jobs

are likely to require higher levels and a dierent mix

o skills, competences and qualications. Higher

education institutions have a pivotal role to play in

the success o our society and economy and their

capacity to adapt to these changes and seize new op-

portunities is crucial.

The severity o the current economic crisis adds an

exceptional degree o unpredictability about the

uture o the worlds economy, and underlines the

need or skills upgrading at all levels in order to drive

Europes short-term recovery and longer term growth

and productivity.

Sustained and increased investment in higher

education is essential to drive this growth at lo-

cal, national and European levels. To this ee ct,

the Commission has proposed a benchmark: that

public and private investment in modernised

higher education should reach at least 2% o

GDP1.

1 COM(2005) 152 and COM(2008)865

The Commission - in response to a request rom the

2008 Spring European Council - has launched a com-

prehensive assessment o the uture skills require-

ments and gaps in Europe up to 20202. Forecasts

indicate that most new jobs will be created at the

highest qualication levels3, but, compared to other

developed economies in North America and Asia,

Europe does not have enough young people enter-

ing higher education and not enough adults have

ever seen a university rom the inside. I we want to

maintain and improve our standard o living we need

to nd ways to widen access to initial studies and

learning at all ages.

The Commission shares the ambition o the Bologna

Minsters that the student body within higher educa-

tion should reect the diversity o Europes popu-

lations4 and believes that each country should set

measurable targets or increasing overall studentnumbers in higher education and widening partici-

pation amongst underrepresented groups. The Com-

2 http://www.consilium.europa.eu/ueDocs/cms_Data/

docs/pressData/en/ec/99410.pd

3 http://www.cedeop.europa.eu/etv/Upload/Inorma-

tion_resources/Bookshop/498/5191_en.pd

4 Ambition expressed in London in May 2007 and pro-posed or conrmation in Leuven and Louvain-la-Neuve

in April 2009

Higher education reorms ina wider context: the need orLielong Learning


4
http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/99410.pdfhttp://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/99410.pdfhttp://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/498/5191_en.pdfhttp://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/498/5191_en.pdfhttp://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/498/5191_en.pdfhttp://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/498/5191_en.pdfhttp://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/99410.pdfhttp://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/99410.pdf


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mission has proposed that at the EU level at least

45% o 30-34 year olds should have attained higher

education5. In 2007 it was only 30%.

Universities should be encouraged to open their doors

to non-traditional and part-time learners and oer

more courses or continuous proessional develop-

ment. Catering or new types o learners requires a

undamental rethinking o how courses are designed

and delivered. New learners may not possess all or-

mal requirements or entry into higher education, but

they may have acquired the necessary knowledge,skills and competences through sel-study or work.

More should be done to integrate these potential stu-

dents into higher education.

Institutions are encouraged to publish their policy

and practices or the recognition o non-ormal or in-

ormal learning, prominently on their website. These

5 http://ec.europa.eu/education/lielong-learning-poli-

cy/doc/com865_en.pd

policies should include elements such as eedback

to learners on the results o the assessment or the

possibility or learners to appeal. Institutions are

also encouraged to create assessment acilities or

counselling on and recognition o non-ormal and

inormal learning and to oer more tailor-made pro-

grammes to non-traditional learners, e.g. through

working-learning arrangements.

The Commission welcomes the European Universi-

ties Charter on Lifelong Learning, developed by the

European University Association (EUA). The Charterreminds universities o the actions they should take to

open their doors and invites governments to do their

part. The Commission supports the idea o partner-

ships between all stakeholders: universities, public

authorities, students, employers and employees. In-

novative ideas in the eld o lielong learning can be

supported through Erasmus Networks and Erasmus

Multilateral Projects: Curriculum Development, Vir-tual Campuses and Modernising Universities.

HIGHER EDUCATION REFORMS IN A WIDER CONTEXT:

THE NEED FOR LIFELONG LEARNING

5
http://ec.europa.eu/education/lifelong-learning-policy/doc/com865_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/com865_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/com865_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/com865_en.pdf


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The Bologna Process calls or the introduction o a

three-cycle system (oten called bachelor, master,

doctorate). This means more than cutting traditional

study programmes in two or three parts. It is an in-

vitation to re-think the content o learning, to make

pedagogy more student-centred and to consider

whether a given programme o study adequately

addresses the needs o graduates; and to consider

whether graduates will acquire the knowledge, skills

and competences they need to succeed in an ever

changing labour market.

Universities have begun to describe their modules

and study programmes not only in terms o inputs,

such as teaching hours or text books, but also in

terms o outputs, i.e. learning outcomes: what

students know, understand and can do ater a pro-

cess o learning. For this exercise, universities ind

reerences in National Qualiications Frameworks,

which describe the learning outcomes expected

at each level. National Qualiications Frameworksare in turn linked to the overarching European

rameworks: the Framework or Qualiications in

the European Higher Education Area o Bologna

(three cycles) and the EU European Qualiications

Framework or lielong learning (EQF) (which en-

compasses eight levels, ranging rom basic skills

to advanced research competences).

The new language o learning outcomes is

gradually being introduced across the entire lie

cycle o learning, rom curriculum development to

teaching, learning, assessment, recognition and

quality assurance.

At the subject area level, universities may draw

inspiration rom the Erasmus project Tuning Edu-

cational Structures in Europe, a university initia-

tive which deines learning outcomes and compe-

tences at dierent levels or a series o disciplines

and cross-disciplinary ields, such as history,

mathematics or European studies. The Tuning de-

scriptors may help to deine Sectoral Qualiica-tions Frameworks in the years ahead.

Student-centred learning


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Hundreds o universities across Europe have set

up partnerships to carry out Erasmus Curriculum

Developmentprojects, oten resulting in joint or dou-

ble degree programmes, or example the Joint Euro-

pean Master o the Network on Humanitarian Action

(NOHA). Dozens o Erasmus Networks unction as

think tanks or a given discipline or theme, dening

quality standards and translating societal needs into

recommendations or curricular innovation. They aim

in particular to ensure that teaching standards reect

cutting edge research.

The University-Business Forum, established by the

Commission in 2008, provides a platorm or dia-

logue on curriculum reorm, continuing education,

mobility, entrepreneurship, knowledge and gover-

nance. The most innovative ideas in these elds may

be supported as Erasmus University-Enterprise Co-

operation Projects.

STUDENT-CENTRED LEARNING

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Continuous improvement of quality of teaching and

learning is a core task o universities. Institutions

can help each other to improve through mutual assis-

tance and benchmarking. The Commission supports

such cooperation activities via university networks

and associations.

Quality assurance has also an external component

as institutions are evaluated regularly by an external

quality assurance agency. The reports o these eva-

luations are published and increasingly put on the

Erasmus-supported database Qrossroads. Most

Agencies are or have applied to become member

o the European Association or Quality Assurance

in Higher Education (ENQA), which the Commission

helped to create in 2000 and supports with Erasmus

project grants.

Both universities and agencies must comply with

the Standards and Guidelines for Quality Assurance

for the Higher Education Area, adopted by Bologna

Ministers in Bergen in May 2005. Agencies which

comply with the standards and guidelines may

apply to be listed in the European Quality Assurance

Register or higher education (EQAR). The Register

is open to agencies operating in Europe, be they

national or international, public or private, general

or subject-specic. The Commission is support-

ing the development o a series o subject-specic

European quality labels, which could/may lend their

standards to existing agencies or become agencies

in their own right. Examples include the EU-ACE label

in engineering and the Eurobachelor, Euromaster and

Eurodoctorate labels in chemistry.

Better quality in teaching andlearning


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The impressive progress made in European quality

assurance over the last decade is the result o a

ruitul interaction between Bologna Ministerial

decisions, EU Council and Parliament Recommenda-

tions (1998 and 2006) and sector initiatives, assisted

by Erasmus grant support. Thanks to these joint

eorts, institutions are better inormed about their

strengths and weaknesses and students can more

easily nd detailed inormation on the quality o in-

dividual institutions or programmes.

BETTER QUALITY IN TEACHING AND LEARNING

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Quality assurance reports contain a wealth o inor-

mation, but they do not provide comparisons. The

European Commission supports a series o pilot

projects to explore ways to enhance the transparency

and comparability of the missions and performance

of higher education institutions. The outcomes o

these pilot projects will help students, parents, em-

ployers and policy makers to make inormed choices

between dierent institutions and their programmes.

It will also help institutions to better position them-

selves, improve their development strategies and

nd the most suitable partner institutions.

As an input to any uture transparency initiative, such

as rankings and classications, the Commission is

unding a feasibility study on a European university

data collection. The project will establish a census o

European universities and launch a pilot data collection

exercise with particular emphasis on those universities

that are research-active. This will provide the ounda-

tion or a coherent and integrated European statisticalinormation system on all o the activities conducted

by universities, including education and research. The

data are to be collected through the National Statisti-

cal Ofces and the rst results will be available in 2010.

Such comparable data may - inter alia - provide the ba-

sis or uture classication and ranking exercises.6

6 http://ec.europa.eu/euraxess/index_en.cm?l1=23&l2=0&l3=1&newsletter=16_01

The Commission is also supporting a project that

tests the possibility or mapping the diversity o

higher education institutions according to their vari-

ous missions such as education, research, innova-

tion, regional involvement and internationalisation.

It builds, in part, on the US Carnegie Classication.

Results are expected in 2010. Classication allows

or comparison and ranking o institutions with

similar missions.7

Regarding rankings, the Commission considers ex-

isting rankings as being rather mono-dimensional,

not covering the rich diversity o higher education

and excluding issues like teaching and community

outreach. This is why, in December 2008, the Com-

mission launched a call or tender or the design

and testing o a new ranking. The project will ex-

amine ways to measure and make transparent the

perormances o higher education and research in-

stitutions in the execution o their various missions

such as education, research, innovation, regionalinvolvement and internationalisation. It will allow

the user to evaluate the perormance o an institu-

tion or each mission related to dierent ields o

study (e.g. engineering or business studies). The

project is scheduled to start in May 2009 and the

7 http://www.utwente.nl/cheps/research/projects/ceihe/

Transparency o universitymissions and perormances


10
http://ec.europa.eu/euraxess/index_en.cfm?l1=23&l2=0&l3=1&newsletter=16_01http://ec.europa.eu/euraxess/index_en.cfm?l1=23&l2=0&l3=1&newsletter=16_01http://www.utwente.nl/cheps/research/projects/ceihe/http://www.utwente.nl/cheps/research/projects/ceihe/http://www.utwente.nl/cheps/research/projects/ceihe/http://www.utwente.nl/cheps/research/projects/ceihe/http://ec.europa.eu/euraxess/index_en.cfm?l1=23&l2=0&l3=1&newsletter=16_01http://ec.europa.eu/euraxess/index_en.cfm?l1=23&l2=0&l3=1&newsletter=16_01


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Study abroad helps students to acquire new compe-

tences and can contribute to their success in the labour

market. It also contributes to intercultural dialogue and

inormed citizenship. Mobility thereore is a central ob-

jective o both Bologna Process and EU. It is explicitly

mentioned in the Treaty as one o the areas where the

Union has a role to play, supporting and supplementing

the activities o the Member States.

The Erasmus programme has brought mobility to a

wide range o countries and students rom dierent

backgrounds. The programme has grown rom above

3 000 students in 1987 to over 182 000 in 2007/08.

Thanks to Erasmus, some 1.86 million students have

studied abroad since 1987 and the objective is to

achieve a cumulative total o 3 million by 2012.

These gures are impressive, but they only reach some

4% o the graduate population. Erasmus and non-

Erasmus mobility combined is expected to reach 10%

o the graduates by 2010. An ambitious but achievableobjective or the longer term could be the prior mobility

experience o 20% o graduates by 2020.

The introduction o bachelor / master degrees , which

is new to most countries, is leading to a new kind o

mobility, whereby students do their bachelors in one

country and their masters in another.

Erasmus Mundus has supported 103 dierent joint

master courses to date, involving some 330 (270 EU

and 60 non-EU) universities, constituted around 30

broad academic partnerships to cooperate in the

development o third countries higher education

systems, and provided scholarships to more than

10 000 students, mainly rom third countries. The

new phase o the programme (2009-2013) will in-

crease these numbers and expand the cooperation

to doctoral studies.

Mobile researchers may benet rom the Marie Curie

Actions and the services provided by the EURAXESS

portal on jobs, services and rights. Universities are

signing the Charter or Researchers and the Code

o Conduct or the Recruitment o Researchers, but

work is still needed to ensure access to social secu-

rity and portable pension rights or mobile sta. Ca-reer structures should be adapted to acilitate sta

mobility, including open international recruitment.

Some universities seem to have overloaded their

bachelor programmes as a result o the Bologna

Mobility o students and sta


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reorms, thereby hampering mobility. These institu-

tions should be encouraged to rethink their course

design and introduce a mobility window in each

programme, which would allow students to study or

to do work placement abroad. The European Credit

Transer and Accumulation System (ECTS) tools such

as the Course Catalogue and the Learning Agreement

help institutions to nd the right partners and agree

on course content.

Erasmus supported sta mobility has grown rom

about 7 800 in 1997 to over 34 000 in 2007/08.

These brie stays abroad o one or two weeks allow

academics and other university sta to do short-term

teaching assignments and maintain personal contact

with colleagues at partner institutions.

The Commission would like to see more Erasmus-

like practices and mobility in general, also or other

target groups such as apprentices, volunteers and

young entrepreneurs. A Green Paper on learning

mobility will be published in Summer 2009, ollowed

by a public consultation.

MOBILITY OF STUDENTS AND STAFF

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Students generally seek recognition or what they

have learned at home, abroad, in ormal education,

through sel-study or through work experience.

Recognition decisions are taken by competent au-

thorities (universities, ministries, employers). Their

judgements can be inormed by transparency tools

developed under the Erasmus programme and ur-

ther promoted through the Bologna Process, princi-

pally ECTS and the Diploma Supplement (DS).

ECTS is a learner-centred system or credit accumu-

lation and transer based on the transparency o

learning outcomes and learning processes. It aims to

acilitate planning, delivery, evaluation, recognition

and validation o qualications and units o learning

as well as student mobility. ECTS is widely used in

ormal higher education and can also be applied to

other lielong learning activities.

ECTS credits are based on the workload students

need in order to achieve expected learning out-comes. Learning outcomes describe what a learner is

expected to know, understand and be able to do ater

successul completion o a process o learning. They

relate to level descriptors in national and European

qualications rameworks.

ECTS started as a pilot scheme or mobile students

under the Erasmus programme and is now available

to students in the 46 Bologna countries. The Com-

mission supports the use o ECTS through an ECTS

Users Guide, through the advice o ECTS/DS Coun-

sellors (working in National Teams o EU supported

Bologna Experts) and through the award o an ECTS

Label or the best course catalogues and the best

recognition practices.

The Diploma Supplement provides a description o

the nature, level, context, content and status o the

studies successully completed by the individual

named on the original qualiication to which the

supplement is appended. The ormat o the Diploma

Supplement has been developed jointly by the

European Commission, the Council o Europe and

UNESCO-CEPES. The Commission supports the use

o the Diploma Supplement though the advice o

ECTS/DS Counsellors and through the award o a

DS Label or best practice. The Commission alsopromotes the Diploma Supplement as par t o the

Europass initiative.

In complicated recognition cases, the competent

authorities can rely on the advice o their national

Recognition o qualications andperiods o study


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ENIC/NARIC centre, closely connected with the cen-

tres in other countries11.

There is no automatic recognition, except in the case

o certain regulated proessions alling within the

scope o EU Directive 2005/36/EC. Recognition can,

however, be made easier through the use o indi-

vidual and collective learning agreements. Individual

learning agreements are widely used in the contexto Erasmus and ECTS. Collective learning agreements

are a new eature. They may be concluded within

11 European Network o Inormation Centres (ENIC) coor-

dinated by Council o Europe/UNESCO-CEPES and the

National Academic Recognition Inormation Centres

(NARIC), coordinated by the European Commission

http://www.enic-naric.net

groups o like-minded higher education institutions,

between learning providers and competent authori-

ties within certain regions or within certain sectors.

The conclusion o collective learning agreements will

become easier thanks to the emerging national and

sectoral qualications rameworks and the close

cooperation between quality assurance agencies.

RECOGNITION OF QUALIFICATIONS

AND PERIODS OF STUDY

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Universities have a regional and national unction,

but most are also engaged in transnational activi-

ties at European or even at global level. They enrol

students rom other continents; exchange students

and sta; and engage in projects in education or re-

search with partner institutions rom other regions

o the world.

Bologna reorms contribute to putting European

higher education on the global map. The division o

long academic programmes into two cycles (bach-

elor/master) makes them more accessible and more

attractive to local and oreign students. Institutions

and programmes are regularly evaluated and the re-

views are published on the internet, which can reach

a wide audience. Many courses, particularly at mas-

ter and doctoral level, are now taught in English. All

these actors help European universities to become

global players.

Bologna Ministers have agreed upon an external di-

mension strategy, ocussing on inormation, promo-

tion, cooperation, recognition and policy dialogue. The

European Commission supports the external dimen-

sion strategy through its policies and programmes.

The EU external policy aims at establishing close co-

operation with all world regions and in particular with

neighbouring countries through the European Neigh-

bourhood Policy, which includes almost all Bolognasignatory states plus the Mediterranean countries. EU

Programmes cover a broad range o capacity building

measures in higher education through the external

assistance instruments or pre-accession countries,

neighbourhood countries and developing countries

(IPA, ENPI and DCI) and more particularly through the

Tempus programme, which has an annual budget o

approximately 60 million.

International openness


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Relations with other continents are supported through

a series o bilateral cooperation programmes: EU-

USA/Canada, EDULINK, and ALFA or Latin America

and the new Nyerere Programme or Arica. A newmultilateral ramework or supporting cooperation

with industrialised countries has been launched by

the Commission in 2007.

O special importance in this context is the EUs ag-

ship programme or worldwide academic coopera-

tion, Erasmus Mundus. Highly integrated European

Masters Courses and competitive scholarships are

making a powerul contribution to improving the

attractiveness o destination Europe. Tempus is

also a key higher education cooperation programme

which promotes the Bologna principles in the coun-

tries surrounding Europe. The programmes the EU

has with US, Canada and other industrialised coun-

tries are a key tool to promote balanced cooperation

based on partnership, mobility and policy dialogue.

The Marie Curie Actions oer opportunities to indi-

vidual researchers to participate in a research team in

another country. Funding is available or researchers

to move both within Europe and internationally.

The Commission has launched the Global Promotion

Project, within the ramework o the Erasmus Mundus

programme, which aims to strengthen worldwide the

image o European higher education. This is beingachieved through several initiatives: a user-riendly web-

site Study in Europe12; by experimenting with services

such as European education advisers in other parts o

the world; by developing higher education marketing

competence at institutional and national level through

competence-building workshops; and by organising

European airs and campaigns.

12 http://www.study-in-europe.org

Third countries show an active interest in Euro-

pean higher education reorm and policy dialogue.

Several third countries will take part in the rst Bo-

logna Policy Forum to be held in conjunction with

the Bologna Ministerial Conerence in Leuven and

Louvain-la Neuve in April 2009.

INTERNATIONAL OPENNESS

17
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Conclusion

Achieving the goals o the European Higher Education

Area requires substantial eorts rom governments,

institutions, students and sta. Good progress has

been made so ar as can be seen in several EU surveys,

supported such as the Bologna Stocktaking Reports,

the Eurydice reports on Bologna, EUA (Trends

Reports) and ESU (Bologna with Student Eyes).

There is strong commitment at national, regional and

institutional levels to maintain this momentum. The

EU has played an important role in supporting this

process. It is up to Education Ministers meeting in

Leuven and Louvain-la-Neuve to set priorities or the

next decade.

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BOLOGNA ACTION LINES AND REFERENCE TOOLS

Bologna action lines and reer-ence tools

Bologna Declaration (1999)

Adoption o a system o easily readable and1.

comparable degrees

Adoption o a system essentially based on2.

bachelor / master

Establishment o a system o credits3.

Promotion o mobility4.

Promotion o European cooperation in quality5.

assurance

Promotion o the European dimension in higher6.

education

Prague Communiqu (2001)

Lielong learning7.

Higher education institutions and students8.

Promoting the attractiveness o the European9.Higher Education Area

Berlin Communiqu (2003)

European Higher Education Area and European10.

Research Area two pillars o the knowledge

based society.

Ater Berlin, no new action lines were identied, but

some important reerence tools were put in place:

Framework or Qualications o the European

Higher Education Area (Bergen 2005) - linked

to the EQF or lielong learning (EU 2007)

Standards and Guidelines or Qual-

ity Assurance in the European HigherEducation Area (Bergen 2005)

European Quality Assurance Register or

Higher Education (EQAR) (London 2007)

Strategy on The European Higher Education

Area in a Global Setting (London 2007)

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POLICY

DG Education and Culture

http://ec.europa.eu/dgs/education_culture/index_en.html

European strateg and cooperation in education and training

http://ec.europa.eu/education/lielong-learning-policy/doc28_en.htm

Bologna Process Higher Education

http://ec.europa.eu/education/higher-education/doc1290_en.htm

http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

Copenhagen Process Vocational Education and Training

http://ec.europa.eu/education/vocational-education/doc1143_en.htm

PROGRAMMES AND TOOLS

ERASMUS

http://ec.europa.eu/education/lielong-learning-programme/doc80_en.htm

ERASMUS MUNDUS

http://ec.europa.eu/education/programmes/mundus/index_en.html

TEMPUS (The TransEuropean mobilit scheme or universit studies)

http://ec.europa.eu/tempus

ECTS (European Credit Transer and Accumulation Sstem)


DS (Diploma Supplement)


EQF (European Qualifcations Framework or Lielong Learning)http://ec.europa.eu/education/lielong-learning-policy/doc44_en.htm

ECVET (The European Credit sstem or Vocational Education and Training)

http://ec.europa.eu/education/ecvt/index_en.html

EUROPASS

http://ec.europa.eu/education/programmes/europass/index_en.html

The European Charter or Researchers and the Code o Conduct or the Recruitment o Researchers

http://ec.europa.eu/eracareers/pd/am509774CEE_EN_E4.pd

Web sites


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http://ec.europa.eu/dgs/education_culture/index_en.htmlhttp://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htmhttp://ec.europa.eu/education/higher-education/doc1290_en.htmhttp://www.ond.vlaanderen.be/hogeronderwijs/bologna/http://ec.europa.eu/education/vocational-education/doc1143_en.htmhttp://ec.europa.eu/education/lifelong-learning-programme/doc80_en.htmhttp://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://ec.europa.eu/tempushttp://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc1239_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htmhttp://ec.europa.eu/education/ecvt/index_en.htmlhttp://ec.europa.eu/education/programmes/europass/index_en.htmlhttp://ec.europa.eu/eracareers/pdf/am509774CEE_EN_E4.pdfhttp://ec.europa.eu/eracareers/pdf/am509774CEE_EN_E4.pdfhttp://ec.europa.eu/education/programmes/europass/index_en.htmlhttp://ec.europa.eu/education/ecvt/index_en.htmlhttp://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc1239_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc48_en.htmhttp://ec.europa.eu/tempushttp://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://ec.europa.eu/education/lifelong-learning-programme/doc80_en.htmhttp://ec.europa.eu/education/vocational-education/doc1143_en.htmhttp://www.ond.vlaanderen.be/hogeronderwijs/bologna/http://ec.europa.eu/education/higher-education/doc1290_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc28_en.htmhttp://ec.europa.eu/dgs/education_culture/index_en.html


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INFORMATION PORTALS

ENIC (European Network o Inormation centres in the European Region) and

NARIC (National Academic Recognition Inormation Centres) networks

http://www.enic-naric.net

PLOTEUS (Portal on Learning Opportunities throughout the European Space)

http://ec.europa.eu/ploteus

EURAXESS (Researchers in motion)

http://ec.europa.eu/euraxess

QROSSROADS (Finding our wa in higher education)

http://www.qrossroads.eu

Stud in Europe

http://www.study-in-europe.org

STAKEHOLDERS

ENQA (European Association or Qualit Assurance in Higher Education)

http://www.enqa.eu

EUA (European Universit Association)

http://www.eua.be

EURASHE (European Association o Institutions o Higher Education)

http://www.eurashe.eu

ESU (European Students Union)

http://www.esib.org

INTERNATIONAL ORGANISATIONS IN THEBOLOGNA PROCESS

Council o Europe

http://www.coe.int

UNESCOCEPES (UNESCO European Centre or Higher education)

http://www.cepes.ro

WEB SITES

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Below is a small selection o recent reorm projects

supported by the European Commission under

the Erasmus, Erasmus Mundus and Tempus pro-

grammes. For a complete listing reer to the ollowing

programme web pages:

Erasmus

http://eacea.ec.europa.eu/llp/erasmus/documents/

compendia/compendium_2007_en.pd

Tempus

http://ec.europa.eu/education/programmes/tem-

pus/index_en.html

Erasmus Mundus

http://ec.europa.eu/education/programmes/mun-

dus/index_en.html

Support or the modernisation agenda is alsoprovided through the implementation o the 7 th EU

Framework Programme or Research and the Com-

petitiveness and Innovation Framework Programme,

as well as via the Structural Funds and EIB loans.

THE DEGREE SySTEM AND MOBILITy

Tuning Educational Structures in Europe IV

A university initiative which denes learning out-

comes and competences at dierent levels or a se-

ries o disciplines and cross-disciplinary elds. The

ourth phase o the project concentrated on the vali-

dation and dissemination o the Tuning approach

at European level and at the level o the countries and

institutions involved, through conerences.

Within Europe, Tuning receives support through the

Erasmus programme. In Russia and Georgia the ex-

pansion o Tuning has been supported through the

Tempus programme and in Latin America through the

ALFA programme. The project is currently expanding

to the USA.

Tuning Education Structures in Europe

http://tuning.unideusto.org/tuningeu/

Joint European Masters in InternationalHumanitarian action

It is an inter-university, multidisciplinary postgradu-

ate programme, that provides high quality academic

education and proessional competencies or per-

sonnel working or intending to work in the area o

humanitarian action.

http://www.nohanet.org

European CommissionSupported Initiativeson Higher Education Reorm


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http://eacea.ec.europa.eu/llp/erasmus/documents/compendia/compendium_2007_en.pdfhttp://eacea.ec.europa.eu/llp/erasmus/documents/compendia/compendium_2007_en.pdfhttp://ec.europa.eu/education/programmes/tempus/index_en.htmlhttp://ec.europa.eu/education/programmes/tempus/index_en.htmlhttp://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://tuning.unideusto.org/tuningeu/http://www.esib.org/http://www.esib.org/http://tuning.unideusto.org/tuningeu/http://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://ec.europa.eu/education/programmes/mundus/index_en.htmlhttp://ec.europa.eu/education/programmes/tempus/index_en.htmlhttp://ec.europa.eu/education/programmes/tempus/index_en.htmlhttp://eacea.ec.europa.eu/llp/erasmus/documents/compendia/compendium_2007_en.pdfhttp://eacea.ec.europa.eu/llp/erasmus/documents/compendia/compendium_2007_en.pdf


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Polionia - Erasmus Thematic Network orMusic

The project aims at the implementation, monitoring

and urther development o tools and approaches

in relation to recognition, comparability and qual-

ity assurance, such as the use o subject-specic

competences or the three study cycles based on

the Tuning methodology and an assessment o the

current use o ECTS and the Diploma Supplement.

It is also addressing issues related to the Educa-

tion &Training 2010 Agenda o the Lisbon Strat-

egy, such as improving institutional governance

and strengthening links to the music proession.

Kungliga Musikhgskolan

http://www.polionia-tn.org

South East Europe Doctoral Studies inMathematical Sciences Description

This project aims to develop structured doctoral

studies in mathematical sciences through network-

ing South East European universities, to strengthen

master programs in mathematical modelling and

nancial mathematics and to upgrade laboratories

or applied mathematics at consortium members in

South East European countries.

Tempus grant 144703TEMPUS2008BAJPCR

http://unsa.ba/s/index.php?lang=english

Lets Go ! A project Making Mobility a Realityor All Students and Staf

Education International and the European Students

Union jointly organised a campaign to promote mo-

bility o students and sta in universities by address-

ing the main obstacles and challenges.

Education Internationalhttp://www.letsgocampaign.net/

MODERNISING HIGHER EDUCATION

Beyond 2010 - Priorities and challenges orhigher education in the next decade

Many o the goals o the Lisbon and Bologna processes

will not be wholly accomplished across Europe by 2010,

despite the ambitions. This project reects upon and

analyses the prospects or university modernisation

beyond 2010 and will ormulate recommendations on

policy priorities or the next decade.

Academic Cooperation Association

http://www.aca-secretariat.be

Equity in Higher Education rom a StudentPerspective

The project aims to train student representatives to help

implement policies to increase equity and efciency in

their own higher education institutions and countries.

The project is also setting up a European Student Trainer

Network which will train student representatives on how

to create an innovative learning experience.

European Students Union

http://www.esib.org

LIFELONG LEARNING

BeFlex Plus: Progress on Flexibility in theBologna Reorm

This project aims to monitor and promote the develop-

ment o university lielong learning in the Bologna

Process by benchmarking university lielong learn-

ing policy and practice. It also aims at widening the

participation o adults in learning opportunities.

European Universit Continuing Education Network

http://www.eucen.org/BeFlexPlus/Partnership.html

European Commission Supported Initiatives

on Higher Education Reorm

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http://www.polifonia-tn.org/http://unsa.ba/s/index.php?lang=englishhttp://www.letsgocampaign.net/http://www.aca-secretariat.be/http://www.esib.org/http://www.eucen.org/BeFlexPlus/Partnership.htmlhttp://www.eucen.org/BeFlexPlus/Partnership.htmlhttp://www.esib.org/http://www.aca-secretariat.be/http://www.letsgocampaign.net/http://unsa.ba/s/index.php?lang=englishhttp://www.polifonia-tn.org/


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QUALITy ASSURANCE

European Quality Assurance Register EQAR

The European Quality Assurance Register or Higher

Education (EQAR) aims at increasing transparency

in quality assurance, and thus enhancing trust and

condence in European higher education. EQAR lists

quality assurance agencies that operate in Europe

and have proven their credibility and reliability in a

review against the European Standards and Guide-

lines or Quality Assurance (ESG).

European Qualit Assurance Register

http://www.eqar.eu

Quality Assurance or the Higher EducationChange Agenda

European higher education institutions should be

innovative, well-managed and orward-looking. The

project Quality Assurance or the Higher Education

Change Agenda (QAHECA) has been developed by

the European University Association (EUA) in order

to explore, through a dialogue between universities

and quality assurance agencies, how these objec-

tives can best be achieved.

European Universit Association

http://www.eua.be

Third European Quality Assurance Forum 2008

The European Quality Assurance Forum, co-organisedby EUA, ENQA, EURASHE and ESIB, was a European

conerence on quality assurance in higher education

that brought together the main stakeholders in the

eld universities and other higher education insti-

tutions, quality assurance agencies and students.

The thematic ocus o the third orum, which took

place in November 2008, was New trends in quality

assurance, such as learning outcomes and quali-

cations rameworks and their implications or quality

assurance.


http://www.eua.be

Quality Labels in Chemistry - Eurobachelor andEuromaster

The European Chemistry Thematic Network Asso-

ciation has developed a European quality label (Eu-

robachelor and Euromaster) or bachelor and master

qualications in chemistry and is working on a Euro-

doctorate label or chemistry. The project develops

criteria and procedures in view o an integrated sys-

tem o accreditation in the eld o chemistry.

ECTNA European Chemistr Thematic Network As

sociation

http://ectn-assoc.cpe.r/eurobachelor/

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http://www.eqar.eu/http://www.eua.be/http://www.eua.be/http://ectn-assoc.cpe.fr/eurobachelor/http://ectn-assoc.cpe.fr/eurobachelor/http://www.eua.be/http://www.eua.be/http://www.eqar.eu/


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EUR-ACE Implementation: Implementationo a European System or Accreditation oEngineering Education

This project ollows up work on the elaboration o a

European system o accreditation o engineering pro-

grammes at the rst and second cycle level. Training

o international accreditation experts, promotion o

new national agencies where needed, award o rst

EUR-ACE labels are among the project outcomes.

Universita degli studi di Firenze (IT)

http://www.eani.org

Central Asian Network or Quality Assuranceand Accreditation

The project intends to assess the level o conver-

gence in evaluation methods and procedures in the

three partner countries (Kazakhstan, Kyrgyzstan,

Tajikistan). A Central Asian Network o agencies or

quality accreditation and assurance will be devel-

oped, with a set o standards, tools and guidelines in

higher education institutions or external and inter-

nal quality assurance.

Tempus grant 145688TEMPUS2008BESMHES

http://www.vub.ac.be/english/index.php

RECOGNITION

ECTS and Diploma Supplement Labels

The Commission (Education and Culture DG) has

resumed the award o the ECTS and DS labels. The

ECTS and DS labels will be honorary distinctions.

ECTS and DS labels

http://eacea.ec.europa.eu/llp/unding/2008/ects_

ds_en.htm

TRANSPARENCy

Classiying European Higher EducationInstitutions

This project is testing the possibility to map the

diversity o higher education institutions accord-

ing to their various missions such as education,

research, innovation, regional involvement and

internationalisation. The project will result in a report

with recommendations on dimensions and indicators

to be used, an on-line sel-assessment tool and an

organisation model or the implementation o clas-

sication. Results are expected in 2010.

Centre or Higher Education Polic Studies

http://www.utwente.nl/cheps/research/projects/

ceihe

GOVERNANCE

MODERN

MODERN is a European platorm which promotes the

modernisation o higher education management.

Under the leadership o the European Centre or Stra-

tegic Management o Universities (ESMU), MODERN

is a consortium o more than 30 partners who have

joined orces to provide support to higher education

institutions, their leaders and managers.European Centre or Strategic Management o

Universities

http://www.highereducationmanagement.eu/

European Commission Supported Initiatives

on Higher Education Reorm

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http://www.feani.org/http://www.vub.ac.be/english/index.phphttp://eacea.ec.europa.eu/llp/funding/2008/ects_ds_en.htmhttp://eacea.ec.europa.eu/llp/funding/2008/ects_ds_en.htmhttp://www.utwente.nl/cheps/research/projects/ceihehttp://www.utwente.nl/cheps/research/projects/ceihehttp://www.highereducationmanagement.eu/http://www.highereducationmanagement.eu/http://www.utwente.nl/cheps/research/projects/ceihehttp://www.utwente.nl/cheps/research/projects/ceihehttp://eacea.ec.europa.eu/llp/funding/2008/ects_ds_en.htmhttp://eacea.ec.europa.eu/llp/funding/2008/ects_ds_en.htmhttp://www.vub.ac.be/english/index.phphttp://www.feani.org/


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FUNDING

Towards Full Costing in European Universities

European Universities Diversiying IncomeStreams or sustainable institutions (EUDIS)

The irst project, terminated in 2008, provided an

analysis o the current state o both understand-

ing and development o ull costing in European

higher education institutions and identiied the

drivers, beneits and obstacles in this process.

As a ollow-up, the new project EUDIS will explore

how universities with dierent missions and pro-

iles can diversiy their income streams, identiy

the essential external conditions or this, and the

obstacles and pitalls involved.


http://www.eua.be

HIGHER EDUCATION AND RESEARCH

DOC-CAREERS - From Innovative Doctoral

Training to Enhanced Career Opportunities

The project explores the relations between doc-

toral programmes and the career development and

employability prospects or doctoral candidates.

It underlines the need to incorporate demands o a

highly diversied labour market directly in the plan-ning o doctoral programme structures; introduces

case studies among employers to highlight such de-

mands; and ocuses on mobility as an inter-sectoral

as well as a cross-border activity.


http://www.eua.be

UNIVERSITy-BUSINESS

COOPERATION

Good Practices in University - EnterprisePartnerships

One o the core strategies to increase universities

perormance are university-enterprise partnerships.

There is a huge variety o types o such partnerships.

The aim o this project is to support European uni-

versities in the development o eective and efcient

governance structures and practices in university-

enterprise partnerships.

Universidad Politcnica de Valencia

http://www.gooduep.eu

STOCKTAKING

Bologna Process Stocktaking and organisation

o the Ministerial Conerence at Leuven andLouvain-la-Neuve

General stocktaking o the Bologna process by a

working group appointed by the ollow-up group.

Results to be presented at the Ministerial Conerence

in Leuven and Louvain-la-Neuve. Financial support is

also provided to the Bologna Follow-up group (BFUG)

secretariat to organise the Ministerial Conerence.

Secretariat o the Bologna Followup Group(BENELUX)

http://www.ond.vlaanderen.be/hogeronderwijs/bologna/

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http://www.eua.be/http://www.eua.be/http://www.gooduep.eu/http://www.ond.vlaanderen.be/hogeronderwijs/bologna/http://www.ond.vlaanderen.be/hogeronderwijs/bologna/http://www.gooduep.eu/http://www.eua.be/http://www.eua.be/


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European Commission

The EU contribution to the Bologna Process

Luxembourg: Office for Official Publications of the European Communities2009 27 pp. 18.2 x 25.7 cm

ISBN 978-92-79-09731-7


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