Modernisation
66. At the Prague Ministerial Summit of 2001, an
action line was added 'to promote the attractiveness of the European
Higher Education Area.' This is connected to one of the key drivers
of the Bologna Process across the EHEA: to modernise European
higher education systems. Professor Bone specifically described
the Bologna Process as "effectively a modernisation process
in Europe."[50]
67. Many of the weaknesses in European higher education
which need to be addressed in modernisation agendas were set
out a Communication from the European Commission entitled "Mobilising
the brainpower of Europe: enabling universities to make their
full contribution to the Lisbon strategy" which was considered
by the House of Commons European Scrutiny Committee in 2005.
[51]
68. Whilst the UK's involvement in the Bologna Process
has not resulted in major changes to its higher education system,
"revolutionary change"[52]
has been taking place in many other member countries. University
College London tells us that Bologna has had "a remarkable
impact on many European countries, and has led to fundamental
reforms of HE systems."[53]
The University of Leeds suggests that "the Bologna Process
has led to a profound restructuring of higher education in many
parts of Europe".[54]
69. On the basis of a detailed study of the impact
of Bologna, Dr Keeling found that:
"Comprehensive stocktaking by the University
Association, the student unions and many other groups has demonstrated
that Bologna has initiated profound changes in the higher education
systems of dozens of countries, despite lingering concerns about
the speed and quality of the translation of the Bologna goals
at the university grass-roots [
] Over the past five years,
therefore, the Bologna Process has had a decisive impact on almost
all aspects of higher education in Europe."[55]
70. This modernisation process is not, however, intended
to create a single, standard European higher education system.
As the Chief Executive of the QAA, Mr Williams, told the Committee:
"[
] the one thing it is not creating
and was never intended to, except by some enthusiasts, is a European
higher education system."[56]
71. The UK and Ireland are currently the only countries
in the EHEA with flexible, autonomous higher education sectors.
There is a very different culture across the rest of continental
Europe where state-owned higher education systems are closely
controlled by government through detailed legislation outlining
degree structures, financial arrangements, credit systems, and
even curriculum. A key part of the modernisation process will
be moving towards a system that allows and encourages more flexibility
and autonomy in higher education institutions across the EHEA.
72. The positive response to the Bologna Process
across the EHEA suggests that other countries wish to move towards
a more flexible and autonomous model of higher education but they
still have a long way to go. The Minister told us that:
"[
] as I go round the European Union
discussing this with my counterparts (and I do not want to over-state
it), there is a degree of strong support for our model."[57]
73. It is of great credit to the Government that
the Bologna framework explicitly recognises and respects institutional
autonomy, but the UK still needs to work hard to foster an underlying
culture of respect for institutional autonomy across the EHEA.
74. Professor Drummond Bone, UUK, told the Committee
that:
"it would be [
] disastrous for the
UK if we were not involved in the Bologna Process because I think
then we are [
] in a position where we would lose control
of what is effectively a modernisation process in Europe. I think
there is some evidence that at the moment we are still in control
of that process."[58]
75. The Committee welcomes the progress that has
been made in many European Higher Education Area countries to
modernise higher education systems in accordance with the principles
of the Bologna Process. We recognise the importance of promoting
the attractiveness of the EHEA and the considerable benefits this
will bring to all signatory countriesincluding the UK.
Bologna itself is a reflection of the recognition and priority
being given to higher education in Europe and this is an important
and positive process for the UK to be involved in.
76. We commend the work that the Government and
other agencies have been doing to help shape the modernisation
process across the European Higher Education Area through the
Bologna Process and support this continuing role in fostering
a culture of respect for institutional autonomy and flexibility
in higher education. We firmly believe that such modernisation
is likely to be more successful and sustainable if it reflects
a partnership between government and institutions within the higher
education sector which encourages and enhances the innovative
and creative capacities of their staff.
Life-long Learning
77. A key action line added after the Prague Ministerial
summit in 2001 is the 'focus on life-long learning.' This is
clearly in line with UK priorities. Continental Europe has quite
a poor record in terms of flexible learning. A comparison of data
from the EuroStudent survey in 2000, and UK HESA data,[59]
found that:
"[
] our system (UK) is actually more
diverse and more open than many of the continental European comparatives."[60]
78. This action line, as with all of the Bologna
Action lines, is not about developing strict legislation across
the European Higher Education Area (e.g. for student support arrangements)
but about a general recognition of the importance of stimulating
and facilitating life-long learning and establishing the conditions
that make it possible.
79. The Leitch Report[61]
has recently emphasised the importance of a focus on life-long
learning and the economic importance of developing such a culture.
The action line that calls for a 'focus on life-long learning'
is a good example of where the Bologna Process is fully consistent
with existing priorities in the UK and, through a broad framework
of flexible, non-binding agreements, can encourage important
progress in this area across the European Higher Education Area.
23 Ev 35 Back
24
Q 132 Back
25
Q 152 Back
26
Q 133 Back
27
Q 23 Back
28
Q 32 Back
29
Q 21 Back
30
Cecile Deer, European higher education policy: what is the
relevance for the United Kingdom?, Centre on Skills, Knowledge
and Organisational Performance (SKOPE), University of Oxford,
Issues Paper 11, June 2006. Back
31
Ev 19 Back
32
Ibid. Back
33
UK HE Europe Unit, Guide to the Bologna Process, 2005. Back
34
Q 146 Back
35
Ev 30 Back
36
Ev 30 Back
37
Ev 93 Back
38
Ev 33 Back
39
Ev 33 Back
40
Ev 94 Back
41
Ev 61 Back
42
DfES, Languages Review, the final report of the Dearing
Language Review , March 2007. Back
43
Q 147 Back
44
Ev 94 Back
45
The Lisbon Strategy is an action and development plan set out
by the European Council in Lisbon early in 2000 which committed
the EU to develop by 2010 the most dynamic and competitive knowledge-based
economy in the world capable of sustainable economic growth. The
Strategy was re-launched in 2005, with a focus on jobs and growth
(see The European Commission, General Report on the activities
of the European Union 2006, Brussels, 2007, page 31). Back
46
Ev 31 Back
47
Q 145 Back
48
The European Commission, From Bergen to London: the Commission's
contribution to the Bologna Process, Brussels, 22 December
2006/rev 2: http://ec.europa.eu/education/policies/educ/bologna/report06.pdf
Back
49
Q 45 Back
50
Q 34 Back
51
European Scrutiny Committee, First Report of Session 2005-06,
HC 34-i, para 34, DfES (26525) Reform and modernisation of European
universities. http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeuleg/34-i/3436.htm
Back
52
Professor Sir Roderick Floud, President Emeritus London Metropolitan
University, Vice-President European University Association. "UK
leading Europe: HE challenges in the context of European developments",
Presented at the Guardian HE Summit, February 2007. Back
53
Ev 111 Back
54
Ev 57 Back
55
Dr Ruth Keeling, "The Bologna Process and the Lisbon Research
Agenda: the European Commission's expanding role in higher education
discourse", European Journal of Education, Vol. 41, No.
2, 2006, p 208. Back
56
Q 76 Back
57
Q 150 Back
58
Q 34 Back
59
Brian Ramsden, "Euro Student 2000 : some comparisons with
the United Kingdom", in Slowey and Watson (eds.) Higher
Education and the Lifecourse, Open University Press, 2003 Back
60
Uncorrected transcript of oral evidence taken before the Education
and Skills Select Committee on 7 March 2007, HC (2006-07) 285-iv,
Q 374 Back
61
HM Treasury, Prosperity for all in the global economy-world
class skills, Final Report of the Leitch Review of Skills,
December 2006. Back