Bolonha

Conclusões de Salamanca

(Convenção das universidades europeias)

Conclusions by the Rapporteur
Prof. Dr. Konrad Osterwalder
Rector, ETH, Zürich

Introduction

Historical Perspective

European Universities have had many phases not only of adaptation to existing needs but also of visionary changes. It suffices to remember e.g. the founding years in the 12th and 13th century or the developments leading to new concepts for an educational system during the enlightenment (Condorcet: Cinq mémoires sur l’instruction publique ). These latter have to be compared with the parallel discussions in North America leading to the Federal Constitution (The Federalist Papers). Even the build-up of mass universities after WW II could be seen as a phase of changes with many visionary elements in it. The present attempt to build a coherent European educational system might turn out to have been another such period of visionary changes.

New trends - new pressures

The new trends and the new pressures as well have been outlined in the keynote speech by Prof. J. Bricall. In his view the major new elements are
- the enlargement of the framework of higher education,
- the fact that there are more students and different students,
- enormous technological changes,
- the political changes in Europe, and
- tight budgets everywhere, in particular in higher education.
This lead to the initiatives of the Sorbonne and the Bologna Declaration, this explains why so many European Universities have sent their representatives to Salamanca to think about the new challenges.

Purpose of the Salamanca Convention

The main purpose of the Salamanca Convention has to be seen as being a political one:
It is now the academic side of the European higher education area that wants to formulate in an easily readable way the goals and the intentions, the leading principles, the major requirements and some of the difficulties that have to be overcome as seen by the European Universities on their way towards
" Shaping our own future in the European Higher Education Area".
Thus the Universities are clearly expressing their will, their intention and their determination to take up the challenge of the Sorbonne/Bologna declaration and to take the lead in the effort to build a European Higher Education Area.
Operationally the goal is to create a short document, explaining the main results of the Salamanca discussions, that can be given to the European ministers of education, when they meet in Prag, next May.

The six Themes

The following six themes where discussed in twelve working groups, two for each theme:
1.Freedom with responsibility: empowering universities
2.Employability in the European labour market
3.Mobility in the European higher education area
4.Compatibility: a common, but flexible qualification framework
5.Quality assurance and quality certification
6.Competitiveness at home and in the world

In the following the main conclusions of the discussions will be summarized; they will be highlighted in theses.

1. Freedom with responsibility: empowering universities

The universities need new freedom. Why?
They have to adjust rapidly to „environmental changes“, to new local, national, international partners. The variety of new tasks calls for freedom of action. This is the only way towards more efficiency. The universities have to be able to enter into new partnerships with commercial partners, they have to be able to act quickly. There is a call for new leadership, but this depends on the ability, the flexibility and the freedom to plan strategically.
The universities don’t just ask for new freedom. They are also willing to accept the corresponding responsibility and the want to be held accountable for what they are doing, for how they make use of the freedom, granted to them.

Thesis 1: Freedom with responsibility

The universities as legal entities need autonomy in and they want to be held accountable for:
- strategic planning, setting goals
- allocation of funds
- selecting their partners, locally, nationally and internationally, in research and in teaching
- selecting their research areas
- the definition of curricula
- the management of their human capital, in particular for hiring the professoriate
- selecting their students.
Accountability might include annual reports and regular audits of the university accounts. Mutual trust between government and universities on a partnership basis is a pre-requisit.
Last but not least, nursing intellectual autonomy is still the core task and requirement.

2.Employability in the European labour market

Study programs have to be valid academically and relevant to the labour market at the same time.
Flexibility in curricula and study courses, as well as diversification, respecting different talents and employment prospects are prerequisites. Curricula must meet well defined targets.
The introduction of first cycle programs is important because of the growing number of students. The two-cycle model of programs and degrees will be a meaningful option if the curriculum takes care of employability (in terms of the competencies acquired) of both those transferring to employment after the first degree and those after the second degree.

Thesis 2

The universities see employability of their students as a goal and as a necessity.
This means developing curricular concepts which promote life-long employability and adaptability of students as well as flexibility of programs.
Furthermore it means diversity and multiplicity of entries and exits of learning experiences.

Thesis 3

Employability in a university context means :
- a well developed imagination
- the ability to approach and to solve a problem systematically and methodically applying substantial knowledge
- to lead social processes
The overall structure of university programs and each element thereof must be targeted towards the development of the above mentioned personal qualities, while allowing for a great variety of curricular approaches and competing course designs.

Thesis 4

Institutions of higher education should contribute to transparency and recognition by explaining their curricular approaches and the competences they strive for in a way that is meaningful for students, employers and others concerned.
The institutions should prepare the students to cope with the labour market and their future professional role (preparation for job search and managing one’s career). They should establish career centres.

3.Mobility in the European higher education area

Mobility of students and staff promotes the ability to cope with a new cultural and learning environment, to understand other cultures: it is a requirement in the face of today’s globalisation but it also promotes European coherence. It also enriches the scientific outlook. Two types of mobility should be promoted: horizontal mobility (the student stays with a host university for a limited period of time, e.g. one or two terms, and then goes back to his/her home institution to complete the degree) and vertical mobility (the student finishes one period of studies at the first institution and then moves to a second one, to continue his/her studies all the way to the end. An ideal point for changing institutions in this way is after completion of one of the cycles.
Necessary conditions for mobility are:
- ECTS both for exchange and for accumulation
- Diploma Supplement
- To overcome recognition problems
- The possibility for both virtual and physical mobility: the first one is not a substitute for the latter
- Availability of funding for staff and student mobility
- Transparent quality assurance mechanisms in all countries

Thesis 5

Mobility is a central value to the European Higher Education Area.
The full implementation of existing systems of recognition should be endorsed:
- ECTS (extended to accumulation and life long learning)
- Lissabon convention
- Diploma supplement
- ENICS and Narics

Thesis 6

Mobility and particularly physical mobility should be promoted as an educational experience and cannot be substituted.
A common European approach to virtual mobility is needed.
The benefits (i.e. the value added) associated with it for staff, students and researchers should be publicized.
Administrative and structural barriers and obstacles to mobility need to be removed. Countries party to the Bologna process should commit themselves to abolish any laws stipulating nationality requirements for holders of permanent and/or temporary positions at their higher education institutions.
Portable grants and loans should be made available to students together with other suitable incentives to both individuals and institutions.

Thesis 7

The creation and development of the European higher education area depends on the recognition of the key role of higher education institutions. They are a driving force in the whole process. Their clear internationalisation policy needs to take into consideration
- the crucial importance of teaching staff with international experience
- a realistic language provision (this requires the abolition of any laws preventing higher education teaching in foreign languages) and the provision of some courses in widely spoken foreign languages,
- offering all students within a degree requiring 180-240 credits, regardless of their field of specialisation, the possibility of taking a number of credits in foreign languages and
- good information to students in relation to international opportunities

4.Compatibility: a common, but flexible qualification framework

Thesis 8

Higher education has to be structured so that after 3 / 4 years or 180/240 credits a student should be eligible for a Bachelor degree. This would be leading to employment or providing preparation for a program leading to a master degree. Under certain circumstances a university may decide to structure a curriculum on the basis of a 5 year integrated (i.e. unbroken) program leading directly to a Master degree. Discipline networks have an important role in informing such decisions.

Thesis 9

The ECTS should be used by universities for accumulation
- by giving credits for assessed learning gained inside or outside the university,
- subject to the requirements of regulated professions and the rights of universities to decide whether credits gained outside are acceptable.
Quality assurance is an essential part of this process.

5. Quality assurance and quality certification

Thesis 10

The internationalisation of quality assurance is a necessary response to current globalising trends and to the challenges of building a European higher education area.
Accreditation is one answer to these challenges and quality assurance mechanisms are a pre-requisite for good accreditation procedures.
A European Platform should be created as a co-ordinating body to disseminate good practice and advise accrediting bodies on appropriate procedures.
This body should foster the convergence of principles and procedures in Europe while preserving national and institutional diversity and autonomy.
A steering committee should be set up for the establishment of the platform together with ENQA, student organisations, academic organizations and other stakeholders no later than September 2001.

6. Competitiveness at home and in the world

Competition is good for the students and it promotes the quality of the institutions, it must be promoted. But universities need more operational freedom and a fair financing scheme to enter true competition
- More diversity of curricula will further competition.
- More competitiveness is needed in attracting students from overseas,
- Competitiveness and cooperation are not mutually exclusive.
- Competitiveness means academic quality in the first place and it cannot be reduced to a commercial concept only.
We need to attract the best brains from all over the world but this asks for a speedy removal of inadequate immigration and labour market regulations.
Problems with competition arise from different levels within Europe: east versus west, south versus north. There is the danger of an inner European brain drain.
Specific measures could be
- Introducing study programs taught in major world languages
- More marketing on non-European markets, developing educational trade marks and brands
- European higher education institutions have to develop adequate services for foreign students and scholars in order to be perceived as welcoming institutions
- Competition with other continents through strategic networkingThesis 11
Higher Education Institutions are willing to take the responsibility for operating in a competitive education arena but they need more real managerial autonomy, going beyond the classical academic freedoms, a flexible regulatory framework and fair financing to do so.

Thesis 12

Competition serves the quality of education and is good for students, higher education institutes and other stakeholders and must be promoted and at the same time supported by reliable quality assurance and accreditation mechanisms that are readable inside and outside of Europe.

Thesis 13

Being globally more competitive calls for more openness, transparency and competition at home as well as a revision of our service and marketing cultures, building at the same time upon the realities of European higher education, such as cultural diversity, research orientation and social responsibility. The accession countries are not yet equipped to compete on an equal basis and need special help.

Conclusions

European universities and their organizations are willing and capable to take the lead in the joint effort
- to renovate, rejuvenate higher education,
- to redefine it at a European scale,
- to promote employability and mobility of their students and staff members,
- to further compatibility between institutions and curricula,
- to assure quality,
- to be more competitive, not excluding cooperation.
Pre-requisites are new freedom and appropriate funding as well as removal of immigration and labour market restrictions.
The problems with less developed parts of Europe should not be underestimated.
Shaping our own future in the European Higher Education Area:
If we all want it, it will happen.