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Eurydice

EACEA National Policies Platform:Eurydice
The European Higher Education Area in 2024: Bologna Process Implementation Report

Comparative Reports

Comparative Reports

The European Higher Education Area in 2024: Bologna Process Implementation Report

27 May 2024

The Bologna Process Implementation report provides an overview of the latest policy commitments in the European Higher Education Area (EHEA) and assesses their implementation across the countries. 

This new edition is structured in six chapters. The first one provides background data about the European higher education sector wherein the policy commitments have been implemented. The second chapter details the three key commitments of the EHEA countries concerning the degree structures, the recognition of qualifications, and quality assurance. The third chapter deals with the fundamental values agreed by the EHEA: academic freedom, academic integrity, institutional autonomy, student and staff participation, and public responsibility for and of higher education. The fourth chapter is about the social dimension policy’s implementation. The fifth chapter focuses on learning and teaching objectives established in the 2020 Rome Communiqué. The sixth chapter centers around mobility and internationalisation. The last section shifts the focus to higher education institutions aiding the Ukrainian academic community following the war of aggression launched by Russia, as many higher education institutions made significant efforts to support students and staff exiled following the Russian aggression.

Latest Comparative Reports

The European Higher Education Area in 2024: Bologna Process Implementation Report

27 May 2024

The Bologna Process Implementation report provides an overview of the latest policy commitments in the European Higher Education Area (EHEA) and assesses their implementation across the countries. 

...

Validation of non-formal and informal learning in higher education in Europe

30 April 2024

This Eurydice report investigates whether and to what extent higher education systems across Europe recognise and validate learning outcomes from non-formal and informal learning. Building on EU steering documents and objectives set within the Bologna Process, the report examines the validation of non-formal and informal learning as (1) an alternative access route to education and (2) a way to fulfil higher education study requirements.

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Learning for sustainability in Europe: Building competences and supporting teachers and schools

16 April 2024

This Eurydice report focuses on the development of sustainability competences among learners and the support offered to teachers and schools to meet the challenges of the green transition in 39 European education systems. The report analyses how learning for sustainability is embedded in European curricula, and to what extent sustainability competences – defined on the basis of the European GreenComp framework – are included in these steering documents (Chapter 1).

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