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Somewhat surprisingly given the promise of the title about the “role of the European institutions”, the report provides an assessment of past achievements (and failures) and future needs of the Bologna Process not only (or mainly) with a view to EU institutions, but also to national governments, higher education institutions, students, faculty, staff and stakeholders. It covers a wide range of issues, some of which are only faintly related to the European Higher Education Area. Focal areas are the recognition of qualifications (and qualification frameworks), quality assurance, employability, curricular matters, the social dimension and staff and student mobility. The latter two appear closest to the heart of the rapporteur, taking considerable space.
The report oscillates between major policy questions and minute technical detail and is, for this reason alone, impossible to summarise. Still, the following items are of note.
The report also contains some curious items. It demands a “right to graduate” for every student in the EHEA (regardless of achievement?). It calls for a strategy for the “full harmonisation of academic titles” across the EHEA. It calls for automatic recognition of credits earned abroad (which was already a requirement in ERASMUS 25 years ago). And it demands that the European Commission funds the modernisation of “university infrastructures”, which it is probably legally not entitled to do.European Parliament