TEMPUS III

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An overview in slides
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Tempus

• A the intergovernmental process

Step 1 Sorbonne Declaration 1998 Step 2
Bologna Declaration 1999 Step 3 Prague
Communiqué 2001 Step 4  Berlin Communiqué
2003 Step 5 Bergen Communiqué 2005
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Tempus

• Sorbonne Declaration 1998 harmonisation of the
  architecture of the European Higher Education
  System
• Signed in May 1998
• the ministers in charge of higher education of
  France, Italy, the United Kingdom and Germany
• Other European countries later subscribed to the
  Declaration. 

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Tempus
The Sorbonne Declaration focused on

• a progressive convergence of the overall
  framework of degrees and cycles in an open
  European area for higher education
• a common degree level system for undergraduates
  (Bachelor's degree) and graduates (Master's and
  doctoral degree)
• enhancing and facilitating student and teacher
  mobility

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Tempus
Bologna 1999 
In June 1999, 29 European ministers in charge of
higher education met in Bologna to lay the basis
for establishing a European Higher Education Area
by 2010 and promoting the European system of
higher education world-wide.
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Tempus
Bologna 1999 

• In the Bologna Declaration, the ministers
  affirmed their intention to
• adopt a system of easily readable and comparable
  degrees
• adopt a system with two main cycles
  (undergraduate/graduate)
• establish a system of credits (such as ECTS)
• promote mobility by overcoming obstacles
• promote European co-operation in quality
  assurance
• promote European dimensions in higher education

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Tempus
Bologna 1999 
And after.
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Tempus
Prague 2001 
the ministers in charge of higher education of 33
European signatory countries met in Prague in May
2001 to follow up the Bologna Process and to set
directions and priorities for the following
years. In the Prague Communiqué the ministers
reaffirmed their commitment to the objectives of
the Bologna Declaration
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Tempus
Prague 2001 

• Ministers emphasised as important elements of the
  European Higher Education Area
• lifelong learning
• involvement of students
• enhancing the attractiveness and competitiveness
  of the European Higher Education Area to other
  parts of the world (including the aspect of
  transnational education)

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Tempus
Prague 2001 
And after
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Tempus
Berlin 2003

• in Berlin in September 2003, Ministers defined
  three intermediate priorities for the next two
  years
• quality assurance
• the two-cycle degree system
• recognition of degrees and periods of studies.
• In the Berlin Communiqué, specific goals were set
  for each of these action lines.  

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Tempus
Berlin Intermediate priorities I

• Quality assurance
• national quality assurance systems should
  include
• A definition of the responsibilities of the
  bodies and institutions involved
• Evaluation of programmes or institutions,
  including internal assessment, external review,
  participation of students and the publication of
  results
• A system of accreditation, certification or
  comparable procedures, international
  participation, co-operation and networking

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Tempus
Berlin Intermediate priorities I
Ministers asked for the development of an
overarching framework of qualifications for the
European Higher Education Area.
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Tempus
Berlin Intermediate priorities II
Recognition of degrees and periods of
studies Ministers underlined the importance of
the Lisbon Recognition Convention, which should
be ratified by all countries participating in the
Bologna Process. Every student graduating as from
2005 should receive the Diploma Supplement
automatically and free of charge.
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Tempus
Berlin Intermediate priorities II
Recognition of degrees and periods of
studies Ministers underlined the importance of
the Lisbon Recognition Convention, which should
be ratified by all countries participating in the
Bologna Process. Every student graduating as from
2005 should receive the Diploma Supplement
automatically and free of charge.
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Tempus
Berlin Intermediate priorities II
Recognition of degrees and periods of
studies Ministers underlined the importance of
the Lisbon Recognition Convention, which should
be ratified by all countries participating in the
Bologna Process. Every student graduating as from
2005 should receive the Diploma Supplement
automatically and free of charge.
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Tempus
Berlin Intermediate priorities III

• The third cycle
• beyond the present the two main cycles, two
  additional objectives
• to include the doctoral level as the third cycle
  in the Bologna Process
• to promote closer links between the European
  Higher Education Area (EHEA) and the European
  Research Area (ERA). 

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Tempus
10 Action Lines based on Bologna, Prague
Berlin
Bologna Declaration 1. Adoption of a system of
easily readable and comparable degrees 2. Adoptio
n of a system essentially based on two
cycles 3. Establishment of a system of
credits 4. Promotion of mobility 5. Promotion of
European cooperation in quality
assurance 6. Promotion of the European dimension
in higher education
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Tempus
10 Action Lines based on Bologna, Prague
Berlin
Prague Communiqué 7. Lifelong learning 8. Higher
education institutions and students 9. Promoting
the attractiveness of the European Higher
Education
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Tempus
10 Action Lines based on Bologna, Prague
Berlin
Berlin Communiqué 10. European Higher Education
Area and European Research Area two pillars of
the knowledge based society.
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Bologna Process
Bergen 2005
The Bergen Communiqué ? highlights the central
role of higher education institutions and their
staff and students in implementing the Bologna
reforms ? adopts the three-cycle framework with
generic descriptors based on learning outcomes
and competences and commits the 45 participating
countries to creating compatible national
frameworks. ? Credit ranges adopted for the
first and second cycles.
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Bologna Process
Bergen 2005
? accepted ENQAs standards and guidelines for
quality assurance, stressing the need for
improvement in student involvement and
international cooperation. ? welcomed the
concept of a European register of QA agencies.
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Bologna Process
Bergen 2005
? elaborated on the general principles of
doctoral programmes, and confirmed the need for
these to be aligned with the Bologna Process ?
ongoing commitment to mutual recognition,
lifelong learning the social dimension and
mobility ? an undertaking to ensure higher
education institutions have the necessary
autonomy and sustainable funding to carry out
reforms.
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Bologna Process
thank you very much for your kind attention