The key challenges of the Bologna Process

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The key challenges of the Bologna Process the
implications for Higher Education in
Malta Jacques Sciberras CEO 17th March
2009 National Training Seminar
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Bologna developments
Main Bologna developments from 1999 to date
include

• The adoption of a system of easily readable and
  comparable degrees and the awarding and
  recognition of Joint Degrees
• A three cycle system and qualifications
  frameworks
• The establishment of a system of credits
• The promotion of mobility of students and
  academics
• The promotion of European co-operation in quality
  assurance and setting standards and guidelines
  for quality assurance systems
• The promotion of the European dimension in higher
  education
• Increased focus on lifelong learning
• More inclusive higher education for students
• The attractiveness of the European Higher
  Education Area

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Malta developments

• Malta and the Bologna Process 1999 - 2010
• Driver of change both in Europe and Malta
• Process must complete its original goals and
  Malta must work towards reaching these goals by
  2010
• Maltese strategy for further and higher education
  by 2020 linked to goals of Process
• Bologna Process towards 2020
• Discussions underway at the moment BFUG next
  week in Prague
• Major areas of debate include the issue of
  ranking system and quantative student and staff
  mobility targets

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Key Bologna Reforms 1999-2010

• Quality Assurance
• Malta as a founding member of EQAR
• Setting up a National Quality Assurance Agency in
  line with Bolognas ESG
• Challenge to create a real quality culture
• Mobility
• Positive effect of Process on mobility (Three
  Cycle System, ECTS, QA make it easier to move
  between systems)
• Increased Scholarships and incentive mechanisms
• Need to push benefits of mobility to students and
  teachers and remove remaining barriers

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Key Bologna Reforms 1999-2010 (2)

• Recognition
• Creation of National Qualifications Framework in
  line with European frameworks (EQF and EHEA QF)
• Beginning implementation of workload and learning
  outcomes within ECTS system
• Diploma Supplement Implementation
• Ratified the Lisbon Recognition Convention (2006)
• Student Involvement and Support
• Representation at various levels of governance at
  University
• Maintenance grant scheme portable within EU
  mobility programmes
• MGSS STEPS portable internationally
• Other scholarship schemes

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Key Bologna Reforms 1999-2010 (3)

• Three-Cycle System and ECTS
• UoM began using ECTS in 2003
• Malta used three-cycle system for 30 years
  avoided the problems associated with its
  implementation in other countries
• Issues remain with Dentistry and Medicine
• ECTS at Vocational Institutions for higher level
  degrees
• 100 of first cycle programmes give access to
  second cycle
• Employers are used to employing first-cycle
  graduates
• Challenges to ensure proper implementation of
  learning outcomes

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The next decade Maltas BP objectives

• The need to complete the Process original goals
  in terms of
• Set up a national quality assurance agency (2009)
• Further development of the National
  Qualifications Framework (2010)
• Full implementation of the Diploma Supplement
• Implementation of the ECTS in terms of workload
  and learning outcomes
• Promoting and increasing mobility
• Lifelong Learning

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The next decade Maltas BP scorecard
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The next decade A Strategy for FHE (1)
Strategy to set up Malta as a centre of
excellence in education by 2020 is in line with
the objectives of the Bologna Process

• Increasing participation and completion rates
  ensuring equitable access
• Attract 35 of school leavers into higher
  education institutions
• Tackling skill gaps increasing employability
• Provide better counseling and guidance
• Monitor and adapt to labour market shifts
• Creation of an overarching lifelong learning
  strategy
• Addressing demographic challenges
• Attracting more adults into education

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The next decade A Strategy for FHE (2)

• The promotion of Maltese Higher Education to
  third countries
• Ensuring attractiveness while tackling visa and
  work permit issues
• Increasing student and staff mobility
• Increase incentives and support mechanisms
• Reach target of 20 of graduates are mobile by
  2020
• Securing adequate public funding for Higher
  Education
• Increase public spending on Higher Education
• Allow for increase private involvement in funding
  mechanisms

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The next decade A Strategy for FHE (3)

• Further Developing Research
• Attract more students to a research career
• Increase research funding
• Consolidating Maltas position within Copenhagen
  and Bologna Process

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