Egyptian Bologna Promoters, NTO
mzsitohy@zu.edu.eg
London 2007
Bergen 2005
Berlin 2003
Prague 2001
Bologne 1999
Sorbonne 1998
Sorbonne 1998
Objective
"harmonisation of the architecture of the European Higher
Education System"
Signing Countries:
UK, France, Germany, Italy
Actions:
•A progressive convergence of the overall framework of degrees
and cycles in higher education
•A common degree level system (B.Sc., M. Sc. and Ph.D.)
•Enhancing and facilitating student and teacher mobility.
Bologna 1999
In June 1999, 29 European ministers in charge of higher education met in
Bologna to
Objective
Establishing a European Higher Education Area (EHEA) by 2010 and
promoting the European system of higher education world-wide.
Actions
•adopt a system of easily readable and comparable degrees
•adopt a system with two main cycles (undergraduate/graduate)
•establish a system of credits (such as ECTS)
•promote mobility by overcoming obstacles
•promote European co-operation in quality assurance
•promote European dimensions in higher education *
Objectives:
follow up the Bologna Process
set directions and priorities for the following years.
Actions:
•Reaffirming commitment to Bologna Declaration
•Active involvement of the European University Association and the National
Union of Students in Europe.
•Further processing of Bologna Declaration objectives.
•Important elements of the European Higher Education Area:
lifelong learning - involvement of students -enhancing the attractiveness and
competiveness of the European Higher Education Area.*
Berlin 2003 (Priorities for the next two years: quality
assurance, the two-cycle degree system and recognition of degrees
and periods of studies.)
Quality assurance
develop mutually shared criteria and methodologies and agreed that by
2005 national quality assurance systems should include:
•A definition of the responsibilities of the bodies and institutions
involved
•Evaluation of programmes or institutions, including internal assessment,
external review, participation of students and the publication of results
•A system of accreditation, certification or comparable procedures,
international participation, co-operation and networking.
Recognition of degrees and periods of
studies
Every student graduating as from 2005
should receive the Diploma
Supplement automatically and free of
charge.
Bergen 2005
Objective
Setting goals and priorities towards 2010.
Actions
Commitment to coordinating policies through the Bolognaprocess to establish the European Higher Education Area
(EHEA),
Commitment to assisting the new participating countries to
implement the goals of the process.
London May 2007
London 2007 (1)
1-Considerable move towards student-centered HE away from
teacher driven provision.
2-Mobility:
•Some Mobility activities of staff and students has been achieved.
•Some obstacles to Mobility are still persisting (immigration,
recognition, financing).
3-Degree structure:
Good progress has been achieved on the three cycle degree system
(LMD).
London 2007(2)
4-Recognition:
Good progress in the implementation of Lisbon Convention, ECTS and Diploma
supplement.
38 members of Bologna Process have ratified the convention on the recognition
of qualifications concerning (Lisbon Convention) and the rest are urged to do.
Approaches to recognition are less coherent than desired.
5-Qualifications framework
Qualifications framework should be designed to encourage greater mobility of
students and teacher and improve employability.
6-Lifelong learning:
Increase the sharing of good practice and work towards a common understanding
of the role of HE in lifelong learning.
London 2007(3)
7-Quality assurance:
Standards for Quality assurance adopted in Bergen have been a
powerful driver for quality assurance and have been considerably
achieved.
Encourage the E4 group (Quality assurance organizations) to
organize annual QA to ensure and improve QA for EHEA.
E4 group will set up a register of European Higher Education
Quality Assurance Agencies to allow the general public open access
to objective information to finally enhance confidence in HE in
EHEA and facilitate mutual recognition and accreditation decisions.
London 2007(4)
8-Doctoral cycle:
* Aligning the EHEA with ERA.
* Developing and maintaining a wide variety of
doctoral programs linked to qualifications framework
of EHEA.
* Reinforcing efforts to embed doctoral programs in
institutional strategies and develop appropriate
career paths and opportunities.
* Sharing experience on the range of innovative
doctoral programs, supervision, development of
transferable skills, exchange of information.
London 2007(5)
9-Social dimension:
v HE should have an essential role in social cohesion, reducing
inequalities, raising knowledge, skills and competences in societies.
v Maximize the potentials of individuals in contributing to a
sustainable democratic and knowledge-based society.
v Students should complete their studies without obstacles related
to their social economic background (providing adequate student
services-flexible pathways into HE-equal opportunities).
London 2007(6)
10-EHEA in a global context.
Bologna process has stimulated interest, discussion, qualification
recognition, partnership-based cooperation, mutual trust and
recognition and the underlying values of Bologna process. Some HE
systems in non-Bologna member countries have been brought more
closely to Bologna process.
Improve the attractiveness and competitiveness of the EHEA
(partnership based cooperation, policy dialogue, improving
recognition).
London 2007-Priorities for 2009
1-Mobility (Focus on the challenges to motilities).
2-Social dimension (National strategies and policies
for social dimensions).
3-Data collection:
•Available data on social dimension, equity,
employability and mobility.
•Develop reliable indicators and data to measure
progress towards social dimension and student/staff
motilities.
London 2007-Priorities for 2009 (2)
4-Employability
Improve employability for the outputs of the three cycles as
well as the context of lifelong learning.
5-EHEA in global context
vImprove the information available on EHEA by
developing Bologna website and Bologna handbook.
vImprove recognition based on LRC principles (Lisbon
Recognition Convention ).
Bologna
University
1088
Bologna Geographical evolution
1-1998 (4 EU countries)
2-1999 (29 EU countries)
3-2001 (33 EU countries)
4-2005 (40 EU countries)
5-Now (46 EU countries)
6-Observers (outside Europe)
Asia
Africa
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*
Austria
Norway
Belgium
Poland
Bulgaria
Portugal
Czech
Romania
Denmark
Slovak
Estonia
Slovenia
Finland
Spain
France
Sweden
Germany
Swiss
Greece
United Kingdom
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxembourg
Malta
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Netherlands
*
Current participation:
46 countries
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*
Bologna extension towards the east (Asia)-Observers
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*
EHEA should be extended to other parts of
the world through three means
Openness,
Attractiveness
Cooperation (TACIS, CARDIS, MEDA Tempus programs).
Economic Dimension of
Bologna process
Lisbon Agenda 2000:
Europe to be the most dynamic and competitive
knowledge-based economy in the world" by 2010.
investing in human resources (eduaction,
training) and combating social exclusion.
Economic growth must be decoupled from the
use of natural resources.
Egypt Engagement to Bologna
Egypt has good intention to conform to
Bologna by 2010.
 Egypt is considered an observer country
of Bologna.
 Egypt is following extensive educational
enhancement programs which indirectly
meets Bologna requirements.

Egypt participated in the Bologna
Ministerial Conference in June 2000,
as an observer.
More Recently Egypt signed the
Catania declaration in January 2006
which covers action lines similar to
those in Bologna declaration
((Create EMHEA
“Euro-mediterranean Higher Education Area”,))
Internal enhancement programs
(QAAP, CIQAP, HEEPF, ICT, E-Learning, Open
learning, FLDP, STDF, RDI,….)
External enhancement programs
(Tempus)
Classification of Tempus projects
on Bologna process
Overall connection to Bologna process. *
Elements of Bologna process.**
Conformation to Bologna process.***
Reflection of Bologna process.****
Over-all connections
Echanges Expériences Bologne Fac. Sciences du Vivant
EG
Coordinator: Dr. Mahmoud Sitohy….Zagazig University
Exchange of Experience Focusing on Bologna Process at
Alexandria University in Egypt
Coordinator: Dr. Adel Mohamden……Alexandria University
Express-exchanging the bologna process Experience
with selected Egyptian Universities
Coordinator: Dr. Galal EL GEMEIE……Helwan University.
Elements of Bologna process
Promoting ECTS in Egyptian Universities
(P.C. Dr. Samir Riad Helal….
Assuit University)
Development of an industry-linked Mechatronics
Program with Training of Trainers. (P.C. Prof. Taha Matter,
Zagazig University).
Adapting Egypt Sport Science Curricula to Job
Market & Europe. (P.C. : Dr.Ferial Darwish, Helwan University)
The development of a Quality Assurance System
within selected Universities in Egypt.
(P.C. Prof. Ahmed SHARAF ELDIN, Helwan University)
Evaluation of the quality of Engineering Education MEDA region. (P.C. Dr. Ibrahim SHAFIE, Assuit Uiversity).
Conformation to Bologna process

Basic structure of the technical language
institute..P.C. Dr. Mohamed Sadek, HTI –AlAsher

Development of a cooperative Phytopharmaceutical
study program in Egypt P.C. Dr. Shereen Mohamed, Cairo
Unioversity.

Development of curriculum for a master degree program
in medical informatics
P.C. Prof. Ahmed SHARAF ELDIN, Helwan University.

Enhancing regional academic cooperation in the
Mediterranean development of postgraduate curriculum
for tourism & hospitality studies, P.C. Prof. Hanan KATTARA,
Alexandria University.
Reflections of Bologna process
Réseau sur la reconnaissance des
qualifications
Coordinator: Dr. Ibrahim SHAFIE, Assuit University.
Bologna extension
towards
the south (Africa)
*
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Achievements in the
First category.
Participant
universities
http://www.ugent.be/en
http://www.agrorennes.educagri.fr
http://www.univ-angers.fr/
http://www.unipg.it/
http://www.enitiaa-nantes.fr/
1.
2.
3.
4.
5.
6.
7.
To internationalize our educational system.
To make the educational system more transparent
To make the educational system more readable and more
comparable by and with other international institutions.
To improve educational quality.
To make the graduate more adapted and more convenient
for the labor market.
To prepare graduate more qualified for research at the
national and the international level.
To get recognition of local diplomas and degrees abroad
Continued
9.
10.
11.
12.
13.
14.
15.
16.
To facilitate student mobility with Europe and the
Mediterranean region.
To give the student some independence allowing him to selfformulate his future.
Allow student to accumulate credits for their studies when and
where-ever they want.
To make our system simpler and more attractive for students
coming from the Arabic and Mediterranean region.
To facilitate equal partnership on the international level.
To facilitate equal participation of our higher education
institutions in the world educational competition (education,
research, debates);
To participate in the development of the global educators
community.
To facilitate learning from the international experience
Ph.D. (3d y) [60 ECTS]
Ph.D.
(3y)
Ph.D. (2nd y) [60 ECTS]
[180
ECTS]
Ph.D. (1st y) [60 ECTS]
Professional Master 2nd year
(60 ECTS)
Professional Master 1st
year (60 ECTS)
Research Master 2nd y
(60 ECTS)
Research Master 1st year
(60 ECTS)
3rd y (one program) {60 ECTS}
4th y (one program) {60 ECTS}
2nd y (one program) {60 ECTS}
Basic pure
Basic agric
Sci. (30 ECTS) sci. (30 ECTS)
B.Sc. (4 y)
[240
ECTS]
M.Sc. (2 y)
[120 ECTS]
Ph.D. (3d y) [60 ECTS]
Ph.D. (2nd y) [60 ECTS]
Ph.D. (1st y) [60 ECTS]
Professional Master 2nd
year
(60 ECTS)
Professional Master 1st
year (60 ECTS)
2nd y (one program) {60
ECTS}
Basic pure
Basic agric
Sci. (30 ECTS) sci. (30
ECTS)
[180
ECTS]
Research Master 2nd y
(60 ECTS)
Research Master 1st
year
(60 ECTS)
3rd y (one program) {60
ECTS}
4th y (one program) {60 ECTS}
Ph.D.
(3y)
B.Sc. (4 y)
[240
ECTS]
M.Sc. (2 y)
[120 ECTS]
Administrative problems
Lab equipment
Student availability
Availability
Continuity
Availability
Continuity
A tool to compare periods of studies of different HE institution.
Aids in the recognition of study completed abroad.
A transfer system between different institutions in Europe.
Aids in the student mobility.
Aids in resuming study after an inactive period or a work-period.
Bridging educational systems nationally or internationally.
Accumulation tool for study development and for labor market
US credit hour
ECTS
Philosophy
Contact hour
(Professor
centered)
Global workload
(student
centered)
Definition
1 credit hour= 1315 contact hour
1 ECTS=25-30
total workload
Semester
10-18 credit hours
workload
Annual
20-36 credit hour
workload
Transfer factor 2-2.5 (Multiply)
30 ECTS
60 ECTS
2.2.5 (divide)**
How to calculate workload
Teacher calculates the contact hours
required for transmission (lectures-labexams).
 Student calculate the time required for
study.
 Teacher and student calculates the time
required for the activities achieving the
ILOs of the subject.

Transfer ESTS into workload (5 X 30 =150 h).
Calculate the contact hours (e.g. 15 w x 2h lecture =30
h and 15 wX4h lab=60, total=90.
Calculate the study hours by students (e.g. 15 w x 2=30
h).
The total so far is 120 h.
Then we are disposed of 30 hours which can directed
into other activities, e.g. seminars, assignments, small
research activities to achieve the global ILOs of the
course..
EHEA
2010
Most competitive economy
2010
Bologna
Lisbon
Bologna 1999
Lisbon 2000