Bologna
The Bologna Process derives its name from the so-called Bologna Declaration, which was signed on 19 June 1999 by ministers in charge of higher education from 29 European countries. It is an intergovernmental European reform process aimed at establishing the European Higher Education Area (EHEA) by 2010.
This European Higher Education Area is envisaged as an open space that allows students, graduates, and higher education staff to benefit from unhampered mobility and equitableaccess to high quality higher education.
The corner stones of such an open space are mutual recognition of degrees and other higher education qualifications, transparency (readable and comparable degrees organised in a three-cycle structure) and European cooperation in quality assurance.
In this context the 1997 Lisbon Recognition Convention and pan-European transparency tools like the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement (DS) play a crucial role. Equally important are the overarching qualifications framework for the EHEA (pdf, 799kB) and the Standards and Guidelines for Quality Assurance in the EHEA (pdf, 176kB). The latter will also function as admission criteria for quality assurance and accreditation agencies in the European Register of Quality Assurance Agencies .
Another important feature of the envisaged European Higher Education Area is the social dimension of European higher education with an emphasis on participative equity and employability of graduates in a lifelong learning context. Finally, an attractive European Higher Education Area will display openness to the world, as reaffirmed in the Strategy for the EHEA in a Global Setting .
The Bologna Process is taken forward through a work programme that receives orientations from biannual ministerial conferences Prague 2001,Berlin 2003, Bergen 2005,London 2007,Leuven 2009, and Budapest and Vienna 2010 . These conferences are prepared by a Bologna Follow-up Group, which is in turn supported by a Bologna Secretariat .
The key to success of the Bologna cooperation is the underlying partnership approach, in both policy-making and implementation. Today, the Process unites 47 countries, all party to the European Cultural Convention, that cooperate in a flexible way, involving also international organisations and European associations representing higher education institutions, students, staff and employers.
Introduced in the Bologna Declaration:
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
Introduced in the Prague Communiqué:
7. Lifelong learning
8. Higher education institutions and students
9. Promoting the attractiveness of the European Higher Education Area
Introduced in the Berlin Communiqué:
10. Doctoral studies and the synergy between the EHEA and ERA
The social dimension of higher education might be seen as an overarching or transversal action line
When ministers met in Prague in 2001, they confirmed the need for a structure for the follow-up work, consisting from then on of a follow-up group responsible for the continuing development of the process and a preparatory group responsible for the planning of the next ministerial conference. The Bologna Follow-up Group (BFUG) was composed of representatives of all participant countries and the EU Commission and chaired by the rotating EU Presidency. The preparatory group was a smaller group chaired by the representative of the country hosting the next ministerial meeting (Germany). The Council of Europe, the EUA, EURASHE, and ESIB took part as observers in both groups.
In the Prague Communiqué, ministers encouraged the Follow-up Group to organise a series of international seminars to explore the most important issues in the process.
After Prague, the BFUG developed a work programme for the period up to Berlin based on a number of seminars (ten in all), covering the issues of the Prague Communiqué. The ten seminars were realised in the period from spring 2001 to early summer 2003.
The BFUG also had to consider the enlargement of the Bologna Process and the handling of new applications for access. It formed several working groups to prepare particular issues for discussion. However, the BFUG devoted most of its working time and expertise to a discussion about stocktaking and possible directions for further development of the Bologna Process, and to consideration of issues important for the drafting of the Berlin Communiqué.
In its last meeting before Berlin, the BFUG discussed the future steering of the Bologna Process. The process had developed into a range of complex activities based on the common political will of ministers and aimed at strengthening the international co-operation between all member states and partners. In his report to the Berlin Ministerial Conference, professor Pavel Zgaga stated that the main tasks of the steering structures in the coming years would be:
(1) to organise the further follow-up programme after the Berlin Communiqué
(2) to organise the stock-taking exercise
(3) to secure continuity and further clarification of the principles of the Bologna Process
(4) to secure close co-operation with relevant stakeholders
(5) to prepare the next ministerial conference
The necessary link between national implementation and international co-operation can be guaranteed only by involving all members and by giving them a chance of active participation. This argument requires a large group with an overall responsibility for following up the decisions of ministers and preparing the next ministerial conference.
On the other hand the demanding and comprehensive programme after Berlin will require an efficient administrative and working structure.
The final result of the discussions was conveyed to the ministers and written into the Berlin Communiqué:
Ministers entrusted the implementation of all the issues covered in the Communiqué, the overall steering of the Bologna Process and the preparation of the next ministerial meeting to the BFUG, chaired by the EU Presidency, with the host country of the next ministerial conference as vice-chair.
After the Berlin summit, the BFUG consist of 40 member countries and the European Commission, with the Council of Europe, the EUA, EURASHE, ESIB and UNESCO-CEPES as consultative members.
A Board, also chaired by the EU Presidency, will oversee the work between the meetings of the Follow-up Group. The Board will be composed of the Chair, the next host country as Vice-Chair, the preceding and the following EU Presidencies, three participating countries elected by the Follow-up Group for one year, the European Commission and, as consultative members, the Council of Europe, the EUA, EURASHE and ESIB.
The Follow-up Group as well as the Board may convene ad-hoc working groups as necessary.
The overall follow-up work will be supported by a Secretariat provided by the country hosting the next Ministerial Conference (Norway).
The Board and the Secretariat
In its first meeting after the Berlin Conference, the Follow-up Group further defined the responsibilities of the Board and the tasks of the Secretariat.
The Board
The Board shall support the BFUG in its activities and provide efficiency to the management of the Bologna Process. The Board shall co-ordinate and monitor the implementation of the work programme.
The following list, which is not exhaustive, illustrates the scope of this responsibility:
providing support and assistance to new members as they seek to meet the objectives of the Bologna Process
The BFUG may delegate tasks to the Board when it deems it appropriate and necessary to achieve the objectives of the Bologna Process. However, formal decisions are the responsibility of the BFUG itself.
The Secretariat
The Norwegian Ministry of Education and Research has set up a Secretariat to support the overall follow-up work, as was foreseen in the Berlin Communiqué. The Secretariat is fully operational from December 2003 with a staff of three.
The tasks of the Secretariat will include:
- administrative and operational responsibility for the next ministerial conference
- secretarial functions as directed by the BFUG and the Board
- execution, under specific mandate from the BFUG or the Board, of special tasks concerning the implementation of the work programme
Participating countries
There are 47 member countries participating in the Bologna Process, all party to the European Cultural Convention.
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Participating organisations
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European Association for Quality Assurance in Higher Education |
CRITERIA FOR NEW CONSULTATIVE MEMBERS AND BFUG PARTNERS
In its meeting 1-2 March 2005, the Bologna Follow-up Group (BFUG) adopted criteria for consultative members. The BFUG will advise Ministers that consultative membership of the BFUG should remain restricted and that potential new consultative members should satisfy these criteria. Decisions are made by the Ministerial Conference. The BFUG also decided that relevant organisations may be accepted as BFUG Partners, receiving information and invitations to seminars, being invited to participate under relevant agenda points at BFUG meetings, and also being invited to send an observer to the Ministerial Conferences. Such decisions will be made by the BFUG. The criteria for new consultative members and for BFUG Partners focus on the added value to the Bologna Process, relevance of the stakeholder group, representativeness of the organization and its organisational form.
1. Added value to the Bologna Process
Present consultative members are either inter-governmental organisations active in higher education or organisations representing higher education institutions or students. Any new consultative member or partner of the BFUG should give the process an added value, meaning that their contribution should be relevant to the work of the BFUG.
1.1 Additional criteria on added value for new consultative members
Any new consultative members should also meet the following criteria:
their contribution cannot be easily covered by an existing consultative member;
2. Relevance of the stakeholder group
Organisations that may contribute to stronger links between higher education and the labour market are relevant to the Process. Organisations that may contribute to stronger links between higher education and other educational fields may also be relevant. Organisations representing special professions do not match the BFUG, which deals with general principles and structures in higher education.
Organisations should have higher education as a central field of interest.
3. Representativeness
A new consultative member or a partner should not be a sub-organisation of a member or consultative member of the Bologna Follow-up Group.
3.1 Additional criteria on representativeness for new consultative members
Any new consultative member should:
be the most representative organisation in its field of interest,
4. Organisational form
A new consultative member or a partner should either be a non-governmental organisation (NGO) or an inter-governmental organisation.
4.1 Additional criteria on organisational form for new consultative members
Its mandate should reflect its relevance to the Bologna Process and its right to give an opinion on behalf of its members on matters relating to the Bologna Process.
5. Procedures
Potential new consultative members should send an application to the Secretariat of the BFUG, documenting that they satisfy the listed criteria for consultative members. The Secretariat will place the application on the agenda of the BFUG, which will advise Ministers. Decisions are made by the Ministerial Conference.
Relevant organisations may be accepted by the BFUG as BFUG Partners, provided they satisfy the listed criteria for such partnership.
PREAMBLE
The Rectors of European Universities, gathered in Bologna for the ninth centenary of the oldest University in Europe, four years before the definitive abolition of boundaries between the countries of the European Community; looking forward to far-reaching co-operation between all European nations and believing that peoples and States should become more than ever aware of the part that universities will be called upon to play in a changing and increasingly international society, Consider:
1) that at the approaching end of this millenium the future of mankind depends, largely on cultural, scientific and technical development; and that this is built up in centres of culture, knowledge and research as represented by true universities;
2) that the universities' task of spreading knowledge among the younger generations implies that, in today's world, they must also serve society as a whole; and that the cultural, social and economic future of society requires, in particular, a considerable investment in continuing education;
3) that universities must give future generations education and training that will teach them, and through them others, to respect the great harmonies of their natural environment and of life itself The undersigned Rectors of European universities proclaim to all States and to the conscience of all nations the fundamental principles which must, now and always, support the vocation of universities.
FUNDAMENTAL PRINCIPLES
1. The university is an autonomous institution at the heart of societies differently organized because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and intellectually independent of all political authority and economic power.
2. Teaching and research in universities must be inseparable if their tuition is not to lag behind changing needs, the demands of society, and advances in scientific knowledge.
3. Freedom in research and training is the fundamental principle of university life, and governments and universities, each as far as in them lies, must ensure respect for this fundamental requirement. Rejecting intolerance and always open to dialogue, the university is an ideal meeting-ground for teachers capable of imparting their knowledge and well equipped to develop it by research and innovation and students entitled, able and willing to enrich their minds with that knowledge.
4. A university is the trustee of the European humanist tradition; its constant care is to attain universal knowledge; to fulfill its vocation it transcends geographical and political frontiers, and affirms the vital need for different cultures to know and influence each other.
THE MEANS
To attain these goals by following such principles calls for effective means, suitable to present conditions.
1. To preserve freedom in research and teaching, the instruments appropriate to realize that freedom must be made available to all members of the university community.
2. Recruitment of teachers, and regulation of their status, must obey the principle that research is inseparable from teaching.
3. Each university must -with due allowance for particular circumstances - ensure that its students' freedoms are safeguarded and that they enjoy conditions in which they can acquire the culture and training which it is their purpose to possess.
4. Universities -particularly in Europe - regard the mutual exchange of information and documentation, and frequent joint projects for the advancement of learning, as essential to the steady progress of knowledge. Therefore, as in the earliest years of their history, they encourage mobility among teachers and students; furthermore, they consider a general policy of equivalent status, titles, examinations (without prejudice to national diplomas) and award of scholarships essential to the fulfillment of their mission in the conditions prevailing today.
The Rectors, on behalf of their Universities, undertake to do everything in their power to encourage each State, as well as the supranational organizations concerned, to mould their policy sedulously on this Magna Charta, which expresses the universities' unanimous desire freely determined and declared.
MESSAGE FROM THE SALAMANCA CONVENTION OF EUROPEAN HIGHER EDUCATION İNSTITUTIONS
Shaping the European Higher Education Area
Over 300 European higher education institutions and their main representative organisations, gathered in Salamanca on 29-30 March 2001 to prepare their input to the Prague meeting of the Ministers in charge of higher education in the countries involved in the Bologna process, have agreed on the following goals, principles and priorities.
Shaping the future
European higher education institutions reaffirm their support to the principles of the Bologna Declaration and their commitment to the creation of the European Higher Education Area by the end of the decade. They see the establishing of the European University Association (EUA) in Salamanca as of symbolic and practical value to convey their voice more effectively to governments and society and thus to support them in shaping their own future in the European Higher Education Area.
1. PRINCIPLES
AUTONOMY WITH ACCOUNTABILITY
Progress requires that European universities be empowered to act in line with the guiding principle of autonomy with accountability. As autonomous and responsible legal, educational and social entities, they confirm their adhesion to the principles of the Magna Charta Universitatum of 1988 and, in particular, academic freedom. Thus, universities have to be able to shape their strategy, choose their priorities in teaching and research, allocate their resources, profile their curricula and set their criteria for the acceptance of professors and students. European higher education institutions accept the challenges of operating in a competitive environment at home, in Europe and in the world, but to do so they need the necessary managerial freedom, less rigid regulatory frameworks and fair financing or they will be placed at a disadvantage in co-operation and competition. The dynamics needed for the completion of the European Higher Education Area will remain unfulfilled or will result in unequal competition, if the current over-regulation and minute administrative and financial control of higher education in many countries is upheld. Competition serves quality in higher education, is not exclusive of co-operation and cannot be reduced to a commercial concept. Universities in some countries in Europe are not yet in a position to compete on equal terms and are in particular faced with unwanted brain drain within Europe.
EDUCATION AS A PUBLIC RESPONSIBILITY
The European Higher Education Area must be built on the European traditions of education as a public responsibility; of broad and open access to undergraduate as well as graduate studies; of education for personal development; and of citizenship as well as of short and long-term social relevance.
RESEARCH-BASED HIGHER EDUCATION
As research is a driving force of higher education, the creation of the European Higher Education Area must go hand in hand with that of the European Research Area.
ORGANISING DIVERSITY
European higher education is characterised by its diversity in terms of languages, national systems, institutional types and profiles and curricular orientation. At the same time its future depends on its ability to organise this valuable diversity to effectively produce positive outcomes rather than difficulties and flexibility rather than opacity. Higher education institutions wish to build on convergence - in particular on common denominators shared across borders in a given subject area - and to deal with diversity as assets, rather than as reasons for non-recognition or exclusion. They are committed to creating sufficient self-regulation to ensure the minimum level of cohesion needed to avoid that their efforts towards compatibility are undermined by too much variance in the definition and implementation of credits, main degree categories and quality criteria.
2. KEY ISSUES
QUALITY AS A FUNDAMENTAL BUILDING STONE
The European Higher Education Area needs to build on academic core values while meeting stakeholders' expectations, i.e., demonstrating quality. Indeed, quality assessment must take into consideration the goals and mission of institutions and programmes. It requires a balance between innovation and tradition, academic excellence and social/economic relevance, the coherence of curricula and students' freedom of choice. It encompasses teaching and research as well as governance and administration, responsiveness to students' needs and the provision of non-educational services. Inherent quality does not suffice, it needs to be demonstrated and guaranteed in order to be acknowledged and trusted by students, partners and society at home, in Europe and in the world. Quality is the basic underlying condition for trust, relevance, mobility, compatibility and attractiveness in the European Higher Education Area.
Trust building
As research evaluation has an international dimension so does quality assurance in higher education. In Europe, quality assurance should not be based on a single agency enforcing a common set of standards. The way into the future will be to design mechanisms at European level for the mutual acceptance of quality assurance outcomes, with "accreditation" as one possible option. Such mechanisms should respect national, linguistic and discipline differences and not overload universities.
Relevance
Relevance to the European labour market needs to be reflected in different ways in curricula, depending on whether the competencies acquired are for employment after the first or the second degree. Employability in a lifelong learning perspective is best served through the inherent value of quality education, the diversity of approaches and course profiles, the flexibility of programmes with multiple entry and exit points and the development of transversal skills and competencies such as communication and languages, ability to mobilise knowledge, problem solving, team work and social processes.
Mobility
The free mobility of students, staff and graduates is an essential dimension of the European Higher Education Area. European universities want to foster more mobility-both of the "horizontal" and the "vertical" type - and do not see virtual mobility as a substitute to physical mobility. They are willing to use existing instruments for recognition and mobility (ECTS, Lisbon Convention, Diploma Supplement, NARIC/ENIC network) in a positive and flexible way. In view of the importance of teaching staff with European experience, universities wish to eliminate nationality requirements and other obstacles and disincentives for academic careers in Europe. However, a common European approach to virtual mobility and transnational education is also needed.
Compatible qualifications at the undergraduate and graduate levels
Higher education institutions endorse the move towards a compatible qualification framework based on a main articulation in undergraduate and postgraduate studies. There is broad agreement that first degrees should require 180 to 240 ECTS points but need to be diverse leading to employment or mainly preparing for further, postgraduate studies. Under certain circumstances a university may decide to establish an integrated curriculum leading directly to a Master-level degree. Subject-based networks have an important role to play to inform such decisions. Universities are convinced of the benefits of a credit accumulation and transfer system based on ECTS and on their basic right to decide on the acceptability of credits obtained elsewhere.
Attractiveness
European higher education institutions want to be in a position to attract talent from all over the world. This requires action at the institutional, national and European level. Specific measures include the adaptation of curricula, degrees readable inside and outside Europe, credible quality assurance measures, programmes taught in major world languages, adequate information and marketing, welcoming services for foreign students and scholars, and strategic networking. Success also depends on the speedy removal of prohibitive immigration and labour market regulations.
European higher education institutions recognise that their students need and demand qualifications which they can effectively use for the purpose of study and career all over Europe. The institutions and their networks and organisations acknowledge their role and responsibility in this regard and confirm their willingness to organise themselves accordingly within the framework of autonomy.
Higher education institutions call on governments, in their national and European contexts, to facilitate and encourage change and to provide a framework for coordination and guidance towards convergence, and affirm their capacity and willingness to initiate and support progress within a joint endeavour
compatibility between diverse institutions, curricula and degrees;
challenges of the European Higher Education Area are greatest;
to meet the challenges of being readable, attractive and competitive at home, in Europe and in the world; and
Graz Declaration
Forward from Berlin: the role of universities
To 2010 and beyond
1. Universities are central to the development of European society. They create, safeguard and transmit knowledge vital for social and economic welfare, locally, regionally and globally. They cultivate European values and culture.
2. Universities advocate a Europe of knowledge, based on a strong research capacity and research-based education in universities – singly and in partnership
– across the continent. Cultural and linguistic diversity enhances teaching and research.
3. The development of European universities is based on a set of core values: equity and access; research and scholarship in all disciplines as an integral part of higher education; high academic quality; cultural and linguistic diversity.
4. Students are key partners within the academic community. The Bologna reforms will: facilitate the introduction of flexible and individualised learning paths for all students; improve the employability of graduates and make our institutions attractive to students from Europe and from other continents.
5. European universities are active on a global scale, contributing to innovation and sustainable economic development. Competitiveness and excellence must be balanced with social cohesion and access. The Bologna Reforms will only be successful if universities address both the challenge of global competition and the importance of fostering a stronger civic society across Europe.
6. Universities must continue to foster the highest level of quality, governance and leadership.
Universities as a public responsibility
7. Governments, universities and their students must all be committed to the long-term vision of a Europe of knowledge. Universities should be encouraged to develop in different forms and to generate funds from a variety of sources. However, higher education remains first and foremost a public responsibility so as to maintain core academic and civic values, stimulate overall excellence and enable universities to play their role as essential partners in advancing social, economic and cultural development.
8. Governments must therefore empower institutions and strengthen their essential autonomy by providing stable legal and funding environments. Universities accept accountability and will assume the responsibility of implementing reform in close cooperation with students and stakeholders, improving institutional quality and strategic management capacity.
Research as an integral part of higher education
9. The integral link between higher education and research is central to European higher education and a defining feature of Europe's universities. Governments need to be aware of this interaction and to promote closer links between the European Higher Education and Research Areas as a means of strengthening Europe's research capacity, and improving the quality and attractiveness of European higher education. They should therefore fully recognise the doctoral level as the third 'cycle' in the Bologna Process. Universities need to keep pressing the case for research-led teaching and learning in Europe's universities. Graduates at all levels must have been exposed to a research environment and to research-based training in order to meet the needs of Europe as a knowledge society.
10. The diversity of universities across Europe provides great potential for fruitful collaboration based upon different interests, missions and strengths. Enhancing European collaboration and increasing mobility at the doctoral and post-doctoral levels are essential, for example through the promotion of Joint Doctoral programmes, as a further means of linking the European Higher education and
Research Areas.
Improving academic quality by building strong institutions
11. Successful implementation of reforms requires leadership, quality and strategic management within each institution. Governments must create the conditions enabling universities to take long-term decisions regarding their internal organisation and administration, e.g. the structure and internal balance between institutional level and faculties and the management of staff. Governments and universities should enter negotiated contracts of sufficient duration to allow and support innovation.
12. Universities for their part must foster leadership and create a structure of governance that will allow the institution as a whole to create rigorous internal quality assurance, accountability and transparency. Students should play their part by serving on relevant committees. External stakeholders should serve on governing or advisory boards.
Pushing Forward the Bologna Process
13. The Bologna Process must avoid over-regulation and instead develop reference points and common level and course descriptors.
14. Implementing a system of three levels (the doctoral level being the third) requires further change. Universities see the priorities for action as:
- Consolidating ECTS as a means to restructure and develop curricula with the aim of creating student-centred and flexible learning paths including lifelong learning;
- Discussing learning outcomes at the European level while safeguarding the benefits of diversity and institutional autonomy in relation to curricula;
- Involving academics, students, professional organizations redesigning the curricula in order to give bachelor and master degrees meaning in their own right;
- Continuing to define and promote employability skills in a broad sense in the curriculum and ensuring that first cycle programmes offer the option of entering the labour market;
- Introducing the Diploma Supplement more widely, and in major languages, as a means to enhance employability, making it widely known among employers and professional organisations.
15. Student mobility in itself promotes academic quality. It enables diversity to be an asset, enhancing the quality of teaching and research through comparative and distinctive approaches to learning. It increases the employability of individuals. Staff mobility has similar benefits.
16. If the EHEA is to become a reality governments must: tackle the current obstacles to mobility, amend legislation on student support, e.g. to make study grants and loans portable and improve regulations on health care, social services and work permits.
17. Governments and institutions together must give incentives to mobility by improving student support (including social support, housing and opportunities for part-time work) academic and professional counseling, language learning and the recognition of qualifications. Institutions must ensure that full use is made of tools which promote mobility, in particular ECTS and the Diploma Supplement. Possibilities also need to be increased for short-term mobility and mobility of part-time, distance and mature students.
18. Career paths for young researchers and teachers, including measures to encourage young PhDs to continue working in/return to Europe, must be improved. Gender perspectives require special measures for dual career families. Restrictions on transfer of pension rights must be removed through portable pensions and other forms of social support.
19. Increasing the participation of women in research and teaching is essential in a competitive Europe. Gender equality promotes academic quality and universities must promote it through their human resource management policies.
20. The TRENDS III Report demonstrates that the information base, in particular in relation to mobility issues, is inadequate. National governments should co-operate to improve statistical data and work with the European Commission to review existing monitoring mechanisms. There should be more research on issues related to the development of the EHEA.
21. Joint programmes and degrees based on integrated curricula are excellent means for strengthening European cooperation. Governments must remove legal obstacles to the awarding and recognition of joint degrees and also consider the specific financial requirements of such collaboration.
22. Institutions should identify the need for and then develop joint programmes, promoting the exchange of best practice from current pilot projects and ensuring high quality by encouraging the definition of learning outcomes and competences and the widespread use of ECTS credits.
Quality assurance: a policy framework for Europe
23. Quality assurance is a major issue in the Bologna process, and its importance is increasing. The EUA proposes a coherent QA policy for Europe, based on the belief: that institutional autonomy creates and requires responsibility that universities are responsible for developing internal quality cultures and that progress at European level involving all stakeholders is a necessary next step.
24. An internal quality culture and effective procedures foster vibrant intellectual and educational attainment. Effective leadership, management and governance also do this. With the active contribution of students, universities must monitor and evaluate all their activities, including study programmes and service departments. External quality assurance procedures should focus on checking through institutional audit that internal monitoring has been effectively done.
25. The purpose of a European dimension to quality assurance is to promote mutual trust and improve transparency while respecting the diversity of national contexts and subject areas.
26. QA procedures for Europe must: promote academic and organisational quality, respect institutional autonomy, develop internal quality cultures, be cost effective, include evaluation of the QA agencies, minimise bureaucracy and cost, and avoid over regulation.
27. EUA therefore proposes that stakeholders, and in particular universities, should collaborate to establish a provisional 'Higher Education Quality Committee for Europe'. This should be independent, respect the responsibility of institutions for quality and demonstrate responsiveness to public concerns. It would provide a forum for discussion and, through the appointment of a small board, monitor the application of a proposed code of principles, developing a true European dimension in quality assurance.
Universities at the centre of reform
28. The Bologna process was initially politically driven. But it is now gaining momentum because of the active and voluntary participation of all interested partners: higher education institutions, governments, students and other stakeholders. Top down reforms are not sufficient to reach the ambitious goals set for 2010. The main challenge is now to ensure that the reforms are fully integrated into core institutional functions and development processes, to make them self-sustaining. Universities must have time to transform legislative changes into meaningful academic aims and institutional realities.
29. Governments and other stakeholders need to acknowledge the extent of institutional innovation, and the crucial contribution universities do and must make to the European Research Area and the longer-term development of the European knowledge society as outlined in the Lisbon declaration of the European Union. By united action, European higher education – which now touches the lives of more than half the population of Europe-, can improve the entire continent.
EUA ADOPTS THE GLASGOW DECLARATION: 'STRONG UNIVERSITIES FOR A STRONGEUROPE'
On 15 April 2005, meeting in a special session, the EUA Council adopted the "Glasgow Declaration." Drawing on the findings of TRENDS IV and on discussions during the Glasgow Convention, the Declaration will provide the basis for the message that the EUA President, Professor Georg Winckler, will present to Ministers of Education meeting in Bergen on 19 May 2005. The Glasgow Declaration also sets the policy agenda for the higher education community in the years to come.
The Declaration underlines universities' commitment to pushing forward reforms, and the importance of developing differentiated missions and profiles to address responsibly the challenges of global competition and social cohesion. Governments are called upon to give European universities the autonomy they need, be it legal, administrative or financial, to allow them to implement reforms, while universities recognise the importance of improving governance and strengthening leadership at all levels.
For the first time, EUA addresses the crucial topic of funding, stating clearly that adequate funding is a prerequisite for securing universities' future, and, with it, their capacity for promoting cultural, social and technological innovation. The Declaration emphasises that Europe cannot hope to compete with education systems in other parts of the world if higher education and research budgets are not viewed as an investment in the future and urgently increased.
EUA Glasgow Declaration:
http://www.eua.be/eua/jsp/en/upload/GLASGOWdeclaration_FINAL.1113840794089.pdf
STUDENT GÖTEBORG DECLARATION
25 March 2001
Preamble
We, the student representatives in Europe, gathered in Göteborg at the Student Göteborg Convention from the 22nd to the 25th of March 2001.Here we adopted the following declaration on the future of the Bologna Process. ESIB – the National Unions of Students in Europe is and has been actively involved in the construction of the European Higher Education Area.
In June 1999, ESIB and its members, the national unions of students had to invite themselves to the Ministerial meeting on "A European Higher Education Area" in Bologna. Two years later, at the Prague Summit, ESIB is a keynote speaker. The growing recognition of the student input in the process is the result of a strong commitment of European students to promote a high quality, accessible and diverse higher education in Europe.
Introduction
ESIB sees the Bologna process as the crucial step towards a Europe without boundaries for its citizens. A European higher education area should include all European students on an equal basis. The creation of this area is a common responsibility of all European countries and should take into account the political and socio-economic differences in Europe. The reason for creating a European higher education area is the improvement of all national higher education systems, by spreading good practices and promoting cooperation and solidarity between the European states.
The social implications
Although the Bologna Declaration pointed out the basic aspects of the European dimension in higher education, it failed to address the social implications the process has on students. Higher education enables students to acquire the skills and the knowledge they need further in life, both personally and professionally. The social and civic contributions must be present as the primary functions of the higher education institutions. Higher education institutions are important actors in civic society; therefore all members of the higher education community should be involved. Students therefore are not consumers of a tradable education service, and as a consequence it is the governments' responsibility to guarantee that all citizens have equal access to higher education, regardless of their social background. This means providing students with adequate funding in the form of study grants and the higher education institutions with enough funding to exercise their public tasks.
The Higher Education Area
As stated earlier, accessible higher education of a high quality is of utmost importance for a democratic European society. Accessibility and diversity have traditionally been the cornerstones of European education and should remain so in the future. Next to this and to ensure that all programmes of higher education institutions are compatible and exchangeable, a system of credits based on workload should be implemented in the whole of Europe. A common European framework of criteria for accreditation and a compatible system of degrees is needed, in order to make sure that credits accumulated in different countries or at different institutions are transferable and lead to a recognisable degree. A two-tier degree system should guarantee free and equal access for all students and should not lead to the exclusion of students on other than academic grounds. To guarantee and improve the quality of higher education, a strong European cooperation of the national quality assurance systems is needed. Accreditation, being a certification of a programme, takes into account, among other criteria, the quality assurance process and should be used as a tool to promote quality.
A European higher education area promoting improvement and cooperation requires physical mobility of students, teaching staff and researchers. Mobility is also a way to promote cultural understanding and tolerance. Obstacles to mobility exist not only in the academic world. Social, economical and political obstacles must also be removed. Governments should guarantee foreign students the same legal rights as the students in the hosting country and higher education institutions should take the responsibility to provide students with mobility programmes.
The creation of a genuine European higher education area as outlined above will lead to expanded mobility, higher quality and the increased attractiveness of European education and research. The measures taken in the Bologna process are only a first step towards transparency. The provision of general information must be encouraged. To improve the level of information Europe needs a fully implemented use of a Diploma Supplement and the creation of a readily accessible database with all relevant higher education information.
The role of students
Finally, it must be stressed that students, as competent, active and constructive partners, must be seen as one of the driving forces for changes in the field of education. Student participation in the Bologna process is one of the key steps towards permanent and more formalised student involvement in all decision making bodies and discussion fora dealing with higher education on the European level.
ESIB – the National Unions of Students in Europe, being the representative of students on the European level, must be included in the future follow-up of the Bologna declaration.
ESIB – the National Unions of Students in Europe will commit itself to continue representing and promoting the students' views on the European level.
Luxembourg Student Declaration
Presented at the 9th European Student Convention
Luxembourg, March 2005
Preamble
ESIB - the National Unions of Students has existed since 1982 and seeks to promote the social, cultural, political and economic interests of students in Europe towards decision makers and partners at national, European and international level. ESIB currently has 50 members from 36 countries and thus represents more than 11 million students in Europe. ESIB is and has been actively involved in the instruction of the European Higher Education Area.
We, the student representatives in Europe, gathered in Luxembourg at the 9th Student Convention from the 17th to the 21st of March 2005. Taking into account existing ESIB policies and looking into the future of the Bologna Process at its mid-term, we are stressing the following:
Introduction
The Bologna Process has proven to be an extraordinary initiator of changes in European higher education. Many countries have changed thoroughly their systems of Higher Education in order to reach the goals set in the Bologna declaration and in the subsequent communiqués of Prague and Berlin.
ESIB sees the Bologna Process as an extremely important tool in order to build an integrated continent. It is with high quality education for all that Europe can reach the ambitious goals for the 21st century that were set in various fora.
The measures adopted by the ministers make sense only if they are all taken together. Bologna reforms that would be "à la carte" that would vary from country to country would be meaningless. Balance between diversity and common action must be kept.
Therefore, we think that some commitments of participating states have been overlooked so far and should gain more focus in the second part of the original period. The strong focus on the competitiveness of EHEA in the world stimulates the commodification process and brain drain, which are trends which ESIB clearly and heavily opposes. In the promotion of attractiveness of the EHEA the principle of sustainable development and cooperation with other regions of the world must be followed.
We stress that the Bologna Process must not be abused to carry out other reforms (introducing newselection mechanisms, making budgetary cuts, etc.). Other European frameworks should not be used as a substitute to the Bologna Process, in order to carry out reforms which could not be agreed upon within the Bologna Process, or which have a different political aim to the Bologna Process.
Progress and actions
On the Berlin ministerial summit ministers initiated a mid-term stocktaking exercise focussing on threepriorities – the degree system, quality assurance and the recognition of degrees and periods of studies. On the basis of the ESIB survey we use this opportunity to stress student view on the development and problems related to the implementation of these three priority issues.
Degree structure
One of the goals of the Bologna Process and for the introduction of the two-cycle degree system was more flexibility within studies. We have to conclude that the present general situation in the Bologna Process countries shows that, on the contrary, due to all financial and selection obstacles regarding access to higher cycles, there are barriers between cycles that prevent free and flexible study paths. The successful completion of the first cycle must allow for entry into the second degree. ESIB opposes any additional selection mechanism, be it special entry exams or numerus clausus. Both cycle programmes must be provided free of tuition fees. Both first cycle and second cycle degree have their own specific value, as they provide answers to different and sometimes complementary needs. There is no "normal" degree. Instead both should be equally valorised and students must be free to choose if they want to continue or stop after the first cycle.
Quality Assurance
Although we see progress in the implementation of systems of quality assurance in some Bolognaparticipating countries, we are dissatisfied with the insufficient involvement of students. ESIB's surveyclearly shows that in the vast majority of the countries students are not fully involved in all parts of internal and external quality assurance. Being full partners in Higher Education, students must always be included in all aspects and levels of quality assurance.
We express our support for the establishment of a peer review system for Quality Assurance agencieswhich should make clear which of them fulfil a set of quality standards and which do not. But it should be clear that the peer reviews and inclusion in a European register can only be regarded as independent and trustworthy if it is carried out under the supervision and has the ownership of the main stakeholders in higher education, namely representatives from HEIs, quality assurance agencies, governments and students.
Recognition of degrees and periods of studies
We notice with much concern that in large parts of the EHEA the Lisbon Recognition Convention has still not been duly implemented. We strive to ensure that the principles of the Lisbon Recognition Convention will be embedded in national legislation and applied in national and institutional recognition practices.
Many HEIs have developed a wide variety of Diploma Supplements. In the majority of cases they don't fulfil the basic elements agreed upon within the Bologna Process. Therefore we want to stress again that the Diploma Supplement should be issued automatically without students having to request it and free of charge. It should at least be issued in the language of the institution and another widely spoken European language.
The road ahead
The social dimension as priority
In the Prague and the Berlin communiqués, the social dimension of the EHEA was stressed by theministers. For students, this aspect of the EHEA is of paramount importance because it is only withsufficient living and studying conditions for all that students can take full advantage of the improvements the Bologna Process can bring for Higher Education. It implies equality in access as well as equal chances of completion of studies. This should not only be a polite formula in communiqués, it should also be seriously considered when doing the actual reforms.
Having this in mind we stress that:
- The national support schemes for students need to be sufficient to cover the living costs of students. ESIB also stresses that grants for all are preferable to other financial support systems.
- It is important that study financing systems should be portable, to enhance mobility, and independent of parental income.
- Sufficient social support system for all students, which covers housing, health care, food and other counselling and social services should be properly implemented and enhanced to guarantee the social well-being of students.
- In the design and steering of these systems, students should form an integral part since they know student needs best.
We see the social dimension as an overarching objective of the Bologna Process. When one considers the other objectives, the social dimension should be seen as an integral part of it. Since the implementation of social dimension has not taken place significantly, we insist upon the following:
1. that the social dimension will be a priority after the Bergen conference
2. that it will be a part of the stocktaking process.
Removing all the remaining obstacles to student mobility
One of the main aims of the Bologna Process is to enhance student mobility. However, even if somestructural changes have been made in order to remove obstacles to student mobility, many of them still remain. We believe that the time is now ripe to tackle also one of the most serious obstacles: lack of financing of mobility. We want mobility to be accessible to all students, without any discrimination. In the EHEA, student mobility must become a right, not remain a privilege.
This question grows in importance with the further integration of the continent and with the raise in the number and diversity of participating countries in the Bologna Process. Mobility is seen by the students as being reserved to only the best or the most financially well-off.
We therefore call upon the Ministers that will meet in Bergen to take the following actions:
1. To establish of a European mobility fund. That way, financial obstacles to mobility would be considered and concrete action could be proposed to the next Ministerial Conference.
2. to ease or abolish the conditions for obtaining visa and residence permits for mobile students since these still limit mobility of students between the various countries of the EHEA.
3. to establish comparable data on the social and economic situation of students in participating countries.
Cooperation between various ministerial departments
In general, we consider that making the EHEA a concrete reality for all the students in Europe brings with it the acceptance that efforts of only Higher Education actors are not sufficient. We call upon all Ministers responsible for Higher Education to consider more consistent engagement of their colleagues from other departments. Higher Education reforms should be led by an integrated policy of the whole government and not be limited by formal responsibilities of competence.
The role of students
Finally, we reaffirm that students, as competent, active and constructive partners, must be seen as one of the driving forces for changes in the field of higher education. Student participation in the Bologna process at all levels (European, national, regional and local) is one of the key conditions for the success of the Process: it is only by involving them at all levels that the implementation of the process will be made more efficient and satisfactory to all.
ESIB – the National Unions of Students in Europe, being the representative of students on the European level, commits itself to constructively participate in the discussions on the future and in the follow-up of the Bologna Process.
ESIB – the National Unions of Students in Europe will commit itself to continue representing and promoting the students' views on the European level.
Luxembourg, March 20th 2005
2005, 2007, 2009, 2012 and 2015 National Reports can be reached at http://www.ehea.info/ by clicking on the nation flags at the page appears.
RECOGNITION OF DEGREES AND STUDY PERIODS
Lisbon Recognition Convention
The Convention on the recognition of Qualifications concerning Higher Education in the European Region, the so-called Lisbon Recognition Convention, developed by the Council of Europe together with the UNESCO was signed in Lisbon on 11 April 1997 and it is the key legal instrument for recognition of qualifications across Europe. The full text and updated list of signatures and ratifications may be found at;
http://conventions.coe.int/Treaty/Commun/ChercheSig.asp?NT=165&CM=&DF=&CL=ENG
The Convention was signed on December 1, 2004 and this Convention came into force on March 1, 2004. Since the provision set forth in the Article IV.8 is legally inapplicable, Turkey reserves the right not to apply the Article IV.8 of the Convention with the said instrument registered at the Secretariat General on 15 February 2007 "The Government of Republic of Turkey does not bound itself with the Article IV.8 of the Convention on the Recognition of Qualifications Concerning Higher Educations in the European Region, in accordance with the Article XI.7 of the Convention."
In line with the Lisbon Convention, the Regulation on the Recognition of Foreign Higher Education Qualification was reviewed by the integration of the five principles related to the assessment of the qualifications of the Lisbon Recognition Convention adopted by the Decision of the Council of Higher Education on April 13, 2006 and came into force on May 11, 2007 upon its publication in the Official Gazette No.26519. Since then, the new regulation with relevant changes has been applied in the procedure of recognition and the assessments of foreign higher education diplomas on Turkey.
Diploma Supplement (DS)
Diploma Supplement (DS) is a document attached to a higher education diploma aiming at improving international 'transparency' and at facilitating the academic and professional recognition of qualifications (diplomas, degrees, certificates etc.).
Diploma Supplement has been mandatory at all higher education institutions since the end of the academic year of 2005-2006 by the decision of the Council of Higher Education dated March 11, 2005. A national Diploma Supplement template was formed in line with the model recommended jointly by the European Commission, the Council of Europe and UNESCO/CEPES and an office under the supervision of the Council of Higher Education has been charged with checking the compatibility of Diploma Supplement samples from the higher education institutions with national template and giving technical assistance. Starting with the end of 2005-2006 academic year, all higher education institutions issue Diploma Supplement in one of the three main languages of the European Union, English or German or French, to all graduates at first, second and short cycles, and first copy being free of charge.
At 13 universities awarded Diploma Supplement Label by the European Commission (2 universities in 2005 and 11 universities in 2006), Diploma Supplement is given automatically to students upon successfully completion of their studies in all first, second and short cycle. At the rest of higher education institutions, due to the large number of graduates, Diploma Supplement is given upon request of the student, not automatically.
Besides the activities carried out under the supervision of the Council of Higher Education, the National Agency and the National team of Bologna Promoters are also spending great effort in promoting the awareness of the Diploma supplement among the students, universities and employers, and better understanding of the Diploma Supplement usage, aiming to achieve transparency and recognition of qualifications, thus facilitating mobility. National information conferences, regional meeting are organized by the National team of Bologna Promoters within the context of "implementation of Bologna Process in Turkey."
In Turkey, the Council of Higher Education is the central authority for the recognition of foreign qualifications; therefore the application for the recognition of foreign diplomas is submitted to the "Equivalency Unit" structured under the Council of Higher Education. Diploma Supplement is not a document that guarantees recognition of diplomas issued by the foreign higher education institutions, but that facilitates the "equivalency process". Holders of foreign qualifications must prove other documents the validity of the qualification in the awarding country for further studies.
European Credit Transfer System (ECTS)
The European Credit Transfer System is a student-centered system based on the student workload required to achieve the objectives of a program specified in terms learning outcomes and competences to be acquired. ECTS was set up initially for credit transfer to facilitate the recognition of periods of study abroad and thus enhanced the quality and the volume of student mobility in Europe. Recently ECTS is developing into an accumulation system to be implemented at institutional, regional, national and European level.
Besides the Diploma Supplement, ECTS activities have been one of the main working areas of Bologna Process implementations in Turkey. Particularly, within the last two years, Turkish universities have been focused on the way how to adapt their credit and grade systems to the ECTS principles, on the basis of the student workload, taking into account the learning outcomes, skills and competences that define the qualification. Therefore, in many universities, the teams of ECTS / DS Coordinators have been formed to carry out the DS / ECTS activities at departmental, faculty and university levels to reflect the student workload, learning outcomes, competences and skills in ECTS.
In the framework of Bologna Project, the Council of Higher Education together with the National Team of Bologna Promoters are organizing many regional and nation-wide conferences, meetings and workshops for academic staff, students and external stakeholders, giving guidance and advices on how to calculate the ECTS credits.
Moreover, the special focus is put on the necessity of student's involvement in drafting ECTS activities in order to calculate them more at outcome based, at not input based. At this point, in some universities, higher education staff responsible for ECTS studies has started to review curriculum and establish quality development mechanisms to ensure more student-centered approach.
Turkish ENIC/NARIC Centre
The ENIC Network (European Network of Information Centres) made up of national information centers and NARIC Network (National Academic recognition Information Centres), created in 1984 to improve academic recognition of diplomas and periods of study in the Member States of the European Union, the European Economic Area (EEA) and Central and Eastern European countries provide information on;
- the recognition of foreign diplomas, degrees and other academic or professional qualifications
- education systems in other European countries and one's own country
- opportunities for studying abroad, including information on loans and scholarships, as well as on practical questions related to mobility and equivalence.
Turkish NARIC (National Academic Recognition Information Centre) has been established under the supervision of the Council of Higher Education in April 2003 and the Turkish ENIC (European Network of national Information Centre) has been operating under the Council of Higher Education since 1998.
The main objective of the Turkish ENIC/NARIC Centre is to improve academic recognition of diplomas and periods of studies by promoting information and experience exchange in the European Union member states, the EEA countries and the candidate countries of the European Union.
Addresses of the ENIC / NARIC information centres = link = https://www.enic-naric.net/
In 2006, Council of Higher Education (CoHE), which is the responsible body for higher education in Turkey, has taken decision to set up NQF in line with QF-EHEA. In order to set the agenda and organize the process, a national committee was set up by the CoHE on April 28, 2006.
The Committee initially consisted of a core group of four members: one member from the CoHE, one Rector, the President of the National Commission for Academis Assessment and Quality Improvement in Higher Education (YODEK) and the Chairman of the Executive Board of a non-governmental organization, Educational Volunteers Foundation of Turkey (TEGV). At that stage of development, it was agreed that the definitions on qualifications and competences, which are set up at the Overarching Qualifications Framework for EHEA based on Dublin descriptors, would be applied in Turkey. Accordingly, the Committee drafted the level descriptors compatible with those of the EHEA first, second and third cycles as well as the short cycle. In April 2007, first cycle of consultation process has started. First draft version of level descriptors was sent to all universities and other related stakeholders (national student union, the National Ministry of Education, NGOs business world including employers and trade associations) and relevant feedbacks were included in the descriptors. The subject was also on the agenda of the National Team of Bologna Promoters and it was open to discussion in a series of meetings with participants from teaching staff of universities, students and other stakeholders.
In July 2008, the number of the members of the initial Committee was increased to nine involving more representatives of the CoHE and also an advisory working group on NQF comprising of 13 members from academic staff of universities has been established. Based on the discussions and feedbacks from the stakeholders and new developments in the fields, both groups decided to redefine the degree structure of higher education based on learning outcomes and make qualifications and awards provided in each level more transparent and conceivable within the contexts of both overarching EQFs (EQF-LLL and QF-EHEA)
Since qualifications within the Turkish Higher Education System includes all vocational qualifications at the level of short cycle which is strongly linked to vocational education at secondary education and some high-level vocational qualifications at first, second and third cycles, it was decided to adopt EQF level descriptors as a referencing process and currently all levels and profiles within each layer of higher education are being reviewed within the context of the EQF-LLL. It was also agreed within the Commission and Working Group that this would facilitate life long learning at every level from primary to higher education including vocational education and lead to have a one single NQF in the future. This work will be finalised by the end of November 2008.
The committee and the working group are now planning to start the second stage of consultation process with stakeholders mentioned above plus more from government and different sectors of business and trade unions.
Consultation process is planned to be completed before 2009 and approval by CoHE in March 2009, followed by administrative setting up procedures for implementation thereafter.
The Social dimension of the Bologna Process and Student Participation in Higher Education Governance
Social Dimension in the Scope of Bologna Process:
The social Dimension of the envisaged European Higher Education Area aims at:
equality of opportunities in higher education , in terms of: access, participation and successful completion of studies; studying and living conditions; guidance and counseling; financial support, and student participation in higher education governance. This implies also equal opportunities in mobility, when it comes to portability of financial support, removing barriers, and providing incentives. Both enhance the quality, attractiveness and competitiveness of the European Higher Education Area.
The main objectives of the "Social Dimension" in higher education listed/ explained as follows:
1) To have the equal chance to access to the higher education
2) Strengthen the developments of social, cultural and economic developments of the societies
3) To raise the quality and attractiveness of European higher education
4) To set suitable work and study circumstances for students
5) To provide the support of the government to the disadvantageous student groups
6) To provide flexible education methods for the access to the higher education and within the higher education
7) To provide the participation of the students to the governance of the higher education
The social dimension has been an integral part of the Bologna Process since the first ministerial follow-up meeting inPrague in 2001. The social dimension was included in the Prague Communiqué at the suggestion of the student representatives. In subsequent communiqués the social dimension has been recognized as crucial for the success of the European Higher Education Area.
With the 2005 Bergen Communiqué, Ministers declared the social dimension an integral part of the Process of creating the European Higher Education Area (EHEA):
"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. We therefore renew our commitment to making quality higher education equally accessible to all, and stress the need for appropriate conditions for students so that they can complete their studies without obstacles related to their social and economic background. The social dimension includes measures taken by governments to help students, especially from socially disadvantaged groups, in financial and economic aspects and to provide them with guidance and counselling services with a view to widening access."
Given that considerable differences exist in relation to the social dimension of higher education between the countries participating in the process of creating the European Higher Education Area, it was not considered appropriate to narrowly define the social dimension or to suggest a number of detailed actions for all countries to implement.
With the London Communiqué of May 2007, Ministers responsible for Higher Education in the countries participating in the Bologna Process confirmed the relevance of the social dimension:
"Higher education should play a strong role in fostering social cohesion, reducing inequalities and raising the level of knowledge, skills and competences in society. Policy should therefore aim to maximise the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic knowledge-based society.
We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations. We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background. We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity."
Instead, the 2005-2007 social dimension working group, which had been set up after the Bergen ministerial meeting, recommended that each country develops its own strategy, including an action plan, for the social dimension. To help countries with devising national strategies on the social dimension and to facilitate the necessary national debates, the working group proposed a structure and topics for such a debate. For more background information and the detailed recommendations read the full 2007 Working Group Report.
The EUROSTUDENT project collates comparable data on the socio-economic background and living conditions of students throughout Europe. In the third round of the study, 23 countries have taken part, which means that the data covers most of larger Europe and very diverse higher education systems. The EUROSTUDENT data set includes nearly 250 key indicators. The project is coordinated by the Higher Education Information System (HIS) Hanover,Germany.
The objectives of EUROSTUDENT are:
· To deliver comparable key data and basic information in order to describe and map out the socio-economic living conditions of students in Europe
· To provide a structured and standardized monitoring system with which the effects of structural measures and changes can be identified for specific student groups
· To describe the current situation and with the aid of international comparison to identify obstacles to an inclusive and effective European Higher Education Area (EHEA)
These objectives complement the goals of the Lisbon strategy and the Bologna Process to create an attractive and a competitive European Higher Education Area which can maximize the potentials of individuals in terms of their personal development and their contribution to society and the economy.
Participants:
23 countries (Austria, Bulgaria, CzechRepublic, England/Wales, Estonia, France, Finland, Germany, Ireland, Italy,Latvia, Lithuania, Norway, Portugal, Romania, Scotland, SlovakRepublic, Slovenia, Spain, Sweden, Switzerland, theNetherlands and Turkey) have participated in the third round of EUROSTUDENT. The five countries (Croatia,Denmark, Georgia, Greece and Hungary) are observers to the current round and will potentially join the project in the fourth round, which begins in 2008.
In accordance with the Decision of the Council of Higher Education (YÖK) of February 3, 2006, the EUROSTUDENT III project has been carried out in Turkey by a national commission headed by Professor Nezih Guven (Middle EastTechnicalUniversity, Ankara, Turkey). The other members of the commission are Associate Professor Ayse Gunduz Hosgor (Middle EastTechnicalUniversity, Ankara, Turkey) and Assistant Professor Mustafa Sen (Middle EastTechnicalUniversity, Ankara, Turkey). Within the framework of the project, an online survey has been carried out in 2007 with the participation of about 15.000 students enrolled in undergraduate programmes.
The report of the project has been published in August 2008.
Another keystone of the Social Dimension is the participation of the students to the governance of the higher education and to take place as an "equal stakeholder" in the decision process.
1) ESU- EUROPEAN STUDENT UNION
On October 17th 1982 seven national unions of students (NSU Norway, NUS United Kingdom, SFS Sweden, SHÍ Iceland, UNEF-IDFrance, DSF Denmark and ÖH Austria) gathered in Stockholm to create WESIB, the West European Student Information Bureau.
The aim of WESIB was to coordinate the flow of information between the members and from European and international bodies such as the Council of Europe, the European Communities and UNESCO. In line with this aim, WESIB organised seminars twice a year on matters relating to higher education, and held its highest decision making meetings - Board Meetings - at the same time.
WESIB was chaired by one of its member unions and headed by an employed Director. From the beginning the WESIB secretariat was situated in Stockholm, but in 1986 it moved to London.
The political changes in eastern Europe at the end of the 1980s affected WESIB as well, as it was opened for national unions of students from the former east and at the 17th Board Meeting (BM17) in February 1990, WESIB dropped the "W" to become the European Student Information Bureau (ESIB). These changes resulted in a surge of membership applications and the number of members rose from 16 in 1990 to 31 in 1992. The fact that the WESIB secretariat had moved to Vienna in 1988 and by that had come very close to the events of 1989 probably also helped in getting new members from the former east.
As the European Communities started to gain more influence on the scene of higher education in Europe with its exchange programmes Socrates and Erasmus, the national unions of students in Europe decided to change the aim of ESIB from just an information sharing organisation to a political organisation that represented the views of students to European institutions. Thus the members gave ESIB policy-making powers at BM21 in November 1991. At BM23 in November 1992 the Director also got more representative powers and Working Groups were established. As ESIB no longer was only an information bureau, the Board decided at BM24 in May 1993 to change the name once more, this time to The National Unions of Students in Europe, but retaining the old and well-known abbreviation ESIB. The representative powers of ESIB demanded more work from its members and at BM31 in November 1996 it was decided that ESIB should be headed by a chairperson together with an Executive Committee rather than by one of its member NUSes.
Even though ESIB had both representative and policy-making powers, its field of work was somewhat limited during the 1990s as higher education wasn't within the competencies of the European Union or any other European institution for that matter. This situation came to an abrupt end in 1999, when ministers of education from 29 European countries signed the so called 'Bologna declaration', where they stated the intention to create a European Higher Education Area by the year 2010. This gave ESIB a European arena to act on and at the Bologna ministerial follow-up summit inPrague in May 2001, ESIB became an official observer in the Bologna Process, representing the students of Europe.
As the Bologna process demanded a greater presence by student representatives on a European level, BM37 in November 1999 decided to form expert committees who could deal with certain aspects of higher education. At that board meeting, the Committee on Prague was created (today:Bologna Process Committee) and it was to be followed at BM40 in May 2001 by the Committee on Commodification of Education. As more and more policy and decision making at European higher education was centered to Brussels in the 1990s, ESIB moved its secretariat there in 2000.
ESIB went on to become the umbrella organisation of 47 national unions of students from 36 countries and, through these members, represent more than 10 million students.
In May 2007, at the 52nd Board Meeting , held in London, it was decided that ESIB needed to change its' name in order for the role of the organisation to be better reflected nominatively. The ESIB acronym no longer represented the work of this organisation and, with the 25th Anniversary fast approaching, this seemed as good a time as any.
The Executive Committee proposed ESU - Europeans Students' Union. This was unanimously accepted by the Board of members.
The aim of ESU is to represent and promote the educational, social, economic and cultural interests of students at a European level towards all relevant bodies and in particular the European Union, Bologna Follow-Up Group, Council of Europe and UNESCO.
1) STUDENT PARTICIPATION in HIGHER EDUCATION GOVERNANCE in TURKEY
"Regulation on Student Councils of Higher Education Institutions and the National Student Council of Higher Education Institutions in Turkey", was enacted by CoHE after its publishing in the Official Journal no. 25942 of September 20, 2005. In accordance with this regulation, a national-level student council was established following the election of the president and the bodies of the national student council that took place in December 2005.
The new regulation provides students with a complete bottom-up organizational power in the most democratic manner starting from the departments/programme/major level at the bottom to the higher education institution and the national level at the top and aims to increase the student participation, involvement and contribution and take active part at every level of academic and administrative meetings of higher education institutions and that of student representation at national and international level through the national student councils of higher education institutions.
President of university student union can attend the Senate and the Executive Board meetings of the university concerned if student-related issues are in the agenda of the meetings (Article 24/e of the Regulation). Likewise, president of the national student council can attend the General Board of CoHE and the Interuniversity Board, which is advisory body to CoHE, meetings upon the invitation of the President of CoHE if student related issues are to be discussed in these meetings (Article 35/f of the Regulation). However, under the existing HE Law, student representatives do not have the right to vote. This shortcoming of the existing Law is emphasized in the draft report on strategy for HE to 2025.
One student appointed by the National Student Council acts as a full member of the national Quality Assurance Agency, YÖDEK in accordance with the amendment to the regulation adopted following its publishing in the Official Journal No.26390 of December 28, 2006. Students are to participate as full members in external review teams and in decision-making. They exercise the same roles as the other members of the team. At institutional level, on the other hand, all universities, in accordance with the regulation, are required to include one representative from the university student union in their "Academic Assessment and Quality Improvement Board (ADEK)" as a full member (Article 8 of the regulation)
The National Student Council Board Meeting took place in 5-6 January 2007, in GaziUniversity and Volkan Yılmaz had been elected as the president of the council. The next Board Meeting and elections will be took place in 27- 29 December 2008 in GaziUniversity.
· For the further information of the Social Dimension of the Bologna Process in Turkey, you can also check the National Report of Turkey 2005-2007 and 2007-2009.
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