ESU contribution to the implementation of the Bologna process
October 2024
With the 2021-2024 working cycle of the European Higher Education Area having culminated in May 2024 in the Ministerial Conference in Tirana, we are currently in a process of setting up the new working cycle which will end in 2027 and thus in a time of transition and exchange of the future of the Bologna process. This paper will outline the student perspective, reflecting both on the past cycle and our vision for the next.
- 2021-2024 Working Cycle & Ministerial Conference 2024
In the last Bologna working cycle ESU was involved in all formal and informal working structures, ensuring the student and consultative member’s perspectives were brought to the table. While on the EHEA (BFUG) level constant progress is being made in regards to the commitments and agreements on harmonisation, a central issue is the disconnect between the European Higher Education Area ambitions and national implementation. While there is strong stakeholder engagement at the EHEA level, this is not mirrored at the national level, where there is often a lack of consultation and commitment to the Bologna Process. This incongruity is exacerbated by inconsistent implementation of key commitments, such as fair recognition of qualifications and internal quality assurance, but also of agreed upon standards such as the Principles and Guidelines of the Social Dimension of Higher Education, the Fundamental Values underpinning the Bologna Process or key elements of learning and teaching such as student-centred learning, with some countries showing minimal effort or intent to meet their obligations. The voluntary nature of the process is sometimes misinterpreted as meaning that political commitments can be ignored, which raises concerns.
- ESUs vision for the next working cycle of the Bologna Process
The European Students’ Union envisions a strong commitment to advancing an inclusive, innovative, and interconnected European Higher Education Area by 2030. Our focus lies on concrete action and momentum within the Bologna Follow-Up Group to ensure tangible progress toward this overarching political priority. To achieve these goals, ESU has identified three critical focus areas, which align with key working groups and priorities established in previous communiques. These areas form the foundation of our vision for the next cycle of the Bologna Process.
2.1 Focus Area 1: Student-Centred Learning (Linked to an Innovative EHEA)
A commitment to student-centred learning (SCL) has been central to the Bologna Process, dating back to the London Communique of 2007. Although the concept has evolved over time, there are still significant challenges to address in ensuring its effective implementation.
Two key priorities emerge:
- Clarifying the Paradigm: Public authorities must adopt a holistic approach, guided by concrete recommendations on how to integrate student-centred learning through legislation, policy, and support to higher education institutions.
- Adapting to Current Trends: The impact of current developments in higher education—such as digitalisation, artificial intelligence, and the shift toward shorter, more flexible learning units—must be considered to ensure the sustained relevance of student-centred learning.
We propose the development of a comprehensive Student-Centred Learning Framework/Guide. This framework should assist EHEA member states in navigating and responding to current trends in higher education, ensuring that student-centred learning remains a guiding principle in the face of evolving challenges.
Interlinkages: Student-centred learning is intricately linked to areas such as digitalisation, AI, lifelong learning, and teaching practices. Its successful implementation will be foundational for fostering an innovative EHEA.
2.2 Focus Area 2: Mobility and Internationalisation (Linked to an Interconnected EHEA)
Mobility and internationalisation have long been central goals of the EHEA. However, recent Bologna Follow-Up Group (BFUG) actions have approached mobility only incidentally, as a by-product of other initiatives, despite its inclusion in the Rome Communique as a core ambition. The commitment to achieving the 20% mobility target and enabling all learners to acquire international and intercultural competencies remains under-addressed, with little concrete follow-up to date.
We recommend the creation of a BFUG Action Plan on Promoting Mobility. This plan should outline clear steps, definitions, and a roadmap to ensure more inclusive and balanced mobility across the EHEA. It should not only address mobility as an end goal but also integrate mobility into the broader frameworks of transnational higher education, recognition (particularly the automatic recognition of learning periods abroad), and the European Credit Transfer and Accumulation System (ECTS).
Interlinkages: This area directly connects with initiatives related to transnational higher education, recognition, and the ECTS framework, all of which are vital for fostering an interconnected and inclusive EHEA.
2.3 Focus Area 3: A Broader Assessment of EHEA’s Ambitions
While the overarching political priorities of the Bologna Process focus on inclusion, innovation, and interconnectedness by 2030, there is a need to clarify the future role of the EHEA in the broader higher education landscape. There are references to the European Education Area and the European Research Area in past communiques, but the relationship between these frameworks and the EHEA remains ambiguous.
Additionally, there has been limited reflection on the global forces shaping higher education and the roles that other influential bodies—such as UNESCO, OECD, and the Council of Europe—play in addressing these developments. It is crucial to establish clear expectations for the EHEA’s future trajectory and assess how it can contribute to global higher education goals while maintaining its unique focus.
We propose the development of a Comprehensive Report to the BFUG, which outlines the EHEA’s role in the higher education landscape and offers contributions to the next communique. This report should reflect on EHEA’s progress, implementation of commitments, and emerging issues (such as sustainability), while defining its future path and impact on the academic community.
- Conclusion
ESU’s vision for the next cycle of the Bologna Process emphasises the need for concrete actions that align with the broader goals of building an inclusive, innovative, and interconnected EHEA by 2030. We see student-centred learning, mobility, and the strategic role of the EHEA in the global higher education ecosystem as key pillars to drive this vision forward. By addressing these areas with clear outputs and actionable plans, we can ensure that the Bologna Process continues to evolve and respond effectively to the needs of students and society.