Een Europa van Kennis

The Bologna Process 2020 – The European Higher Education Area in the new decade

Communiqué of the Conference of European Ministers Responsible for Higher Education, Leuven and Louvain-la-Neuve, 28-29 April 2009

We, the Ministers responsible for higher education in the 46 countries of the Bologna Process convened in Leuven/Louvain-la-Neuve, Belgium, on April 28 and 29, 2009 to take stock of the achievements of the Bologna Process and to establish the priorities for the European Higher Education Area (EHEA) for the next decade.

Preamble

1. In the decade up to 2020 European higher education has a vital contribution to make in realising a Europe of knowledge that is highly creative and innovative. Faced with the challenge of an ageing population Europe can only succeed in this endeavour if it maximises the talents and capacities of all its citizens and fully engages in lifelong learning as well as in widening participation in higher education.

2. European higher education also faces the major challenge and the ensuing opportunities of globalisation and accelerated technological developments with new providers, new learners and new types of learning. Student-centred learning and mobility will help students develop the competences they need in a changing labour market and will empower them to become active and responsible citizens.

3. Our societies currently face the consequences of a global financial and economic crisis. In order to bring about sustainable economic recovery and development, a dynamic and flexible European higher education will strive for innovation on the basis of the integration between education and research at all levels. We recognise that higher education has a key role to play if we are to successfully meet the challenges we face and if we are to promote the cultural and social development of our societies. Therefore, we consider public investment in higher education of utmost priority.

4. We pledge our full commitment to the goals of the European Higher Education Area, which is an area where higher education is a public responsibility, and where all higher education institutions are responsive to the wider needs of society through the diversity of their missions. The aim is to ensure that higher education institutions have the necessary resources to continue to fulfil their full range of purposes such as preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base and stimulating research and innovation. The necessary ongoing reform of higher education systems and policies will continue to be firmly embedded in the European values of institutional autonomy, academic freedom and social equity and will require full participation of students and staff.

I. Achievements and consolidation

5. Over the past decade we have developed the European Higher Education Area ensuring that it remains firmly rooted in Europe’s intellectual, scientific and cultural heritage and ambitions; characterised by permanent cooperation between governments, higher education institutions, students, staff, employers and other stakeholders. The contribution from European institutions and organisations to the reform process has also been a significant one.

6. The Bologna Process is leading to greater compatibility and comparability of the systems of higher education and is making it easier for learners to be mobile and for institutions to attract students and scholars from other continents. Higher education is being modernized with the adoption of a three-cycle structure including, within national contexts, the possibility of intermediate qualifications linked to the first cycle and with the adoption of the European Standards and Guidelines for quality assurance. We have also seen the creation of a European register for quality assurance agencies and the establishment of national qualifications frameworks linked to the overarching European Higher Education Area framework, based on learning outcomes and workload. Moreover, the Bologna Process has promoted the Diploma Supplement and the European Credit Transfer and Accumulation System to further increase transparency and recognition.

7. The objectives set out by the Bologna Declaration and the policies developed in the subsequent years are still valid today. Since not all the objectives have been completely achieved, the full and proper implementation of these objectives at European, national and institutional level will require increased momentum and commitment beyond 2010.

II. Learning for the future: higher education priorities for the decade to come

8. Striving for excellence in all aspects of higher education, we address the challenges of the new era. This requires a constant focus on quality. Moreover, upholding the highly valued diversity of our education systems, public policies will fully recognise the value of various missions of higher education, ranging from teaching and research to community service and engagement in social cohesion and cultural development. All students and staff of higher education institutions should be equipped to respond to the changing demands of the fast evolving society.

• Social dimension: equitable access and completion

9. The student body within higher education should reflect the diversity of Europe’s populations. We therefore emphasize the social characteristics of higher education and aim to provide equal opportunities to quality education. Access into higher education should be widened by fostering the potential of students from underrepresented groups and by providing adequate conditions for the completion of their studies. This involves improving the learning environment, removing all barriers to study, and creating the appropriate economic conditions for students to be able to benefit from the study opportunities at all levels. Each participating country will set measurable targets for widening overall participation and increasing participation of underrepresented groups in higher education, to be reached by the end of the next decade. Efforts to achieve equity in higher education should be complemented by actions in other parts of the educational system.

• Lifelong learning

10. Widening participation shall also be achieved through lifelong learning as an integral part of our education systems. Lifelong learning is subject to the principle of public responsibility. The accessibility, quality of provision and transparency of information shall be assured. Lifelong learning involves obtaining qualifications, extending knowledge and understanding, gaining new skills and competences or enriching personal growth. Lifelong learning implies that qualifications may be obtained through flexible learning paths, including parttime studies, as well as work-based routes.

11. The implementation of lifelong learning policies requires strong partnerships between public authorities, higher education institutions, students, employers and employees. The European Universities’ Charter on Lifelong Learning developed by the European University Association provides a useful input for defining such partnerships. Successful policies for lifelong learning will include basic principles and procedures for recognition of prior learning on the basis of learning outcomes regardless of whether the knowledge, skills and competences were acquired through formal, non-formal, or informal learning paths. Lifelong learning will be supported by adequate organisational structures and funding. Lifelong learning encouraged by national policies should inform the practice of higher education institutions.

12. The development of national qualifications frameworks is an important step towards the implementation of lifelong learning. We aim at having them implemented and prepared for self-certification against the overarching Qualifications Framework for the European Higher Education Area by 2012. This will require continued coordination at the level of the EHEA and with the European Qualifications Framework for Lifelong Learning. Within national contexts, intermediate qualifications within the first cycle can be a means of widening access to higher education.

• Employability

13. With labour markets increasingly relying on higher skill levels and transversal competences, higher education should equip students with the advanced knowledge, skills and competences they need throughout their professional lives. Employability empowers the individual to fully seize the
opportunities in changing labour markets. We aim at raising initial qualifications as well as maintaining and renewing a skilled workforce through close cooperation between governments, higher education institutions, social partners and students. This will allow institutions to be more responsive to employers needs and employers to better understand the educational perspective. Higher education institutions, together with governments, government agencies and employers, shall improve the provision, accessibility and quality of their careers and employment related guidance services to students and alumni. We encourage work placements embedded in study programmes as well as on-thejob learning.

• Student-centred learning and the teaching mission of higher education

14. We reassert the importance of the teaching mission of higher education institutions and the necessity for ongoing curricular reform geared toward the development of learning outcomes. Student-centred learning requires empowering individual learners, new approaches to teaching and learning, effective support and guidance structures and a curriculum focused more clearly on the learner in all three cycles. Curricular reform will thus be an ongoing process leading to high quality, flexible and more individually tailored education paths. Academics, in close cooperation with student and employer representatives, will continue to develop learning outcomes and international reference points for a growing number of subject areas. We ask the higher education institutions to pay particular attention to improving the teaching quality of their study programmes at all levels. This should be a priority in the further implementation of the European Standards and Guidelines for quality assurance.

• Education, research and innovation

15. Higher education should be based at all levels on state of the art research and development thus fostering innovation and creativity in society. We recognise the potential of higher education programmes, including those based on applied science, to foster innovation. Consequently, the number of people with research competences should increase. Doctoral programmes should provide high quality disciplinary research and increasingly be complemented by inter-disciplinary and inter-sectoral programmes. Moreover, public authorities and institutions of higher education will make the career development of early stage researchers more attractive.

• International openness

16. We call upon European higher education institutions to further internationalise their activities and to engage in global collaboration for sustainable development. The attractiveness and openness of European higher education will be highlighted by joint European actions. Competition on a global scale will be complemented by enhanced policy dialogue and cooperation based on partnership with other regions of the world, in particular through the organisation of Bologna Policy Fora, involving a variety of stakeholders.

17. Transnational education should be governed by the European Standards and Guidelines for quality assurance as applicable within the European Higher Education Area and be in line with the UNESCO/OECD Guidelines for Quality Provision in Cross-Border Higher Education.

• Mobility

18. We believe that mobility of students, early stage researchers and staff enhances the quality of programmes and excellence in research; it strengthens the academic and cultural internationalization of European higher education. Mobility is important for personal development and employability, it fosters respect for diversity and a capacity to deal with other cultures. It encourages linguistic pluralism, thus underpinning the multilingual tradition of the European Higher Education Area and it increases cooperation and competition between higher education institutions. Therefore, mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad.

19. Within each of the three cycles, opportunities for mobility shall be created in the structure of degree programmes. Joint degrees and programmes as well as mobility windows shall become more common practice. Moreover, mobility policies shall be based on a range of practical measures pertaining to the funding of mobility, recognition, available infrastructure, visa and work permit regulations. Flexible study paths and active information policies, full recognition of study achievements, study support and the full portability of grants and loans are necessary requirements. Mobility should also lead to a more balanced flow of incoming and outgoing students across the European Higher Education Area and we aim for an improved participation rate from diverse student groups.

20. Attractive working conditions and career paths as well as open international recruitment are necessary to attract highly qualified teachers and researchers to higher education institutions. Considering that teachers are key players, careerstructures should be adapted to facilitate mobility of teachers, early stage researchers and other staff; framework conditions will be established to ensure appropriate access to social security and to facilitate the portability of pensions and supplementary pension rights for mobile staff, making the best use of existing legal frameworks.

• Data collection

21. Improved and enhanced data collection will help monitor progress made in the attainment of the objectives set out in the social dimension, employability and mobility agendas, as well as in other policy areas, and will serve as a basis for both stocktaking and benchmarking.

• Multidimensional transparency tools

22. We note that there are several current initiatives designed to develop mechanisms for providing more detailed information about higher education institutions across the EHEA to make their diversity more transparent. We believe that any such mechanisms, including those helping higher education systems and institutions to identify and compare their respective strengths, should be developed in close consultation with the key stakeholders. These transparency tools need to relate closely to the principles of the Bologna Process, in particular quality assurance and recognition, which will remain our priority, and should be based on comparable data and adequate indicators to describe the diverse profiles of higher education institutions and their programmes.

• Funding

23. Higher education institutions have gained greater autonomy along with rapidly growing expectations to be responsive to societal needs and to be accountable. Within a framework of public responsibility we confirm that public funding remains the main priority to guarantee equitable access and further sustainable development of autonomous higher education institutions. Greater attention should be paid to seeking new and diversified funding sources and methods.

III. The organisational structure and follow-up

24. The present organisational structure of the Bologna Process, characterised by the cooperation between governments, the academic community with its representative organisations, and other stakeholders, is endorsed as being fit for purpose. In the future, the Bologna Process will be co-chaired by the country holding the EU presidency and a non-EU country.

25. In order to interact with other policy areas, the BFUG will liaise with experts and policy makers from other fields, such as research, immigration, social security and employment.

26. We entrust the Bologna Follow-up Group to prepare a work plan up to 2012 to take forward the priorities identified in this Communiqué and the recommendations of the reports submitted to this Ministerial conference, allowing the future integration of the outcome of the independent assessment of the Bologna Process. In particular the BFUG is asked:

• To define the indicators used for measuring and monitoring mobility and the social dimension in conjunction with the data collection;
• To consider how balanced mobility could be achieved within the EHEA;
• To monitor the development of the transparency mechanisms and to report back to the 2012 ministerial conference;
• To set up a network, making optimal use of existing structures, for better information on and promotion of the Bologna Process outside the EHEA;
• To follow-up on the recommendations of analysis of the national action plans on recognition.

27. Reporting on the progress of the implementation of the Bologna Process will be carried out in a coordinated way.

• Stocktaking will further refine its evidence-based methodology.
• Eurostat together with Eurostudent and in cooperation with Eurydice willbe asked to contribute through relevant data collection.
• The work of reporting will be overseen by the Bologna Follow-up Group and will lead to an overall report integrating the aforementioned sources for the 2012 ministerial conference.

28. We ask the E4 group (ENQA-EUA-EURASHE-ESU) to continue its cooperation in further developing the European dimension of quality assurance and in particular to ensure that the European Quality Assurance Register is evaluated externally, taking into account the views of the stakeholders.

29. We will meet again at the Bologna anniversary conference jointly hosted by Austria and Hungary in Budapest and Vienna on 11-12 March 2010. The next regular ministerial conference will be hosted by Romania in Bucharest on 27-28 April 2012. The following ministerial conferences will be held in 2015, 2018 and 2020.