“Three Cycle System in the Framework of Bologna Process”, Summer School,
Erevan, Armenia, 2008
The Three-Cycle System
Algirdas Vaclovas Valiulis,
Bologna expert, Lithuania
What is the Bologna Process?
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Bologna Declaration:
– June 1999, 29 countries,
– Joint declaration on The European Higher Education
Area, 2003‘ (EHEA)
– Commitment to achieve EHEA as a key way to
promote citizens‘ mobility and employability and
Europe‘s overall development
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Bologna Process:
– Intergovernmental process;
– Meanwhile 45 countries (i.e. EU and non-EU);
– Bologna Follow-up Group, Board, Secretariat;
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Key role of European HE institutions and
students
What is the Bologna Process?
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The European Education Ministers 1999 identified six action
lines in Bologna and in Prague 2001 they have added three
more. This action lines are following:
- adoption of a system essentially based on two cycles;
- adoption of a system of easily readable and comparable
degrees;
- establishment of a system of credits;
- promotion of mobility;
- promotion of the European dimension in higher education;
- promotion of European cooperation in quality assurance;
- promotion of lifelong learning;
-promotion the attractiveness of the European Higher
Education Area.
What is the Bologna Process?
The 2001 Prague summit of European education
ministries has confirmed the intention of gradually
convergence between the different educational
systems in Europe.
This implies the necessity of adapting curricula in
terms of contents, structure, learning tools,
assessment methods, etc.
The Bologna Declaration calls for the
establishment by 2010 of a coherent, compatible
and competitive European Higher Education Area,
attractive for European students and for students
and scholars from other continents.
From Bologna to Bergen
The progress on building a dynamic and inclusive
Europe at both a national and European level has
been too slow.
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GDP per head for the EU as a whole is still only
around 70% of that in the US – the same level as 30
years ago.
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There are countries in European Union where public
spending on education has meet the Lisbon targets
but not all.
Bologna Process
Participating
Countries
Bologna Action Lines
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Easily readable and comparable degrees;
Two cycle structure;
Use of credits such as ECTS;
Mobility;
Cooperation in quality assurance;
European dimension;
Lifelong learning;
Involvement of students;
Attractiveness and competitiveness of the EHEA;
Doctoral studies and synergies between EHEA and
ERA;
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Previous practice how higher education qualifications
are described is listing the:
• admission requirements,
• duration of programme (later workload in
credits),
• study contents, i.e. lists of courses
but almost nothing has been said about
learning outcomes: competencies, skills, etc.
The Three-Cycle System
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Pre-Bologna:
– Various types of degrees across Europe;
– Increased students‘ and academics‘ mobility;
– Recognition problems.
From two to three cycles
– Bologna, 1999: first and second cycle (undergraduate
and graduate);
– Berlin, 2003: doctorate as third cycle.
Bologna Declaration:
– First cycle lasts at least three years;
– First cycle qualification gives access to second cycle and
shall be relevant to European labour market;
– Use of a credit system (ECTS).
Learning Outcomes: Dublin Descriptors
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Generic statements of typical expectations of
achievements and abilities associated with
qualifications at the end of a cycle;
Outcome approach: results are more important than
how they are acquired;
Dublin Descriptors look at knowledge and
understanding, its application, making judgments,
communication, learning skills;
Descriptors should be read in relation to each other
(Bachelor – Master – Doctorate).
Example: Dublin Descriptors on Making
Judgements
– Bachelor: (involves) gathering and interpreting
relevant data…;
– Master: (demonstrates) the ability to integrate
knowledge and handle complexity, and
formulate judgements with incomplete data…;
– Doctorate: (requires being) capable of critical
analysis, evaluation and synthesis of new and
complex ideas…;
Key Features of ECTS
ECTS = European Credit Transfer and Accumulation
System;
History: from mobility to accumulation;
Quantitative measure based on student workload required
to achieve learning outcomes;
Credit is a way of quantifying the learning outcomes;
Credits can only be obtained after completion of the work
required and assessment of the learning outcomes
achieved;
Credits are allocated to all educational components of a
study programme (such as modules, courses, placements,
dissertation work, etc.) and reflect the quantity of work
each component requires;
Key Features of ECTS
– Additional mobility tools: Diploma
Supplement, Learning Agreements, Mobility
Pass;
– ECTS principles:
• 60 credits full-time academic year (1500 –
1800 hours);
• i.e. 1 credit ca. 25 – 30 working hours;
• Credits for all components of study
programmes – reflect quantity of work each
component requires.
Diploma Supplement
Include Programme requirements;
Include details of any particular features that help define
the qualification, especially information on the
requirements for successfully passing it.
If available, provide details of the learning outcomes,
skills, competencies and stated aims and objectives
associated with the qualification
Diploma Supplement
Add any additional information not included above
but relevant to the purposes of assessing the nature,
level and usage of the qualification;
Give information on the higher educational system:
its general access requirements; types of institution
and the QUALIFICATIONS STRUCTURE. This
description should provide a context for the
qualification and refer to it.
Implementation Issues (from EUA’s Trends
reports)
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Access and articulation: From Bachelor to Master; entry
requirements for Doctorate?
Employers understanding: New system well understood by
employers? What should be done in order to better promote
the new degrees?
Curriculum reform: Formal adoption of new degrees or
profound reform?
ECTS: Correct use?
Diploma Supplement: Issued everywhere to all students?
Recognition: Problems solved?
Students centred learning: Already well understood?
Bologna Degree systems corecard:
All Bologna Process countries
1- Establishment and recognition
of joint degrees;
2- Access to the next cycle;
8 - Stage of implementation
of diploma supplement;
10 - Stage of implementation
of the ECTS
Green (5) ,
Light green (4),
Yellow (3),
Orange (2),
Red(1)
Thank You for patience