EEES

  • A Brief History of The European Area of Higher Education (EEES)

In May 1998, the ministers responsible for Higher Education in Germany, France, Italy and the United Kingdom signed the Declaration of Sorbonne in Paris. This document paved the way for the development of the European Area of Higher Education (EEES). A year later, ministers of education from 29 European countries attended a conference in Bologna that laid the foundations for the creation of a European System of Higher Education Training, which was based on the principles of quality, mobility, diversity and competitiveness. As a result, a number of important objectives were established. These are summarized as follows: the adoption of an academic system that is both comprehensible and measurable (when comparing academic titles), and is based on two academic cycles. Next, to establish  an international system of credits. Third,  to promote the mobility of students, professors and researchers. Fourth,  to promote European cooperation that guarantees the quality of Higher Education. Finally,   to introduce a European Dimension of Higher Education.

During the interim period, the ministers were able to meet on several occasions. They first  met in Prague in 2001 and  then in Berlin in 2003.  After that, they met in Bergen on May 19-20, 2005.  The last meeting was  in London on May 17-18, 2007. The purpose of these meetings was to assess progress that had been made up to a certain date. What’s more, the conclusions reached from  international seminars were likewise used to gather information. Finally, the  follow up objectives for the EEES process were then implemented. The last conference for HE Ministers took place in Benelux, on April 28-29, 2009.

In order to meet the expected deadlines, the country representatives that signed the Declaration of Bologna have to become familiarized with the relevant legislative reforms in order to form part of the EEES.  For example, Spain has had five actual decrees approved to date; these decrees regulate the different issues that affect Higher Education.

Similarly, the European Commission agreed to a  process of convergence for European Higher Education at the HE ministers’ meeting. Therefore, it has been possible to publish various documents to support the initiative, one of which is the  May 2003 Report.

The Role of Universities in the European Knowledge Based Society

The European University Organizations welcomed the ministerial initiative. In fact, the Association of European Universities (AEU) has become part of the process and produced various studies and  reports, e.g. the series entitled  “Trends in European Higher Education” in which Higher Education is analyzed in Europe.

Furthermore, at the conferences in Salamanca (2001), Graz (2003), Glasgow (2005) and Lisbon (2007), it is evident that support and recommendations have been provided for the EEES initiative.

Similarly, the Conference of Spanish University Rectors (CRUE) has also created various analytical and support documents for the EEES.

THE DECLARATION OF BOLOGNA

The Declaration of Bologna consists of six key objectives:

  1. The implementation of a practical and comparable system of university degrees via the introduction of  a Diploma Supplement
  2. The adoption of a system that is based on two academic cycles
  3. The creation of a system of credits, e.g. the ECTS system
  4. The promotion of European Cooperation to ensure that correct levels of quality are maintained, i.e. to develop comparable methodologies and new criteria.
  5. The promotion of an important European dimension of Higher Education – with a particular emphasis placed on curriculum development.
  6. The promotion of mobility and the right by students, professors,  administrative staff of universities and other institutes of European Higher Education to remove barriers to free movement among HEI:

The creation of an ECTS credit system (Royal Decree 1125/2003),  and  Degree Title Supplement (Royal Decree 1044/2033) play a significant role in HE development together with the Qualification Framework for the EEES (2007 Report),and the Criteria and Norms for Quality Assurance in EEES. The creation of a European Register of Quality Assurance Agencies is a significant achievement in this field.

The Declaration of Bologna also has political characteristics, for example,  it states the  objectives and mechanisms that are to be implemented.   However, it does not enforce any legal sanctions.

The Declaration stipulates a 2010 deadline for the creation of the European Area of Higher Education,  which is comprised of biennial phases. Furthermore, each phase culminates with the corresponding Ministerial Conference, i.e. a meeting where progress is analyzed and where objectives for the future are established.

Promoters of the EEES Initiative

The promoters of the  Bologna Process are national groups financed by the European Commission (Socrates Program). The underlying concept is that they collaborate with the institutes of higher education for the dissemination of information related to the European Convergence Process. These are managed by the national Higher Education authorities of each country. In addition, they are comprised of people whose activities directly relate to Higher Education. These individuals have sufficient knowledge and experience to provide institutions with assistance and collaboration, i.e. for the execution of priorities such as those that were defined during the ministerial meeting in Berlin. Finally, it also takes into consideration the final recommendations of the Bergen Meeting:

  • Quality Assurance  (internal and external)
  • Curricular reforms geared towards the three cycle system
  • Recognition of academic studies: ECTS credits, Degree Title Supplements
  • Promotion and development of mobility
  • The social and international dimension of Higher Education
  • The relationship between the European Area of Higher Education and the European Research Area
  • For further information, please visit: http://www.eees.es/es/eees-desarrollo-cronologico

Adavantages of the EEES Initiative

• The new system establishes a more open and flexible structure of Higher Education, which puts us on a par with the best university systems in the world

• Quality Guarantee: The study plan will be evaluated by the National Agency of Quality and Accreditation Assessment (ANECA) before its final implementation. Furthermore, all academic titles should be submitted for an evaluation every six years – to renew accreditation quality.

• 46 regionally located countries. A three-tier teaching structure (Graduate, MA and PhD).   A European credit system will ensure that the new degree titles are compatible with those in the 46 countries, namely the countries that form the European Area of Higher Education.

A Comparative Analysis of EEES:

estructura2 estructura21

For further information, please visit: http://www.eees.es/es/eees-estructura-antigua-estructura-nueva-eees

Frequently Asked Questions (FAQ)

1.What is the Common Area of Higher Education?

It is a project that was  set up by the European Union to harmonize university systems in such a way that there is a ‘homogenized structure’ for graduate and postgraduate degree titles.  In other words, they all have the same assessment criteria for the academic term, courses, subjects, and qualifications. In addition, there is a common structure for academic titles and continuous training, which  is made practical for Member States.

2.  What is the philosophy behind the European Area of Higher Education?