This is a reform and cooperation process in the higher education field involving 48 countries and other organisations in Europe (Sin et al., 2015). It started and wishes to unite the EHEA (European Higher Education Area) with compatible and comparable higher education systems to support mobility, enhance employability, strengthen European competitiveness and attractiveness globally together with allowing equitable student progression and access.

The primary purpose for the establishment of the Bologne procedure is to improve the recognition and quality of the systems of higher education in Europe and better the collaboration and exchange within Europe and internationally. The process was launched between 1998 and 1999. It established objectives for reforms in the member countries, for example, the three-cycle structure of degrees, (doctorate, masters, bachelors), rolled out joint instruments like Accumulation System and Credit Transfer, together with the guidelines and standards relating to Quality Assurance. EHEA announcement was made in 2010; the member countries and organisations agreed to proceed with the process, as the majority of the projected goals have not been executed in all nations (Zmas, 2015).

BOLOGNA JOURNEY

Sorbonne Declaration 1998

This was signed by the UK, Italy, Germany, and France higher education ministers. The declaration identified the essential bologna building process. It was the first step towards the supporting of compatibility and coherence of education systems in strengthening qualification recognition and global competitiveness of the operations of Higher education in Europe. The declaration also called for two-cycle degree structure (undergraduate/postgraduate) and the utilisation of credits.

Bologna declaration-1999

In this year, 29 European nations ministers (the UK included), convened in Bologna. They signed the Declaration that pioneered EHEA by 2010. During this time, the original broad objectives for bologna were to set up a similar higher education system structure across Europe. This structure could be founded on two key cycles, graduate and undergraduate. This could result in greater qualifications recognition and transparency.

the European University Association Creation(2001)

This happened at a conference in Spain at a place called Salamanca. EUA (Europen University Association) was born at this time to serve and represent the European university community. This body acts as a loud voice for the Bologna process institutions.

Prague ministerial conference (2001)

It was attended by 32 ministers of bologna member nations to gauge the developments of the Declaration of Bologna. New members were welcomed even as the existing members reiterated their commitment to the process. The ministers unanimously decided to increase the action plans for bologna to include students and institutions of higher learning and the enhancement of the EHEA attractiveness.

berlin ministerial conference (2003)

This was the second ministerial review convention for the Bologna process. Quality assurance, degree recognition/study periods and the two-cycle procedure were to be focused in the subsequent two years. The ministers also agreed to develop a powerful Qualification framework for European HE together with country qualification backgrounds and Diploma awards for the entire HEIs come 2005 among other things.

This was follow-up convention at Bergen in May 2005. The attending ministers reviewed the Bologna process progress and established plans for developing towards the EHEA Act realisable by 2010.

London meeting (2007)

The attending ministers plan to enhance the international dimension of bologna procedure was adopted, the formation of the Register of Quality assurance in Europe (EQAR), commitment to creating national action lines by 2010, a solution of visa, pension and work permit issues were discussed were discussed.

Leuven/Louvain-la-Neuve meeting (2009)

Quality was seen as predominant attention for EHEA. The ministers also sought to continue implementing bologna tools. They also agreed to establish a country framework of qualifications by 2012.they also agreed to escalate the dialogue of policy via the fora for bologna process

Bucharest communique (2010)

The ministers explored the methods for achieving automatic academic qualification recognition. They also established guidelines for the nations that had not set up a country qualifications framework.

The bologna procedure at the moment a work in progress. The key stakeholders are fine-tuning and rethinking about every nitty gritty related to the various objectives raised in all the high years. Currently, much progress has occurred especially concerning undergraduate education access and peripheral systems of quality assurance. The students’ admission to European universities has significantly increased. Structural barriers have also gone down between cycles (Neave, & Veiga 2013).

Bologna position in serving pan-European nations’ academic needs

First, it escalates the employability and mobility of graduates from Europe. It also increased EHEI competitiveness globally. Again the Bologna process has created the equity of participation among the universities in Europe (Zmas, 2015). Also, it will assist in bridging the social, racial, gender gaps as well as higher education access. The Diploma Supplement which is offered internationally via the Bologna process is helpful in transparent professional and academic qualification recognition, including certificates, degrees, and diplomas. the Bologna process ensures utmost quality in EHEI. The degrees offered to the member countries’ students will be deemed of high quality.

Bologna process and the support of the US academic initiatives

Neave, & Veiga  (2013) states that this procedure will bring about a unique techniques in the manner in which the educational institutions admit, evaluate and educate their learners. There is a high expectation the US will consider the Compliant Degrees concept of Bologna for the learners who would wish to shift to other countries for work. The US will also be forced to offer degrees which can be completed within three years. India and China students who at one time visited America for university schooling may now select a University from Europe; they will get the advantage of finishing their studies after three years. This means that the competitive advantage for European education is escalated via the Bologna process (Zmas, 2015).  The US, being the world’s superpower, cannot afford to be left behind but follow the European way.

extra ideas for enhancing European Universities flexibility

1. Agree for the admission of students to departments within similar fields. For example, mathematics to mathematics, agriculture to agriculture, English to English).
2. The universities’ staff should also require other meaningful prerequisites; they should halt the requirements that do not contribute to the gaining of quality of life by the student.
3. They should provide credits to students that possess multilingual fluency. In fact, an oral test should be done to students accompanied by the credits based on their performance. This will enhance competition in international students in trying to learn the European languages, hence boosting concentration and performance as they are taught in their respective European universities.//

Conclusion

The Bologna procedure is a milestone in Europe that is set to cause a paradigm shift in European higher education. If it will be fully implemented, the world will be at a better place academically. The academic unification of the European bloc through the provision of three-year degrees will cause global awakening and efficiency in higher education mainly to international students that will see the US joining the league with gusto.

references

Crosier, D., & Parveva, T. (2013). The Bologna process: Its impact in Europe and beyond. Unesco.

Neave, G., & Veiga, A. (2013). The Bologna Process: inception,take up’and familiarity. Higher Education, 66(1), 59-77.

Zmas, A. (2015). Global impacts of the Bologna Process: international perspectives, local particularities. Compare: A Journal of Comparative and International Education, 45(5), 727-747.

Sin, C., Veiga, A., & Amaral, A. (2016). Bologna Process Implementation Problems. In European Policy Implementation and Higher Education (pp. 63-82). Palgrave Macmillan, London.

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