Flexible Degree Structures for the 21st Century

Glen A. JonesOntario Research Chair in Postsecondary

Education Policy and Measurement

Discussion Paper suggests:

• Expanded Credential Options:– Flexible degree structures– Three-year degrees– Labour-market credential recognition– Credit transfer arrangements– Establish “Bologna Compatible” credentials to

improve international mobility

Outline

• Bologna and Degrees (Lessoned learned)

• International Dimension

• The Importance of Being Open

Bologna

“Bologna Process” has become an umbrella term for dramatic multi-faceted reforms of higher education systems throughout Europe. – Major changes in degree-structure, access,

curriculum, government coordination, institutional governance

– Far from complete.

In the beginning …

• Emphasis on a common degree structure that would facilitate student and employment mobility– Gradual shift to 3+2 year degree cycles– Greater degree recognition recognizing

national differences– Modularization (allowing for short-term

student mobility)– European Credit Transfer System

Bologna …

• Was designed to address some of the advantages of the “North American” model– International recognition of the degree to

allow for mobility– A system of course credits to allow for some

degree of credit transfer– A transcript that would be transparent

(courses taken, credit hours)

• Ontario four-year degrees are recognized throughout Canada and internationally

• Ontario has had three-year degrees for 40 years – generally not recognized in US or Europe

• Recognition of European degrees varies (Wider recognition for three-year degrees where student has 13 years of pre-U)

Three-Year Degrees?

Three-Year Degrees?

• It may be more a question of curriculum and learning outcomes than degree-length

• Relative importance of general education (US) or liberal education/breadth requirements in Canada

• In some countries in Europe the majority are graduating with three-year degrees that may look more like three-year CAAT diplomas

Lessons from Bologna

• Importance of the international dimension (more in a moment)

• Importance of learning languages

• Emphasis on learning and outcomes

• Importance of state quality assessment mechanisms

• Recent emphasis on non-university institutions (credentials, mobility)

International Dimension

• Discussion paper only uses the word “international” two times

• A key objective of Bologna was to allow students to obtain international experience

• August report from federal advisory panel

Being Open

• High participation rates, but there are populations being left behind

• Need for Open University– Emphasis on “Open Access”– Recognize prior learning– Facilitate credit transfer– Provide leadership in on-line programming– Work with existing institutions, but grant its own

degrees

Moving forward …

• Maintain internationally recognized four-year degrees, but review existing three-year degrees in universities (and CAATs)

• Importance of the international dimension in 21st century higher education

• Create an Open University with a mandate to focus on open access, recognition of prior learning, and on-line programming.

Thank you

gjones@oise.utoronto.ca

www.glenjones.ca