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The Bologna Process
- to adopt a system of easily comparable degrees,
- to organise education systems under 2 main cycles, called Undergraduate and Graduate,
- to establish a credit system (ECTS),
- to promote mobility across Europe,
- etc...
In 2001, the Ministers met again in Prague, and thereafter, in 2003, in Berlin, to review progress and set new directions and objectives.
In 1999, Ministers of Education from European countries signed the Bologna Declaration, whose goal is to create a coherent European Higher Education Area by 2010. Specifically, it was decided:
to adopt a system of easily comparable degrees
to organize education systems under 2 main cycles, called Undergraduate and Graduate
to establish a credit system (ECTS)
to promote mobility across Europe
etc...
In 2001, the Ministers met again in Prague, and thereafter in
2003 in Berlin, to review progress and set new directions and
objectives.
Several important consequences have resulted from
this inter-governmental process on higher education.
The most
important are:
a comprehensive revision of the French higher-education system, with adoption of so-called "LMD" scale, with the 3 basic diploma levels, namely the "Licence" (L), the "Master" (M), and the "Docteur" (Doctor "D") levels, corresponding respectively to 3, 5 and 8 years of higher education beyond the French Baccalaureate
the breakdown of higher education into Undergraduate and Graduate cycles, the latter leading from the "Licence" level to the "Master" level. In GEM Schools, the "Diplôme d'Ingénieur" (Engineering Diploma) carries the grade of Master
the generalized adoption of the European Credit Transfer System (ECTS)
For further reference:
Commission and the National
Union of Students in Europe:
http://europa.eu.int/comm/education/index_en.html
http://www.esib.org/issues/erasmus.php
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