22 SES 05 A, The Bologna Process: How European Policy is Working Out at National and Institutional Levels (Part 1)
Joint Symposium with NW 22 and NW23. Continued in 22 SES 06 A
HG, HS 33
Jani Petri Ursin
The social dimension has been intended to be an integral part of the Bologna Process since the first ministerial follow-up meeting in Prague in 2001. After the Bergen ministerial meeting a social dimension working group was set up and their recommendation in 2007 was that that each country should develop its own strategy, including an action plan, for the social dimension. In 2007 the ministers, in their London Communiqe´, stated that “Building on our rich and diverse European cultural heritage, we are developing an EHEA based on institutional autonomy, academic freedom, equal opportunities and democratic principles that will facilitate mobility, increase employability and strengthen Europe´s attractiveness and competitiveness”. In Sweden the formal start of implementing the Bologna process was July 2007. The Swedish Higher Education system is supporting student influence, flexible learning paths, student support and student rights. The National Agency for Higher Education (HSV) has a task to monitor the work of the HEIs. They also are supposed to take the aspects of the social dimension into account in their general work with quality assurance and other evaluations carried out within the framework of their task as supervisory body. In my contribution to this symposia I will focus on the issues of equal opportunities, democratic principles and the facilitation of mobility and increase of employability in order to discuss if and how the six largest universities in Sweden have worked with the social dimension of their educations from 2000 and on. I will use public data from HSV and the universities web and focus on these questions: Do the student bodies entering, participating in and graduating from different programmes reflect the diversity of the population? Are any measures taken to change this? Are aspects of widening participation being highlighted and supported when it comes to staff training, evaluations, funding? Do the staff bodies participating in education reflect the diversity of the student body? Are any measures taken to change this? Are there policies regarding flexible learning paths and how are these implemented? What are the results of these? How are the aspects of the social dimension reflected in the HSV evaluations in their work with quality assurance and evaluations of the quality of programmes?
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