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Bologna Agreements

The Bologna process is a series of ministerial meetings and agreements between European countries aimed at ensuring the comparability of standards and the quality of university degrees. [1] This process created the European Higher Education Area within the framework of the Lisbon Convention on Recognition. It was named after the University of Bologna, where the Bologna Declaration was signed in 1999 by education ministers from 29 European countries. The process was opened up to other countries within the Council of Europe`s European Convention on Culture[2] and government meetings were held in Prague (2001), Berlin (2003), Bergen (Bergen) London (2007), Leuven (2009), Budapest-Vienne (2010), Bucharest (2012), Eriwan (2015) and Paris (2018). Many of the association`s activities are devoted to the development of European politics and practice within the framework of Bologna. The EEA addresses a wider range of issues essential to AEEH and its universities, such as quality assurance, mobility, governance, funding, lifelong learning, student monitoring and employability, recognition and the impact of international trade agreements on higher education. Although the declaration was drafted without any formal affiliation to the EU institutions, the European Commission (which has supported European projects such as the tuning and TEEP projects) plays an important role in the implementation of the process. Most countries do not integrate into the framework and use their traditional systems. The process, which will lead to bilateral agreements between countries and institutions that recognize each other`s degrees, ranges from a strict convergence of time devoted to qualifications to a competency-based system, which will have a bachelor`s and postgraduate departments (with an undergraduate degree and a bachelor`s degree and a doctorate).

The GMACâ„¢ the task force of the Bologna project, which reviewed the Bologna agreement, published a report explaining the potential impact of the agreement on the higher education market. The report also contains the task force`s recommendations on how to implement the reforms of the agreement so that the university management education market and all its stakeholders benefit. On 20 January, the task force held press conferences in Berlin, Paris, London and Milan to announce the publication of the report. To read the report and other information on the Bologna agreement, click here or visit the website of GMACâ„¢ task force in Bologna at www.gmacbolognaproject.com. The EEA has also paid close attention to the need to recognise the qualifications and education of refugees. It also regularly monitors the impact of international trade agreements on recognition. In the meantime, if you would like to know more about the Bologna agreement and its importance, please send an email loades@gmacbolognaproject.com. President of the Australian Postgraduate Associations ESU, EUA, EURASHE, EI, ENQA, UNICE, Council of Europe and UNESCO are part of the follow-up to the process. Other groups at this level are ENIC, NARIC and EURODOC. The E4 Group (ENQA, EUA, EURASHE and ESU) issued a joint statement reaffirming the relevance of standards and guidelines for quality assurance in the European Higher Education Area (ESG). The declaration “GSS in the changing higher education landscape” reinforces the goal and…

The website of the National Union of Students in Europe (ESU) publishes documents on the impact of the Bologna reforms on students at European level. Following the Bologna process, a new Licenciatura (Licentiat) was organised in 2005 in universities and polytechnics in Portugal. Once a four- to six-year program corresponding to 300 ECTS, it is now a three-year undergraduate program and the only prerequisite for the second two-year cycle that delivers a master`s degree. Some programs in Bologna are integrated five- or six-year programs with a common master`s degree, a common practice in medicine. In engineering, despite the use of two cycles, an engineer can only be dismissed after a dementer.