Regarding my own and my colleagues’ experiences the Bologna Process quickly and surely destroys our higher education.

Dear Nebi

Despite being a process carried out in Europe , it is a system that allows greater freedom in education in European countries .

In 1999 he was signed by 29 European countries , the Bologna Declaration which established the creation of a European Higher Education Area that allowed the existence of a system of degrees based on a structuring of higher education into three cycles of studies :

• First cycle (Bachelor ) ;

• Second cycle (Master ) ;

• Third cycle ( doctoral ) .

The Bologna Process allows :

• Greater flexibility in the design of curricula and learning paths of students;

• Implementation of the European System of Transfer and Accumulation System (ECTS)

• Increased mobility of students , lecturers and researchers from national and European universities ,

• Issuing of the Diploma Supplement to facilitate academic and professional recognition of degrees obtained ;

• Standardization of higher education structures and adoption of common skills frameworks that make the diplomas are recognized in many countries participating in the process of creating a European Higher Education Area .

I define this system as science without barriers

Our university (University of Prishtina) started reforms along the lines of the Bologna Process in 2001.

Regarding my own and my colleagues’ experiences the Bologna Process quickly and surely destroys our higher education.

According to my experiences from Croatia this system degraded our higher education in every way. Croatia was never ready for it because of many reasons especially funds. Everything is nice on paper. Reality is total disaster. The main problems are: too much useless administration, inadequate preparation of high school students, inadequate curricula, mismatch ECTS credits to the real load of students, the decline criteria when evaluating students, modest mobility of all stakeholders in the academic community, the absence of external evaluation and unsuccessful implementation of the principles of student-centered learning.

See http://www.nsz.hr/novosti-i-obavijesti/vijesti_iz_znanosti_i_obrazovanja/istrazivanje-o-primjeni-bolonjskog-procesa-na-hrvatskim-sveucilistima/

Dear Nenad Buzjak,

I think too much useless administration, inadequate preparation of high school students etc. are only side-effects of this system.

The main troubles are inadequate curricula, a very important drop in the necessary knowledge output and a lot of unfitted “students”. All this leads to inappropriate degrees and a decline of intelligentsia.

Dear All,

What Nelson wrote is fine but this is only a nice paper formula.

Let us have a look at the ERASMUS system. Two years ago I had 6 students from a certain European country from which only one person had some limited English knowledge. I am sure 5 from 6 were not able to follow my lectures or understand 30% of what I said.

I think the standardization of low quality in higher education structures was successful.

I have only one question: Was this standardization a willing or an unwilling objective?

I was a student from the Bologna, so, I can not say that was very good.

Because we have a lot of things to learn in a very short time(3 years) and in the other process we could learn these in 4 or 5 years. So, more useful things that we could learn more easely.

By the other way, we , the students, we are happy because we finish earlier the courses but we do not can asimilate very quickly all the things.

And, it is necessary to finish also the master to have a full academic program.

We need jobs, good jobs, to pay our taxes for the faculty programmes.

But, if we are great students, we can do better things...

So, that's the reforma!

The Bologna process is just a bad attempt to make education cheaper. However, it is the formation of a one-dimensional process, in contrast to the old, networked situation in which the students have chosen their lectures themselves.

The promises that one can easily change the university or the country did not come true.

A very big autonomy has been given to the Institutions to implement the Bologna Process. This has led to a vast diversification of programs. The main problem that was caused is the introduction of inequalities between university degrees and between students.

It doesn't at all work for Medicine.

Impossible to apply. We have the tremendous burden of having to qualify people that take care of other people's life and health.

This is not a subject in which to have the financial issues of education above the quality of teaching and learning process.

We cannot cope with mediocrity results in Medical Education.

Dear Maria,

Of course, some trainings and curricula (medicine, veterinary science and art(s)) remained as they were and fortunately their standards could have been conserved.

Maybe some of the valuable answers to this interesting question can play a role in the necessary re-evaluation of the process.

Nevertheless, I do agree that Universitary Curricula should be the subject of permanent adaptation and renewal, to better adapt our Society's demands.

Dear all,

the process is fully reverible, but with the high cost to have wasted only precious time. Of course, I'm speaking about the Italian experience, even though my impression is that in the rest of europe the satisfation level is minimum anyway 

Dear All,

What about the high number of stupefied people and some pseudo-teachers who think the Bologna method would be the right way? The trouble is that the slogans “no quality” and “real knowledge is unnecessary” might have built into educational systems.

Dear Maria,

Optimism is indispensable but have you ever met here at RG – except Kamal – anybody with some real influence?

I believe that the fact of not being a binding treaty implies certain limitations but it has been opportune for the creation of a European Higher Education Area, a frame of reference for the new educational reforms.

Their budgets have inspired similar attempts in other continents.

Their budgets, among other contribution, in a certain way, sappeal to the development of frontier knowledge.

The (European Postgraduate University, 2012) explains in its website that one way of understanding frontier knowledge is the existing strip between two or more disciplines, an area of "fuzziness" They are expressed, generally, with concepts hybrid or amalgamated, which serve to denote the phenomenon in question.

For this and many other elmentos I see it as a very opportune step.

Chapter Quality of life and education in the knowledge society

the "Bologna" process has very contradictory results and side effects, in the whole rather negative than positive. The goals which was formulated at the start in 1999 were impressing, at the first glance, and there were many good intentions, in the first year. Today the concerned professors and students try to make the best of a . The only end what seems to be halfway succeeded is, that nearly all course of studies (often very efficient courses) are forced in the BA-, MA-scheme. Faculties have invent many new courses of studies with fanciful titles, without knowing exactly what they mean. instead of better survey and orientation the offers of study courses are absolutely unclear, because universities try to get the acceptance of so-called "rating agencies" in order to entice as many students as possible. But to organize h"modul plans" takes a lot of time and caused much more stress for the docents, and the students have also much more stress - in comparison with earlier time - because the their study plans has become much more complex, and studies are regimented by collecting credit points with tests. The university changed in an antidemocratic manner because economical interests and influence from outward plays a greater roll than in former times. There is no empirical research result which shows that this system is more successful than the old.

The success of the Bologna process depends on from which perspective one looks at it.

It was an informal and voluntary type of declaration. Therefore, the member countries are not bound to follow it strictly. For effectiveness, there is a need to give it the status of convention/treaty.

The Bologna Process is a series of ministerial meetings and agreements between European countries to ensure comparability in the standards and quality of higher-education qualifications. The process has created the European Higher Education Area under the Lisbon Recognition Convention. It is named after the University of Bologna, where the Bologna declaration was signed by education ministers from 29 European countries in 1999.

Best wishes

Studying should be about gaining knowledge and not about collecting ECTS-points.