The implementation of the Bologna Process - state of play and follow-up

26.2.2018

Question for oral answer O-000020/2018
to the Commission
Rule 128
Petra Kammerevert, on behalf of the Committee on Culture and Education

In view of the upcoming Bologna Ministerial Conference in Paris, in May 2018, the Commission, in its role as a full member of the Bologna Process, assisting Member States in their efforts to modernise their education systems, is requested to answer the following questions:

1. How does the Commission assess the current state of the Bologna Process?

2. Can the Commission give an overview of developments, including challenges and achievements, since the adoption of the Yerevan Communiqué in 2015?

3. What factors may have hindered the effective implementation of the Bologna Process so far? What possibility does the Commission see of acting to reduce the dissonance between declarations made during ministerial summits and actions taken at Member State level?

4. Can the Commission give examples of assistance given to the Member States that has been essential for achieving Bologna Process commitments?

5. What initiatives has the Commission undertaken, or will it undertake, to give new impetus to the Bologna Process, foster the implementation of Bologna Process reforms, and strengthen and further develop a more integrated and consolidated European Higher Education Area (EHEA)?

6. What are the strategic objectives of the Commission with a view to developing the Bologna Process?

7. What are the main decisions expected during the Bologna Ministerial Conference in Paris? What are the potential new priorities of the Bologna Process and for the future of the EHEA beyond 2020?

8. What steps have been taken as a follow-up to the Yerevan Communiqué, in order to foster inclusion and improve equity in higher education, including the integration of refugees, migrants, minorities, people with disabilities and other vulnerable groups? What specific initiatives are being launched to ensure that graduates possess the right skills to enter the labour market, to make higher education more responsive to the needs of employers and to foster entrepreneurship and innovation skills?

9. Does the Commission monitor the recognition of qualifications and periods of study in the EHEA?

10. What actions does the Commission intend to undertake in order to improve the mobility of students, which is still considered a challenge for students from disadvantaged backgrounds?

11. Is the Commission implementing any concrete actions or instruments in order to facilitate access to education and higher education for students with a refugee background and in order to simplify the procedures for the recognition of their qualifications?