The European Higher Education Area (EHEA) : a primer

In the late 20th century Europe experienced dramatic political, economic, and cultural changes. The creation of the European Union, the remaking of Eastern European political systems and economies, and technological advances have fostered increased population movement and cross-border cultural and economic relationships. While these trends are frequently analyzed in economic terms, they also signal a changing environment for education systems at all levels. In particular, higher education institutions are called on to prepare workers and citizens for life in an emerging transnational, knowledge-based society.

But European higher education systems are fragmented along national lines. They foster different academic cultures and issue incompatible credits and qualifications, conditions that ultimately hinder research collaborations and labor/student mobility. Higher education systems have also operated under state control, which make them more responsive to national priorities and traditions than to new 'European' goals. It is in this context of both opportunities and challenges that higher education leaders have embarked on a process of 'harmonization', with the ultimate goal of creating an integrated 'European Higher Education Area'.

In the 1999 Bologna Declaration, national education ministers signaled their commitment to reforms aimed at converging national university systems. They envisioned a system that would both enhance citizen employability and mobility as well as increase the international competitiveness of European universities. A 'coherent and cohesive' European Higher Education Area (EHEA) would be in place by 2010.

One major outcome of the Bologna Declaration has been the introduction of standardized undergraduate and graduate degrees-the '3+2+3' model. Undergraduate degrees are not to exceed three years, while master's and doctoral degrees require an additional two and three year programs, respectively.

A second product of the Declaration was the development of the European Credit Transfer System (ECTS), which will ensure the recognition of coursework and degrees across educational institutions. The ECTS incorporates quality assurance evaluation programs to enhance the international transparency of professional and academic training systems. Combined, these initiatives are designed to facilitate student and faculty movement, and to support an international labor market for degree-holders.

The Bologna Process has moved forward and gained visibility through subsequent meetings of national education ministers and university representatives. In 2001, 32 signatories to the Prague Communiqué reaffirmed commitments to establishing the EHEA by 2010. The agreement also outlined strategies to promote 'lifelong learning' and affirm the involvement of students as partners in the reform process. The Prague meeting also symbolized an intent to involve more European nations in anticipation of EU enlargement.

More recently, education leaders met in Berlin (2003). The Berlin Communiqué added plans to promote doctoral studies and the advancement of young researchers. Currently, 40 countries-including the Western Balkan nations and Andorra -are participating in the Bologna Process. A conference planned for May 2005 ( From Berlin to Bergen ) will continue this work.

The 'harmonization' of educational systems has not proceeded without tension. University administrators, faculty, and students have expressed reservations about convergence and the relinquishment of control. Proposed changes in program length and content, credit systems, and even learning styles challenge established national traditions. Parties to the EHEA must thus weigh the compatibility of national differences with a common education area.

The Constructing the European Higher Education Area Symposium seeks to generate interdisciplinary discussion around the nature, scope, and tensions associated with the construction of the EHEA and its role in creating a competitive and 'cohesive' Europe. It is further intended to stimulate trans-Atlantic dialogue on 'Europeanization' and the globalization of higher education. The symposium brings together an array of international administrators and university presidents, including heads of the European University Association (Eric Froment) and the American Council of Education (David Ward). In addition, scholars from the US, Canada, Italy, Slovenia, and Finland, among others, will discuss their work. We welcome your presence at the symposium from 8-9 April.