GRANT CONTRACT FOR A DECENTRALISED PROGRAMME :

Annex 1 TERMS OF REFERENCE Tender no. EAC/7/2008 Progress in higher education reform: Bologna Process and Lisbon Strategy 2010 Contracting Authority: European Commission 25/8/2004 Terms of reference 1. BACKGROUND INFORMATION European higher education needs reform in order to play its full role in the Europe of Knowledge. The European Commission works towards this goal through the Lisbon Strategy, launched in March 2000. In March 2002, the European Council in Barcelona concluded that the European education and training systems should become a “world quality reference”. In Brussels, in March 2005, Europe’s political leaders confirmed that knowledge is at the heart of the Lisbon Strategy, and in May 2006, the European Commission published a Communication entitled "Delivering on the Modernisation Agenda for Universities: Education, Research, Innovation", which was confirmed and supported through the ensuing Council Resolution of June 2006. The crucial role of universities and research in the shaping of a future for Europe in the knowledge era was further confirmed by the "Council Resolution on modernising universities for Europe's competitiveness in a global knowledge economy" of November 2007. The higher education strand of the Lisbon Strategy calls for modernisation of higher education and for reforms notably in the areas of curricula, funding and governance. These modernisations are needed in order to face the challenges of globalisation and to train and retrain the European workforce. The Lisbon Strategy thus encompasses the Commission’s contribution to the intergovernmental Bologna Process aiming to establish a European Higher Education Area by 2010. The Bologna Declaration of June 1999 has put in motion a series of reforms needed to make European Higher Education more compatible and comparable, more competitive and more attractive for our own citizens and for citizens and scholars from other continents. The aim of the future European Higher Education Area is to provide citizens with choices from a wide and transparent range of high quality courses and benefit from smooth recognition procedures. In support of these goals, the Commission has taken a series of initiatives and is supporting initiatives taken by others. More information on the Commission policy on the Higher Education reform and the Bologna process can be found on the Commission web pages at http://europa.eu.int/comm/education/policies/2010/lisbon_en.html. To analyse progress made in reform in higher education, the Commission envisages assessments to be carried out in the three areas: curricula, governance, funding. The assessments will have to be available by the beginning of 2010, in time for the EU and Bologna Ministerial meetings in March 2010. The three areas of reform covered in the assessments will be the following: • The Bologna Process: The three cycle system, quality assurance and recognition, as well as the social dimension, employability, lifelong learning, global dimension, linking higher education with research and the dynamics of the process (involvement of the academic community and other stakeholders) Governance reform: University autonomy. Strategic partnerships. Quality assurance. Funding reform: Diversified university income. Tuition fees, grants and loans. • • 13/8/03 Page 1 Terms of reference The three topics will be dealt with in three different lots. Lot 1: The Bologna Process The Bologna declaration of June 1999 has set in motion a series of reforms to increase the international competitiveness of European Higher Education. The process aims at improving the comparability, compatibility, quality and transparency of higher education systems in Europe. Progress towards these objectives has been monitored over the years through two-yearly Ministerial meetings. At these follow-up meetings Ministers took note of progress made and set priorities for the coming years. The outcome of these meetings were laid down in a series of Communiqués: Prague 2001, Berlin 2003, Bergen 2005 and London 2007. These and other key documents can be found at www.ond.vlaanderen.be/hogeronderwijs/bologna/ At their last meeting in London ministers requested an independent assessment of the Bologna Process, to be included in the reporting by the Bologna Follow-up Group to the Closing Conference of the Bologna Process in March 2010. The European Commission has offered to provide funding for this assessment and to launch a call for tender, after consultation with the Bologna Follow-up Group. The assessment should take into account the Stocktaking Reports, the EUA Trends reports, the ESU Bologna with Student Eyes reports, the Eurydice Focus on the structure of higher education in Europe. National trends in the Bologna Process 2006/2007 Edition, other relevant reports (e.g. Pedro Lourtie, Prague 2001, and Pavel Zgaga, Berlin 2003) and the study on The extent and impact of higher education curricular reform across Europe, commissioned by the Commission in 2006.1 Lot 2: Governance Reform and Lot 3: Funding Reform Assessment of progress in these two areas would be based on the hypothesis that reforms have a beneficial effect on the performance of higher education systems. For each of the two reforms fore mentioned the extent of implementation and the effectiveness should be examined.Many factors of context come into play when answering these questions, some of which may lie outside higher education (culture, administrative tradition, labour market). In many countries the reforms are still relatively new. A series of parameters will help to provide at least some evidence of the impact of reforms on higher education performance. The eight parameters to be used are: access; graduation; employability; mobility; quality of education; research output; capacity to attract funding; cost effectiveness. Case studies will demonstrate in which context reforms have proved to be more or less successful, measured against these parameters. 1 http://ec.europa.eu/education/doc/reports/doc/curricular1_en.pdf 5/2003 Page 2 Terms of reference References of good performance should be based on the three best performing European systems or a better performing international competitor. The two assessments will be based on data from existing and new sources. The two studies on these topics that the Commission has commissioned in 20062 can serve as a base line against which to measure progress. Other sources include the Eurydice network that has provided factual data on regulatory frameworks in several surveys: Focus on the structure of higher education in Europe. National trends in the Bologna Process 2006/2007 Edition, Eurydice Key data on Higher Education 2007, and Higher Education Governance in Europe, to be published in May 2008. 2. CONTRACT OBJECTIVES & EXPECTED RESULTS 2.1. Overall objectives The overall objectives to which this contract will contribute are as follows: Lot 1: Bologna Process The independent assessment of the Bologna Process follows the request as formulated by the European Ministers in charge of higher education at their meeting in London, 17-18 May 2007 where they asked for an independent assessment to be included in a reporting exercise for 2010 on the overall progress of the Bologna Process: "Building on previous stocktaking exercises, Trends, and Bologna with Student Eyes, we invite BFUG to consider for 2010 the preparation of a report including an independent assessment, in partnership with the consultative members, evaluating the overall progress of the Bologna Process across the EHEA since 1999." (London Communiqué) The independent assessment should contribute to the evaluation of the overall progress of the Bologna Process by: • • appraising the achievement of the operational objectives of the Bologna Declaration and subsequent communiqués, in particular in the areas of curriculum reform, recognition and quality assurance evaluating the extent to which the operational objectives led to the achievement of the strategic objectives of the Bologna Declaration, i.e. “to establish the European area of higher education and to promote the European system of higher education world-wide”. 2 "The extent and impact of higher education governance reform across Europe", http://ec.europa.eu/education/doc/reports/doc/higherextent1_en.pdf, and "Rates of return and funding models in Europe", http://ec.europa.eu/education/doc/reports/doc/funding_en.pdf 5/2003 Page 3 Terms of reference Guiding principles for the independent assessment are the operational and strategic objectives of the Bologna Declaration (1999) and subsequent communiqués delivered in Prague (2001), Berlin (2003), Bergen (2005), London (2007). The main themes are curricular reform (three cycles), quality assurance and recognition. Additional themes are the social dimension (participative equity), lifelong learning, employability, global dimension, linking higher education with research and, generally speaking, the dynamics of the process (involvement of the academic community and other stakeholders). Lot 2: Governance Reform and Lot 3: Funding Reform In Europe today, there is consensus on the fact that universities should be freed from overregulation and micro-management while accepting in return full institutional accountability to society at large for their results. This requires new internal governance systems based on strategic priorities and on professional management of human resources, investment and administrative procedures. It also requires a new look at how higher education systems are funded. Universities are in need of more and better funding in order to enhance their performance. Public sources are only part of the answer. Higher education institutions should gain access to private sources as well through university-enterprise cooperation and through contributions from private persons and private households, including the possibility of student fees. The assessments under Lot 2 and Lot 3 should contribute to the evaluation of the overall progress in the areas of governance and funding reforms by: • Gathering in-depth information on the state of implementation of these two reforms (as mentioned above) in those areas where this information is not yet available in an accessible and/or structured form. • Gathering in-depth information on the impact of both reforms so far on national education systems. • Providing lessons to be learned from experiences within different national education systems on each of both reforms. 2.2. Specific objective The objective of this contract is as follows: Lot 1: Bologna Process • Assess the achievements of the Bologna Process in relation to its overall operational objectives 5/2003 Page 4 Terms of reference • Evaluate whether and to what extent the operational objectives have contributed to the strategic objectives of increasing the attractiveness and competitiveness of European higher education Analyse the management and dynamics of the process Report at regular times Carry out original research, while taking into account existing reports and studies • • • Lot 2: Governance Reform • Describe the performance of European higher education in the area of governance reform against the eight parameters listed under point 1 • Examine the trends in governance reform • Assess the progress made in governance reform in each country through the preparation of country fiches, including an analysis of the impact of governance reform against the eight parameters of point 1 • Prepare case studies • Test the use of some parameters and indicators • Report at regular times • Carry out original research, while taking into account existing reports and studies • Formulate recommendations Lot 3: Funding Reform • Describe the performance of European higher education in the area of funding reform against the eight parameters listed under point 1 • Examine the trends in funding reform • Assess the progress made in funding reform in each country, including the rates of return of higher education, through the preparation of country fiches, including an analysis of the impact of funding reform against the eight parameters of point 1 • Prepare case studies • Test the use of some parameters and indicators • Report at regular times 5/2003 Page 5 Terms of reference • Carry out original research, while taking into account existing reports and studies • Formulate recommendations 2.3. Results to be achieved by the Contractor Lot 1: Bologna Process An assessment of the impact of the reforms, based on analytical results concerning the Bologna Process actions, its management and dynamics as specified in chapter 2.1 and 2.2. Lot 2: Governance Reform An assessment of the progress and impact of the reforms undertaken, including the presentation of country fiches and case studies. Lot 3: Funding Reform An assessment of the progress and impact of the reforms undertaken, including the presentation of country fiches and case studies. 3. SCOPE OF THE WORK 3.1. General Project description The Commission will contract with the chosen institution / consortium, committing itself to cover the abovementioned tasks. Tenderers may submit a bid to cover one or more of the three Lots. The Contracting Authority estimates that costs are as follows. Lot 1: Bologna Process: € 500.000 max. Lot 2: Governance Reform: € 250.000 max. Lot 3: Funding Reform: € 250.000 max. Geographical area to be covered Lot 1: Bologna Reform The assessment will cover all 46 Bologna countries: Albania, Andorra, Armenia, Austria, Azerbaijan, Belgium, Bosnia-Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, 5/2003 Page 6 Terms of reference Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Holy See, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Moldova, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Serbia, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, "the former Yugoslav Republic of Macedonia", Turkey, Ukraine, United Kingdom. Lot 2: Governance Reform and Lot 3: Funding Reform The assessment will cover the 27 European Union Member States, plus Iceland, Liechtenstein, Norway, Switzerland, Croatia and Turkey. Target groups Lot 1: Bologna Process • • • European Ministers in charge of higher education Bologna Follow-up Group (including representatives of the 46 countries, the Council of Europe, UNESCO-CEPES, EUA, EURASHE, ESU, ENQA, Education International, Business Europe) Other interested parties Lot 2: Governance Reform and Lot 3: Funding Reform • • • • • • • Ministers in charge of higher education Education policy makers Higher education leadership Academics Students Social partners Other interested parties 3.2. Specific requirements Lot 1: Bologna Process • The organisation of a seminar to test the findings with the Bologna Follow-up Group in December 2009. • The report should be accompanied by an executive summary, suitable to be included in the reporting of the Bologna Follow-up Group for 2010. Lot 2: Governance Reform • The organisation of a seminar to test the findings with experts and stakeholders in December 2009. 5/2003 Page 7 Terms of reference • An assessment of the degree of autonomy of higher education institutions in the following areas: internal governance (e.g. boards, deans, directors, councils); curriculum organisation and content; budget (both spending and earning); HRM (contract conditions, salaries, selection); student selection. • An update of the five case studies included in the 2006 report.3 • Five new case studies, providing an in-depth analysis of the progress and impact of reforms in five different higher education systems, through desk research and in situ interviews with stakeholders and policymakers in a given country. The new cases selected should be those which show significant impact against one or more of the eight parameters (see under 1.) as a result of the governance reform. Lot 3: Funding Reform • The organisation of a seminar to test the findings with experts and stakeholders in December 2009. • An assessment of progress made in funding reform including the rates of return to higher education. • Five case studies providing an in-depth analysis of the impact of reforms in five different higher education systems, through desk research and in situ interviews with stakeholders and policymakers in a given country. The cases should be showing significant impact on one or more of the eight parameters (see under 1.) as a result of the funding reform. All materials for all three lots (hard copy or online) must demonstrate the ownership of the European Commission when published. 3.3. Project management Responsible body Directorate General Education and Culture, Unit for Higher Education Policy and Erasmus (EAC/B3). Note on Lot 1: Bologna Process An Advisory Board consisting of representatives of the Bologna Follow-up Group will advise the European Commission on the selection of the Tenderer and the monitoring of the assessment. 3 http://ec.europa.eu/education/doc/reports/doc/higherextent3_en.pdf: Austria, Catalonia, the Czech Republic, the Netherlands and Norway. 5/2003 Page 8 Terms of reference 4. LOGISTICS AND TIMING 4.1. Location The location of the operational base for the project should be identified (e.g. the Applicant's home office) as well as any other location(s) where it may be appropriate for short-term inputs to be provided and/or where data gathering must be carried out. 4.2. Commencement date & Period of execution The indicative intended commencement date is 10 September 2008. Actual commencement will take place after signature of the contract by both parties. The period of execution of the contract will be 17 months. 4.3. Time Schedule Lot 1: Bologna Process September 2008 June 2009 1 November 2009 1 December 2009 31 January 2010 Kick-off meeting with the European Commission and the Advisory Board interim progress report pre-final report including executive summary testing seminar with the Bologna Follow-up Group final report delivered The reporting schedule is specified in section 6. Lot 2: Governance Reform and Lot 3: Funding Reform September 2008 June 2009 1 November 2009 1 December 2009 31 January 2010 Kick-off meeting with the European Commission interim progress report pre-final report including executive summary testing seminar with experts and stakeholders final report delivered 5/2003 Page 9 Terms of reference 5. REQUIREMENTS 5.1. Personnel Lot 1: Bologna Process The Contracting Authority estimates that between 300 and 500 person-days of work will be required to execute the tasks satisfactorily. The Tenderer remains free to propose any allocation of resources which they believe will best achieve the desired results. Lot 2: Governance Reform and Lot 3: Funding Reform The Contracting Authority estimates that between 150 and 250person-days of work will be required to execute the tasks satisfactorily. The Tenderer remains free to propose any allocation of resources which they believe will best achieve the desired results. 5.1.1. Key experts All experts who have a crucial role in executing the evaluation are referred to as key experts. The profiles of the key experts for this evaluation are set out below. It is not necessary that each of these profiles correspond to a single individual. One expert may have the skills and experience required to cover more than one role in the evaluation. Equally, one role may be divided between two or more experts if the evaluating team believes that this will be the most effective way to achieve the desired results. The team of key experts should: • • Have ample experience with evaluating organisational processes in relation to higher education Be a multi- and interdisciplinary research team, reflecting international diversity, which can cope with the complexity of the assessment and the multiple contexts. For Lot 1: Bologna Process: The team of experts should preferably include expertise from outside Europe. It must not include any full members or consultative members of the BFUG nor partners to the BFUG. It is recommended that the team proposed by the Tenderer has all the skills and experience described below: Key expert 1: Team Leader Expert in European higher education policy, with broad experience in policy analysis and a thorough knowledge of higher education systems and institutional diversification (from research universities to specialized professional institutions). Qualifications and skills • Leadership and project management skills 5/2003 Page 10 Terms of reference • • Ability to handle complex assessments Communication skills, and language skills as appropriate Professional experience The preference goes out to experts with relevant and substantial professional experience. Key expert 2: Expert in Bologna policy matters, governance reform or funding reform, respectively Expert in European higher education policy with a sound knowledge of the Bologna Process, governance reform or funding reform, respectively, as well as knowledge of several systems of higher education within Europe. Qualifications and skills • Skilled comparative researcher • Policy analysis skills • Communication skills, and language skills as appropriate Professional experience The preference goes out to experts with relevant professional experience in the respective field. 5.2. Facilities to be provided by the Contractor The Contractor shall ensure that experts are adequately supported and equipped. In particular it shall ensure that there is sufficient administrative, secretarial, translation and interpreting provision as necessary, to enable experts to concentrate on their primary responsibilities. If the Contractor needs any resources to carry out the contract other than its staff and normal office equipment, he / she should state so. 6. REPORTS 6.1. Reporting requirements Each report will be submitted in 3 copies in the English language and in electronic format. The Commission will comment on all reports within 45 days. For Lot 1 this will be done 5/2003 Page 11 Terms of reference after consultation with the Advisory Board. In the absence of observations from the Commission within the deadline, the report will be considered as being approved. Within 15 days of receiving the Commission's observations, the Contractor will submit the report in definitive form, taking full account of these observations, either by following them precisely, or by explaining clearly why not. Should the Commission (for Lot 1: after consultation with the Advisory Board) still not consider the report acceptable, the Contractor will be invited to amend the report until the Commission is satisfied. 6.2. Interim report For all three lots: The interim report shall be submitted by June 2009. The report shall include at least the following: • • • • complete information on progress achieved towards the results specified under point 2.2 problems encountered, solutions found or proposed, and impact on future. information on the progress of the assessments described under points 2 and 3 information on the state of progress of the case studies, including interim results. 6.3. Final report Lot 1 : Bologna Process The final report shall be submitted at the very latest by 31 January 2010. The report shall include at least the following: • an executive summary not exceeding 5 pages, suitable for presentation to the general public • an assessment of the impact of the reforms, as described under points 2 and 3 Lot 2: Governance Reform and Lot 3: Funding Reform The final report shall be submitted at the very latest by 31 January 2010. The report shall include at least the following: • an executive summary not exceeding 5 pages, suitable for presentation to the general public • an assessment of the impact of the reforms, as described under points 2 and 3 • country fiches • case studies 5/2003 Page 12