On Monday 27 May, the European Education and Culture Executive Agency (EACEA) published a report on the implementation of the 1999 Bologna Process. This process, which aims to harmonise higher education systems in Europe, has led to the creation of the European Higher Education Area (EHEA) to facilitate student and staff mobility while making European higher education more inclusive, accessible and competitive on a global scale.
The report, divided into six chapters, takes stock of the political commitments and remaining measures to be implemented in the wake of the Covid-19 pandemic and in the light of recent events in Ukraine.
General aspects. The first chapter provides general data on the European higher education sector. It points out that the suspension of Russia and Belarus has considerably reduced the geographical and demographic coverage of the EHEA. From 2016 to 2021, the number of students increased by 11% in the majority of EHEA countries, although some Eastern European countries recorded a decline.
In addition, the pandemic has temporarily increased enrolment in higher education, with almost 60% of students enrolled in undergraduate programmes.
Fundamental commitments. The second chapter examines the three key commitments of the EHEA countries: three-cycle degree structures, recognition of qualifications based on the Lisbon Convention and aligned with the Standards and Guidelines for Quality Assurance in the EHEA (ESG). It reveals persistent difficulties for each of these objectives.
Values. The fundamental values of the EHEA, such as academic freedom, academic integrity and institutional autonomy, are also examined.
Although academic freedom is largely protected, other aspects, such as integrity, require greater attention, in particular the fight against plagiarism and academic fraud.
Social objectives. The study also focuses on the social dimension, revealing that the objective of diversity in access to higher education is far from being achieved. In 2020, commitments were made to support students financially, offer academic and careers advice and allow flexible learning conditions, but efforts are still needed to improve equity in lifelong learning and international mobility.
Press release from Rome. The publication examines the learning and teaching objectives set out in the 2020 Rome Ministerial Communiqué. It establishes the need for a systemic strategy to promote pedagogical innovation and student-centred learning. However, teacher training is not always required by national legislation, which can limit the impact of these initiatives.
Mobility. The report also shows that, although the pandemic has disrupted mobility targets – set at 20% of graduates – positive trends are being observed, particularly at Masters and PhD levels. However, the transposition of national grants to support mobility remains insufficient.
Finally, the EACEA looks back at the support given to the Ukrainian academic community in the face of Russian aggression. A number of schemes have provided grants, language and psychological support and preparatory courses for Ukrainian students.
The report: https://aeur.eu/f/cdv (Original version in French by Nithya Paquiry)