Transforming colleges won't be easy, says BRIAN MOONEY
THE REALITY of college life both in Ireland and across Europe is changing rapidly because of what is known as the Bologna Process. These changes are transforming every aspect of what our third-level institutions do and how they do it.
Bologna involves a new degree structure with a three-year bachelor degree, followed by a two years masters programme, which most students will be expected to complete before they leave college – if they are to secure employment following graduation.
A recent report on the implementation of the Bologna Process found that 95 per cent of colleges across Europe have now introduced this new degree structure. But in many cases it has only resulted in compressed bachelor degrees that give little flexibility to students.
The second aspect of the Bologna Process is the development of an assessment structure based on a credits system. Courses are delivered on a modular basis, learning outcomes are clearly defined, and the credits secured can be used by students to transfer to other colleges throughout Europe.
Underpinning all of this is the development of national qualification frameworks in every country. Ireland has taken a lead here, developing a clear 10-stage framework which enables any potential learner to chart their progress up the education ladder.
It’s a huge challenge for our universities and institutes of technology to integrate the lifelong learning agenda into the mainstream of their programmes. Yet, if we are to fully harness the power of our third-level institutions to transform Ireland into a knowledge economy, we are going to have to radically transform how they operate.
If you are starting a degree this year, you may be one of the growing number of mature applicants, ie those over 23 years of age. Many of you have recently lost well-paid jobs and are now returning to college to secure a degree and improve your employment prospects. Colleges are faced with many problems resulting from the growing number of adult learners.
They include: how to evaluate and recognise prior learning and how to deliver programmes in a family-friendly timetable.
The recent review of the Bologna Process found that 85 per cent of Irish colleges had a policy for recognising prior learning and 60 per cent had developed a strategy for lifelong learning, both well above the European average.
The facility to study for a short-term period in another European country, through programmes such as Erasmus, is growing. There are still huge obstacles, including the mutual recognition of academic credits.
Other obstacles include visa or language requirements, compressed degrees, funding, and lack of harmonisation of academic calendars across Europe. Colleges can play a part by encouraging and supporting students in studying abroad and recognising the credits they secure. The biggest change that the recent review of the Bologna Process found was the growth in the supports provided for students in the area of career guidance and psychological assistance.
Colleges are discovering that the growing diversity of their student body – entering college at anything from 18 to 80 – needs ongoing support. Our universities and institutes of technology face huge transformation agendas, which if handled successfully will hugely contribute to our economic recovery.
Brian Mooney teaches at Oatlands College, Stillorgan, Dublin
