6TH BOLOGNA CLUB SESSION.
MECHANISMS OF QUALITY
ASSURANCE: EUROPEAN TRENDS,
FORMATS AND TECHNOLOGIES
OVERALL FRAMEWORK OF THE ACTIONS OF
EUROPEAN COMMISSION TO IMPROVE
QUALITY ASSURANCE IN HE AND
OPPORTUNITIES FOR STUDENTS
Angelo Musaio, University of Genoa
Main actions implemented by the EU
 Erasmus+
(European Community Action
Scheme for the Mobility of University Students),
2014-2020 programme and former Erasmus
programme.
 Bologna Declaration or Process, 1999. To create
a Higher Education Area based on cooperation and
academic exchange to students and staff both from
EU and other parts of the world.
Bologna Club session, Rostov-on-Don, Sept 2016
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Main actions implemented by the EU
 Erasmus + programme
 Large scale mobility for driving changes, keeping into
account:
 compatibility of Higher Education systems,
 definition of clear rules for the recognition of periods
of study abroad.
 Bologna Declaration or Process, 1999. To create an EHEA
at these aims:
 adapting universities to the knowledge society and
 comparing the global world to the European
background.
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47 countries into the Bologna Process
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Starting point in 1999
 Different systems difficult to compare
 Lack of transparency
 Difficulty in preserving the richness of diversity
How does the Bologna Process work?
 Every two years Ministerial Conferences (Communiqué)
to asses the progress made and to decide the new steps.
 Latest meeting held in Yerevan, Armenia, May 2015,
focused on Quality Assurance of Study-Programmes.
 The Bologna Follow-up Group (BFUG) is the main
follow-up structure, oversees the BP between the
ministerial meetings and set up working groups to deal
with specific topics.
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Student-centered aims
 Competitiveness and better employability by
readable and comparable degrees
 Mobility programs
 A common structure of based in 3 main
cycles (B-M-D)
 A common system of credits (ECTS)
 Cooperation in quality assurance
 Social dimension and equal opportunities of
HE
 and Student-centered learning
Bologna Club session, Rostov-on-Don, Sept 2016
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Student-centered programmes
 Each cycle should be seen as an entity in itself. In
particular, the first two cycles should give access to
the labour market.
 Study Programmes are no longer described and
planned according to their contents, but mainly
according to the “competences” expected in the
graduates at the end of the educational process
and the “learning outcomes” (LO) achieved by
students during their educational process.
 The focus is no more on what a teacher has taught,
but on what a student has learned and is able
to do.
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Student-centred programmes and the
Tuning approach
 A methodology for design educational programmes
consistent with the Bologna process principles has
been developed within the framework of the
Tuning Educational Structures in Europe.
 Tuning is a university driven initiative originally set
up to offer a concrete approach to implement the
Bologna process at the level of HEIs and subject
areas, and is gradually becoming the leading
approach within the common European education
space.
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Tuning approach and QA system
 The Tuning approach needs for an adequate
Quality Assurance system having the following
features:
 confirm the existing social need for the SP,
 describe the SP objectives and identify the key
competences it should develop,
 identify and formulate measurable LO,
 design and describe the SP structure in terms of
modules and credits,
 select methods of assessment in line with the
competences to be developed.
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Thanks for your attention!
Спасибо за ваше внимание!
For any further info:
Mr Angelo Musaio
University of Genoa, head of International Relations Service
<[email protected]>
http://www.unige.it/internationalstrategies/
 +39 010 2095588
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