Download paper - Maastricht University

More documents

Recommendations

Info

<strong>Maastricht</strong> European Studies Papers 2007/07 L. Unbehauen conferences, communiqués and policy declarations, which are all structured around a series of biennial ministerial meetings” (Keeling, 2006, p. 207). 3. The Content and Development of the Bologna Process The first incentive for closer European cooperation in the field of education was given by the so-called Sorbonne Declaration, signed the 25 th of May 1998 by the education ministers of France, Italy, the United Kingdom and Germany. Its aim was the harmonization of the architecture of the European Higher Education System, focusing on progressive convergence of the overall framework of degrees and cycles, a common degree level system and the facilitation of student and teacher mobility (Norwegian Ministry of Education and Research, 2004c, p.1). This precursory declaration was the necessary push for the Bologna Declaration, which was adopted on the 19 th of June 1999 by 29 ministers of higher education. The Bologna Process can be divided into ten interlinked action lines that together form a comprehensive reform package. The six original objectives which form the core of the Bologna Process are defined as followed: 1. Adoption of a system of easily readable and comparable degrees This includes that from 2005 onwards a Diploma Supplement has to be given to all students automatically when they graduate without charging a fee. In this supplement, issued in one mayor European language, the content and type of study are explained in order to promote greater insight for future employers from other countries or further studies (Bologna Declaration, 1999). 2. Adoption of a system essentially based on two main cycles This action line demands the introduction of a three years undergraduate cycle (Bachelor) whose successful completion is the prerequisite for the graduate cycle (Master). The Bachelor degree will also be sufficient as an appropriate level of qualification for the labor market (ibid.). The introduction of these two main cycles has taken varying speeds in the member states, mostly due to fears that the “new system would threaten the quality of degrees (…) and undermine their proud academic tradition” (Coss, 2004, p. 1). 6
<strong>Maastricht</strong> European Studies Papers 2007/07 L. Unbehauen 3. Establishment of a system of credits The aim of launching a European Credit Transfer and Accumulation System, short ECTS, is to promote greater student mobility. One ECTS is received for a specific workload of about 30 hours. However, it is the higher education institutes who determine how much learning effort a certain module requires and therefore, who decide on the number of ECTS obtained (Bologna Declaration, 1999). 4. Promotion of mobility This issue entails that obstacles to student and staff mobility should be removed. Students should be able to take national student loans and grants across national borders because a lack of pecuniary support is often a legitimate reason for students to not study abroad. The mobility of teachers, researchers and administrative staff should be facilitated by recognizing and appreciating working periods abroad without prejudicing their statutory rights (ibid.). 5. Promotion of European cooperation in quality assurance To assure this ambitious goal, the European Association for Quality Assurance in Higher Education has been set up in 2000 which disseminates information, experiences and good practices in the field of QA in higher education to European QA agencies, public authorities and higher education institutions (ENQA Secretariat, 2006). The overall aim is to establish an adequate system of peer review to guarantee comparable quality and accreditation. However, many countries do not want to give up their national sovereignty on the important issue of quality assessment. 6. Promotion of the European dimension in higher education This vague-sounding objective refers to curriculum development, inter-institutional cooperation in form of joint diplomas, mobility schemes such as Erasmus-Socrates or Erasmus-Mundus as well as integrated programs of study, research and training. Moreover, according to this action line, the conditions for international students should be enhanced and information about the study possibilities on a European level should be provided to both national and foreign students (Bologna Declaration, 1999). 7
Page 1 and 2: Maastricht European Studies Papers
Page 5: Maastricht European Studies Papers
Page 23: Maastricht European Studies Papers

Download paper - Maastricht University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?