what is bologna process in education

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The Bologna Process and the European Higher Education Area

What is the bologna process.

The Bologna Process seeks to bring more coherence to higher education systems across Europe. 

It established the European Higher Education Area to facilitate student and staff mobility, to make higher education more inclusive and accessible , and to make higher education in Europe more attractive and competitive worldwide. 

As part of the European Higher Education Area, all participating countries agreed to:

• introduce a three-cycle higher education system consisting of bachelor's, master's and doctoral studies
• ensure the mutual recognition of qualifications and learning periods abroad completed at other universities
• implement a system of quality assurance, to strengthen the quality and relevance of learning and teaching

Why is the Bologna Process important?

Under the Bologna Process, European governments engage in discussions regarding higher education policy reforms and strive to overcome obstacles to create a European Higher Education Area. 

Bologna reform is key to building the necessary trust for successful learning mobility , cross-border academic cooperation and the mutual recognition of study periods and qualifications earned abroad. Enhancing the quality and relevance of learning and teaching is also a core mission of the Bologna Process. Implementation of these reforms is, however, uneven across the 48 participating countries . 

The Bologna Process also provides a forum for dialogue with neighbouring countries regarding higher education reforms and questions related to shared academic principles, such as the independence of universities and the participation of students in civil society activities. It has become an important space for soft diplomacy with neighbouring countries in the Western Balkans (with the exception of Kosovo), Eastern Partnership countries, Turkey and Russia, as well as many other countries.

What is the EU doing to support higher education reform?

Since the launch of the Erasmus programme some 30 years ago, the Commission, together with national authorities, higher education institutions, students and other stakeholders, triggered more intense and structured cooperation among European higher education institutions. 

As the demand for student mobility grew rapidly, it became clear how difficult it was for single institutions to recognise periods of study across different national higher education systems with divergent degree structures and different academic traditions.

The Bologna Process, starting with the Sorbonne and Bologna Declarations , was the response of national governments to the challenges arising from the mobility of European students and graduates.

The Commission is a full member of the Bologna Follow-up Group and its board, which supports the implementation of the decisions of the Bologna Ministerial Conferences.

Much progress has been made in reforming higher education systems in EU Member States and beyond, as indicated by regular implementation reports .

Education Ministers have also adopted the Paris Communiqué highlighting priority activities in this area for the coming years. The Communiqué outlines the joint vision of education ministers from 48 European countries for a more ambitious European Higher Education Area by 2020.

It calls for: 

• an inclusive and innovative approach to learning and teaching
• for integrated transnational cooperation in higher education, research and innovation
• for securing a sustainable future through higher education

In addition, the Communiqué outlines the need for better support to enable vulnerable and underrepresented and groups to access and excel in higher education. These ambitions are in line with the goal of the EU to create a European Education Area by 2025, to promote mobility and the academic recognition of qualifications for all EU citizens. 

The next Ministerial Conference of the Bologna Process will take place in June 2020, in Rome. 

For more information on the role of the EU in the development of the Bologna Process and its progress towards the creation of a European Higher Education Area, see the brochure The EU in support of the Bologna Process . 

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Bologna Process

The Bologna Process is an important process of harmonizing various systems of European higher education that has the objective to create a European Area of Higher Education and to promote the European system of higher education on a worldwide scale in order to increase its international competitiveness.

The Bologna Process is a process aimed at ensuring comparability in the standards and quality of higher-education qualifications that opened on 19 June 1999, when the ministers from 29 European countries met in Bologna to sign an important agreement,  the Declaration of Bologna , which officially marked the start of this process.

The main objective of the Bologna Process is to create a European Higher Education Area and promote the European higher-education system around the world, to increase international competitiveness. To ensure the comparability of European university systems, the Bologna Declaration identified a number of main objectives, whose progress has been monitored and managed through a series of Ministerial Conferences, held between 1999 and 2018.

Achieved objectives and objectives still being pursued include:

• adopting a simple and easy to compare qualification systems, including by implementing the Diploma Supplement;
• adopting a system based on two main cycles, Level 1 and 2. To access the second cycle, students will have to complete the first cycle, which cannot be less than three years long;
• consolidating a system of credits – based on the ECTS system – that can be acquired also in different areas of discipline;
• promoting mobility (for students, teachers, researchers and technical and administrative staff), by removing the obstacles of free circulation;
• promoting European cooperation in reference to quality evaluation;
• promoting the importance of a European higher education area: development of study plans, cooperation between universities, mobility programmes, integrated study plans, training and research.

Today the Bologna Process has grown to comprise the much larger European Higher Education Area (EHEA). This now includes 48 European countries plus the European Commission and numerous consultative members and partners, representing public authorities, higher education institutions, associations, quality assurance agencies, international organizations and other relevant stakeholders.

Celebration of the Twentieth Anniversary of the Bologna Declaration

The Alma Mater Studiorum - Università di Bologna, jointly with the Italian Ministry for Education, Universities and Research, under the aegis of the Observatory of the Magna Charta Universitatum, invite rectors and academics to celebrate the Twentieth Anniversary of the Bologna Declaration. The event " The Bologna Process goes Global: fundamental values of the EHEA beyond 2020" will be held in Bologna on 24 and 25 June 2019 .

Contacts: [email protected] ; +390512099965 For more information, please visit the event website .

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European higher education area.

The European Higher Education Area (EHEA) is the result of the political will of 48 countries which, step by step, have built an area on common values and using common tools.

These 48 countries implement reforms in higher education on the basis of common key values – such as academic freedom, institutional autonomy and the participation of students and staff in higher education governance. Through this process, known as the Bologna Process, countries, institutions and stakeholders continuously adapt their higher education systems making them more compatible and strengthening their quality assurance mechanisms.

The Process officially started in 1999 with the signing of the Bologna Declaration . On 19 June 1999, 29 countries signed this declaration in Bologna (hence the name of the entire Process).   

The Declaration sets out the following goals:

• adoption of a system of easily readable and comparable degrees
• adoption of a system essentially based on two main cycles, undergraduate and graduate
• establishment of a system of credits, such as in the ECTS system
• promotion of mobility by overcoming obstacles to the exercise of free movement by students, teachers, researchers and administrative staff
• promotion of European co-operation in quality assurance
• promotion of the necessary European dimensions in higher education 

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The Bologna process: setting up the European higher education area

The Bologna process, initiated with the Bologna Declaration (1999) and assessed every 3 years in ministerial conferences, aims to introduce a more comparable, compatible and coherent system for European higher education.

The Bologna Declaration of 19 June 1999 - Joint declaration of the European Ministers of Education (not published in the Official Journal).

• It aims to create a system of academic degrees that are easily recognisable and comparable; promote the mobility of students, teachers and researchers; and ensure high-quality learning and teaching.
• Key focus areas of the process include lifelong learning, employability, funding, degree structures, international openness, data collection and quality assurance.
• A primary objective during the first 10 years of the process was to establish the European higher education area (EHEA), which was launched in 2010 with the Budapest-Vienna Declaration . For the next decade, objectives will revolve around the consolidation of the EHEA.
• The process is currently implemented in 48 countries, which, along with the European Commission, make up the members of the Bologna process.
• The process is not imposed on national governments or universities. Instead, it is an intergovernmental, voluntary undertaking by each signing country to reform its own education system.
• The Bologna process has been an unprecedented success in regional cross-border cooperation in higher education and has attracted attention from other parts of the world. Creating dialogue with global partners has therefore become a focus for strengthening the process. The Council also stresses this point in its 2014 conclusions on the global dimension of European higher education.
• The latest ministerial conference was held in Yerevan, Armenia on 14-15 May 2015. The next ministerial conference is planned to take place in France in 2018.

Countries subscribing to the European Cultural Convention (1954) are eligible for membership of the EHEA, provided that they declare their intention to incorporate the objectives of the Bologna process into their own higher education system. They should also provide information on how they will implement the principles and objectives.

The Bologna process is in line with the objectives of the EU’s education and training framework and its Europe 2020 strategy for growth and jobs.

Further information is available from the EHEA website .

RELATED ACTS

The European higher education area in 2015: Bologna process implementation report .

Council conclusions on the global dimension of European higher education ( OJ C 28 of 31.1.2014, pp. 2-5) .

last update 23.07.2015

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What Is The Bologna Process And Why It Is Important  In Higher Education?

As one of the leading countries in providing top-quality higher education, Switzerland is also participating in the process of global education integration. Although it is not a member of the European Union, Switzerland still participates and signs many agreements regarding education to create opportunities for all Swiss educational institutions to improve their teaching quality as well as to ensure that diplomas/certificates/degrees from Switzerland are recognized in terms of quality, and are identifiable and can be considered equivalent in all countries around the world.

The  Bologna Process is one of the most important treaties formed by the European Higher Education Area (EHEA) based on the Lisbon Recognition Convention with the aim of ensuring the comparability, compatibility, and coherence in higher education in Europe, enabling qualifications in participating countries to be automatically recognized when working and studying in member countries.

What do countries participating in the Bologna process commit to?

In order for all countries who participate in the Bologna process can reap the benefits, all participating countries must commit to:

• Forming a three-cycle higher education system with the first cycle is the bachelor level, second is the master level, and the third is the doctorate level.
• Ensuring mutual recognition of degrees and learning processes when using diplomas and training results from one country to another for work and study.
• Establishing a quality accreditation system to make sure that all students can access high-quality education.

How do students benefit from the Bologna process?

To optimize the process of degree/certificate/diploma recognition and homogenize education across all European countries, EHEA has developed a series of important tools:

• EuroPass – the learning and employment management system ensures the recognition process, employment information, and guarantee admission when participating in the Bologna Process.
• EQF – the European Qualification Framework
• ECTS – European Credit Transfer and Accumulation System
• Diploma Supplement
• ECVET – The European Credit system for Vocational Education and Training

With these tools, students who participate in the program in a country that participates in the Bologna Process and the Lisbon Recognition Convention will benefit from:

• The training program is quality assured due to the Standards and Guidelines for Quality Assurance in the European Higher Education Area .
• The degree/certificate/diploma is issued along with a document including all information on the course of study and academic degree students attained, ECTS, training level, and equivalent recognition, due to the Diploma Supplement.
• The training is recognized and can be converted into a corresponding number of ECTS credits, due to the European Credit transfer and Accumulation system.
• Levels and training qualifications are recognized in countries that follow the European Qualification Framework. For instance, level 6 is bachelor, level 7 is master and level 8 is the doctorate.

The degree/certificate/diplomas recognition process is expected to be automatic

In October 2019, the European Commission proposed, encouraged, and has achieved consensus among its members for an automatic mutual recognition process in university and high school, as well as automatic mutual recognition of all training qualifications when these degrees/certificates/diplomas are used in other (participating) countries.

There are 11 active members at the moment, and it is expected that all members who participate in the Bologna process will apply the automatic mutual recognition by the end of 2025.

How many countries are participating in the Bologna process?

As of 2021, there are 48 countries joining the Bologna process, details are mentioned below:

• 1999: Austria, Belgium (Flemish and Walloon Communities separately), Bulgaria, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, United Kingdom.
• 2001: Croatia, Cyprus, Liechtenstein, Turkey, European Commission
• 2003: Albania, Andorra, Bosnia, and Herzegovina, North Macedonia, Russia, Serbia, Vatican City
• 2005: Armenia, Azerbaijan, Georgia, Moldova, and Ukraine
• May 2007: Montenegro
• 2010: Kazakhstan
• May 2015: Belarus

Switzerland was one of the first countries to join the Bologna Process and the Lisbon Recognition Convention:

Switzerland participated in the Bologna process in its early days (1999).

Students who choose to study Swiss program can be considered for recognition in member countries according to the following criteria:

• The degree-granting institution must be an accredited one.
• The training program must follow the European Quality Framework, meet the competency standards according to the guidance of the EQF.
• The training program, if it is accredited by a reputable organization, will be of great reference value in the process of degree/certificate/diploma recognition.
• The training program after converting to ECTS must reach the minimum number of credits according to the European Qualification Framework.

The Swiss Institute of Management and Innovation is the first accredited institute of higher education in Zug, Switzerland at both institutional and programmatic levels. The entire program of SIMI complies with the process, requirements of the accrediting organization, the guidelines of the EHEA, applying the ECTS credit system, applying the diploma supplement. Along with quality assurance with accreditations from reputable organizations, SIMI implements training programs in compliance with the Bologna process and helps SIMI students achieve the most out of this process.

Source: The Swiss Institute of Management and Innovation

Blegistrasse 7, 6340 Baar, Switzerland

SIMI is the first Higher Education provider in Zug, Switzerland. SIMI is accredited by ASIC and licensed by Canton of Zug, Switzerland in the training and research.

SIMI is the first higher education provider in Zug with accredited & recognized programs

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THREE-CYCLE SYSTEM

Programmes of higher education in the European Higher Education Area (EHEA) are offered at three levels – undergraduate, graduate and doctoral studies – which are usually referred to as the three cycle system.

First and Second Cycle

Before the Bologna process had started, a huge variety of national higher education degrees existed across Europe. With increasing mobility of students, more and more problems for recognition did arise. In June 1999, 29 European countries agreed with the Bologna Declaration on the main goals of the Bologna process. One of the central aims was to establish a common structure of easily readable and comparable degrees in European higher education. For this purpose, all countries conveyed their national systems to a two cycle structure consisting of a first (undergraduate) and a second (graduate) cycle.

The first cycle leads to a qualification (in many countries labelled "Bachelor") which is obtained after successful completion of a study programme with 180-240 ECTS credits. Programmes of the first cycle last typically three years. The second cycle leads to a qualification (in many countries labelled "Master") which is obtained after successful completion of a study programme with 60-120 ECTS credits. These ranges for undergraduate and graduate programmes have been defined with the development of the Framework of Qualifications for the European Higher Education Area. Like the degree structure it should cater for comparable and transferable qualifications and facilitate mobility and recognition irrespective where and how learning outcomes have been achieved. European and national qualifications frameworks are based on the European Credit Transfer and Accumulations System (ECTS) in terms of quality (learning outcomes) and quantity (workload).

Third Cycle

At the 2003 conference in Berlin, for the first time doctoral studies and synergies between the European Higher Education Area (EHEA) and the European Research Area (ERA) have been discussed. Whereas the Bologna Declaration referred to two cycles which include all programmes of tertiary education (“The second cycle should lead to the master and/or doctorate degree as in many European countries”), the 2003 Berlin Ministerial Communiqué consequently defined doctoral programmes as the third cycle.

As the first and second cycle, the third cycle is described with the Dublin Descriptors. However, no credits or range of credits have been assigned to it. Generally, in the framework of the Bologna process doctoral studies are referred to as the third cycle.

The third cycle includes a broad variety of doctoral phases from pure (doctoral) study programmes to fully independent research. These models have various implications for

• the structure of doctoral studies (free, partially or fully structured)
• the responsibility taken and the resources invested (e.g. staff and facilities for taught parts of the programme) by the home institution
• possible links with enterprises and/or professional bodies
• the relation of mandatory and optional elements for the doctoral student
• the status of the doctoral candidate (student, employee, researcher).

Especially in countries and/or disciplines where traditionally free individual research dominates the doctoral phase, the individuals carrying out these projects are not regarded as students but as early stage researchers/young professionals. At the same time, occasionally it is doubted that in fully taught doctoral programmes original research remains the essence of the doctorate.

In Europe, the core element of doctoral studies in almost all disciplines for centuries had to be self-contained research including a scientific dissertation. However, with influences from overseas, a range of innovative doctoral programmes have been emerging in response to the changes in society and to challenges of a global labour market.

For all three cycles it is important to remember that the variety of programmes mirrors the diversity of higher education in Europe. However, readable and comparable degrees do not necessarily include equivalency of learning outcomes of all qualifications at the same level.

"Conscious of the need to promote closer links between the EHEA and the ERA in a Europe of Knowledge, and of the importance of research as an integral part of higher education across Europe, Ministers consider it necessary to go beyond the present focus on two main cycles of higher education to include the doctoral level as the third cycle in the Bologna Process."

The Berlin Communiqué , 2003

"The European Higher Education Area is structured around three cycles, where each level has the function of preparing the student for the labour market, for further competence building and for active citizenship."

The Bergen Communiqué , 2005

"The core component of doctoral training is the advancement of knowledge through original research. At the same time it is recognised that doctoral training must increasingly meet the needs of an employment market that is wider than academia."

Salzburg Principles , 2005

BOLOGNA ACTIVITES

Thematic peer group a on qualifications framework (tpg a on qf) 2018-2020, short cycle.

A number of countries offer short cycle programmes which are practice-oriented and provide students with professional knowledge, skills and competences to facilitate entering the labour market. The European Qualifications Framework for Lifelong Learning includes short cycle programmes at level 5. In some countries these programmes may lead to an undergraduate programme, in others they may be part of it. In yet some other countries this type of programme does not belong to higher education at all.

Since the 2018 Paris Communiqué, however, short-cycle higher education qualifications can be included as stand-alone qualifications within the overarching framework of qualifications of the EHEA (QF-EHEA). Each country can decide whether and how to integrate short cycle qualifications within its own national framework (NQF).

The internationalisation of doctoral and master's studies

One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level. Almost 60% of international doctoral students in OECD countries are enrolled in science, engineering or agriculture. The United States hosts 38% of international students enrolled in a programme at the doctoral level in OECD countries. Luxembourg and Switzerland host the largest proportion of international students, who make up more than half of their total doctoral students. International master’s and doctoral students tend to choose to study in countries investing substantial resources in research and development in tertiary educational institutions. Of all international students enrolled at the master’s or doctoral level across OECD countries, the majority (53%) are from Asia, and 23% are from China alone.

OECD (2016), "The internationalisation of doctoral and master's studies", Education Indicators in Focus, No. 39, OECD Publishing, Paris.

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• Educational Research and Innovation

Higher Education to 2030, Volume 2, Globalisation

European higher education reforms in the context of the bologna process.

Through both quantitative and qualitative analysis, this book provides a comprehensive and structured look at these essential questions. It explores the topic of cross-border higher education in terms of student, faculty and institutional mobility, providing a specific focus on academic research. Other issues addressed include higher education provision, financing, governance and quality assurance, with an emphasis on the use of market-like mechanisms. The book covers most OECD countries as well as many non-OECD countries and offers the reader specific reflections on China, India and European co-operation.

English Also available in: French

• Higher Education to 2030, Volume 1, Demography
• https://doi.org/10.1787/9789264075375-en
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• Click to download PDF - 8.45MB PDF

How did We Get Here, Where are We and Where are We Going?

Centre for educational research and innovation.

This chapter takes a detailed look into the Bologna Process in Europe and reflects it against the wider global context. It first provides an overview of the complex dynamics of the process, after which it takes stock of the main reforms related to it. The chapter concludes by discussing the persisting challenges, different opportunities and alternative scenarios for the future of European higher education, reflecting also on the potential of the Bologna example to diffuse to the other parts of the world.

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Cite this content as:

Author(s) Johanna Witte, Jeroen Huisman and Lewis Purser

19 Nov 2009

Pages: 205 - 229

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The bologna process : , theme: education.

Within the context of the Europe-wide Bologna Process, Germany’s Federal Government, Länder, and institutions of higher education are conducting the largest higher education reform in decades.

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Within the context of the Europe-wide Bologna Process, Germany’s Federal Government, Länder, and institutions of higher education are conducting the largest higher education reform in decades. Since its 1999 inception in the Italian university city of Bologna, this reform process has aimed to establish internationally accepted degrees, improve the quality of courses of study, and enhance employability. The number of students in Germany has also increased as a result of the reforms. Furthermore, it has clearly enhanced the international mobility of German students and the attractiveness of German institutions of higher education for students and young researchers from abroad.

The Bologna process now involves the cooperation of 47 states as well as the EU Commission and eight further organizations in the area of higher education. Its characteristic partnership approach means that institutions of higher education, students, and social partners are all actively involved. The reforms have created a great dynamic in the educational landscape of Europe and continue to have considerable impact on the national higher education systems.

The Bologna Declaration and the Communiqués of the Conferences of Ministers specify the following points of the Bologna Process:

• Introduction of a system of comprehensible and comparable degrees (Bachelor and Master)
• Introduction of the two-cycle degree structure (undergraduate/graduate)
• Transparency of  study contents by means of credit points and the Diploma Supplement
• Recognition of degrees and phases of study
• Promotion of mobility of students and academic staff
• Safeguarding of quality standards at national and European Levels
• Implementation of  a qualifications framework for the European Higher Education Area
• Increase in the attractiveness of the European Higher Education Area, including for those outside the EU
• Promotion of lifelong learning
• Linking of the European Higher Education Area and the European Research Area

Many of the aims listed above have already been largely implemented in the Bologna countries. Nevertheless, there are a number of tasks yet to be implemented: not only in countries which did not join the Bologna Process until a later date but also in long-standing member countries. These tasks include enhancing mobility, improving employability, and recognizing qualifications, academic achievements, and skills and knowledge acquired outside higher education. In the future, changing circumstances, particularly regarding demography and globalization, must also be taken more seriously into account. Further measures must be taken to encourage equal opportunities and permeability in the higher education system - the social dimension of the Bologna Process.

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The Bologna process: its impact in Europe and beyond

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Bologna Process

An overview of the bologna process.

In the 1980s Europeans decided to ease transition from upper secondary to post-secondary education across Europe by deliberating (under UNESCO auspices) and declaring all individual upper secondary university-bound leaving certificates to be comparable. This decision enabled holders of the French Baccalaureat (for example) to access British universities, German Reifezeugnis holders to enter French universities etc. Thus, mobility among the European participants was guaranteed in theory without changing a thing. It was also agreed at the time to reform Higher Education as well.

In Bologna, Italy, in June 1999 26 Ministers of Education from various European countries met to create the European Higher Education Area (EHEA) which has since become known as the Bologna Process from that first meeting. As of June 2009, the number had grown to 47. In that first meeting it was decided to reform European Higher Education, not as was done some 15 years before with secondary education by declaring all leaving certificates, however named and at whatever length, but by actually altering significantly the existing national systems of education to conform to a agreed upon model. They created, in effect, a European educational ‘euro.’

Several things were decided at that first meeting in Bologna:

• A new system of degrees of three levels or cycles would be created spanning higher education with each one leading to the other. These degrees had no mandated name but over the years have become known as bachelor, master, and doctor. No length for the first degree was stipulated but it could NOT be less than three years. The subsequent second level degree would last for however many years combining the two together to add up to five years. Thus, one could have 3+2 or 4+1 for bachelor/master. The vast majority of signatory countries have opted for the 3+2 model.
• The new degrees would be based on a credit system and the ECTS or European Credit Transfer System founded in 1989 for the Erasmus programs on student mobility was adopted. This system is based on a full annual load of 60 ECTS (30 per semester) and includes lecture, lab, tutorials, and outside class work time. A typical 3+2 system would have 180 ECTS
• A document enumerating the degrees and credits and other pertinent information about the educational system of that country would be issued upon completion of the degree(s) and it was to be called the Diploma Supplement. These would be in English and the indigenous language and include information on grading and the overall educational system of the country.
• A system of quality assurance or accreditation would also be instituted that stretched between institutions and countries involved in the Bologna Process.

These four features of the Process would be implemented over time in each of the countries with 2010 as the date set for full implementation. The biannual Ministers Conferences began in 2001 to assess progress toward full implementation which is then recorded in communiqués and reports (Trends I-V through 2007). The Ministers have met at the following sites: Prague (2001), Berlin (2003), Bergen (2005), London (2007), and the 2009 meeting is scheduled for Leuven and Louvain-la-Neuve in Belguim.

The effect on higher education in the United States, particularly in terms of admission to graduate programs, centers largely on the nature of the three year Bologna-compliant first level degrees. Historically US graduate programs have required four year (or more) first university degrees for admission. This requirement stems from the wording most institutions use in the admission of their domestic students “must possess a bachelor’s degree from an accredited (many actually assert ‘regionally accredited’) institution in the United States or foreign equivalent.” The problem of equivalence complicates this requirement since there are very few first university degrees ‘equivalent’ to the U.S. bachelors found abroad (with the exception of those countries with educational systems closely following the US model).

Degree comparability, therefore, generally was reduced to counting the total number of years of full time study. Thus, the three year bachelor’s from Ontario, Canada or Australia or India or South Africa (to name but a few) were considered insufficient for admission to graduate study. This policy is further reinforced when the question of fairness arises in terms of treatment of three year degree holders versus US degree holders. European (and European style) degrees, and Bologna-compliant degrees are no exception, are exceedingly steeped in the chosen field of study eschewing the US preference for mixing in a substantial amount of non-major courses referred to most frequently as General Distributive Education. Given the starkly different models of higher education, counting the total years of full time education has become the de facto process by which degree comparability was determined. Indeed, placement recommendations emanating from the National Council on the Evaluation of Foreign Educational Credentials in books and publications for the US International Admissions community almost always followed this methodology for a large part of the 50 years of its existence.

Bologna-Compliant Degrees and US Admission and Placement

AACRAO has been involved in the placement of international students in US educational institutions for over 50 years. In 1955, AACRAO created the AACRAO Committee on the Evaluation of Foreign Student Credentials which then evolved into an inter-associational committee, The National Council on the Evaluation of Foreign Educational Credentials consisting of various associations involved in international education. This Council provided placement advice in the succession of publications on overseas country education systems that were generated by the various associations during that 50-year period. In March 2006 the Council was dissolved as publications began to slow to a trickle with the disappearance of major outside funding.

Meanwhile, AACRAO moved to fill the ensuing void both in publications and in placement recommendations. The AACRAO Board of Directors approved the creation of the International Education Standards Council (IESC), which would render placement advice in AACRAO publications, and country profiles of which The Electronic Database for Global Education (EDGE) is a major new example. The approval of the placement recommendations by the Standards Council is based on a review of the information contained in the publication which validates and supports the recommendations of the author. The placement recommendations are to be considered as guidelines for evaluators in determining foreign credential equivalencies to U.S. degrees and diplomas. They are written to allow flexibility on the part of the users depending on the focus and programs offered at U.S. institutions.

In the Resources section we have provided a significant amount of detailed information on the Bologna Process using Internet links to official information and other useful sources on the topic. Readers are urged to visit these sites and familiarize themselves with the wealth of detail about this very significant process of transformation of European higher education.

Because this transformation is so important in the analysis of European higher education credentials it is vital to summarize the key component of the process with respect to U.S. graduate admissions. Certainly the Bologna Process has a major impact on other areas of U.S. higher education such as undergraduate transfer credit policies and Study Abroad credit issues, but it is in the realm of graduate placement that this Process has the most profound effect. The Bologna Process is to culminate with full implementation among the signatory countries by 2010. However, it is unlikely that all features of the Process will uniformly replace the former aspects of higher education in these countries by that time. Nevertheless as the transformation continues to move forward, U.S. educational administrators will increasingly be faced with these new credentials. Therefore it is important that AACRAO EDGE make a statement on how to interpret the credentials resulting from the Bologna Process.

The essential philosophy under-pinning European higher education and that, which defines U.S. higher education, is fundamentally different. In Europe, post-secondary education represents intensive study in a chosen field, while the U.S. undergraduate is exposed to a broader range of subject matter which includes emphasis on a selected field of study. It is difficult to readily compare these two approaches to higher education and consequently U.S. International Admissions Officers chose to utilize an applied comparative approach that was characterized by quantitative approach. Thus traditionally many have felt that a four-year post-secondary credential was the best indicator of comparability to a U.S. bachelor’s. In individual EDGE entries for the signatory countries, credential advice is given for the Bologna-compliant degree structure. In most instances this advice will follow the standard recommendation that three-year degrees and diplomas result in 3 years of transfer credit on a course-by-course basis.

Increasingly, however, U.S. Graduate and International Admissions Officers realize that the graduates of three year first degree programs in Europe have in depth academic preparation in a chosen field and are adequately prepared to study in a closely related U.S. graduate level program. So even though EDGE continues to deem a four-year first degree to be most comparable to the U.S. bachelor’s degree, it is also clear that Graduate Departments of U.S. colleges and universities may consider admitting qualified applicants to their programs. Given the preparation that graduates of Bologna-compliant degree programs possess, EDGE suggests that, under certain conditions, U.S. Graduate Admissions officers may wish to admit these students to their graduate degree programs.

Suggested conditions or criteria for admission of students from Bologna signatory countries are:

• Degree must be in the same or similar field of study
• Should require an unrestricted post-secondary entrance qualification
• Bologna compliant degrees must lead to unrestricted admission to the next educational level
• Awarding institution should be comparable in nature to receiving institution
• A national quality assurance mechanism must be in place in order for a three-year degree to receive consideration for possible placement in graduate level programs in the United States.
• A close comparison of the curriculum of the overseas degree and the content of the US degree reveals significant compatibility according to the views of the faculty in the receiving graduate department.
• The Bologna-compliant degree holder is deemed prepared to undertake graduate level study as would a student enrolled in comparable courses at an institution in the US (i.e. beginning senior in undergraduate studies).

Bologna Declaration Signatory Countries

Director of Foreign Credentials Evaluation Services of America (FCSA)

Associate Director, Undergraduate Admissions and Relations with Schools

Special Assistant to the Director, University of Texas at Austin

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Bologna Hub Peer Support: The Podcast

Welcome to the Bologna Hub Peer Support Podcast, a series dedicated to exploring the ongoing implementation of the Bologna Process in European higher education. Hosted by Sonja Mikeska, a project’s expert with over 20 years of experience in the field, this podcast celebrates the 25th anniversary of the Bologna Process through insightful discussions and interviews. Each episode dives into key topics like Erasmus+ support, student-centered learning, peer learning methods and many more. Join us as we bring together experts and educators to share practical experiences and innovative approaches in enhancing higher education across Europe. The Bologna Hub Peer Support project, an Erasmus+ initiative coordinated by the German Academic Exchange Service (DAAD), aims to enhance the implementation of Bologna reforms through tailored counselling and peer learning. The project's mission is to foster collaboration, improve academic standards, and support student participation in higher education governance. Whether you are a higher education manager, professor, student, or simply interested in educational reforms, our podcast offers valuable insights and practical experiences to enhance your understanding of European higher education. 👉Subscribe now and join the conversation! Don't forget to rate, review, and share the podcast. Do you have questions or topics you would like us to cover? Reach out to us via email at [email protected]. For more information, visit our project website: www.eu.daad.de/bhps Disclaimer: Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency. Neither the European Union nor the granting authority can be held responsible for them.

#2 - The role of students in the Bologna Process

Join host Sonja Mikeska and guests Milica Popović and Iris Kimizoglu on the Bologna Hub Peer Support Podcast as we explore the transformative power of student-centered learning within European higher education, celebrating the 25th anniversary of the Bologna Process.Milica Popovic, a project’s expert nominated by the European Students' Union (ESU) and esteemed higher education consultant, offers insights drawn from her journey in student engagement to her professional roles at renowned instit...

#1 - How Erasmus+ supports the Bologna Process

In the debut episode of the Bologna Hub Peer Support Podcast, host Sonja Mikeska explores the pivotal role of the Bologna Process in enhancing higher education across Europe, marking its 25th anniversary. Supported by the Erasmus+ project “Bologna Hub Peer Support”, this episode dives into counselling missions that empower European Bologna experts to guide institutions within the European Higher Education Area.Our guests share their perspectives and experiences with the project:Anthony Vicker...

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The blood test has the potential to enable more people to begin taking Alzheimer’s medications at the disease’s earliest stages. (Photo/iStock)

New blood test’s impact on Alzheimer’s diagnosis: Q&A with USC’s Soeren Mattke

Soeren Mattke, director of the Brain Health Observatory at the USC Dornsife Center for Economic and Social Research, discusses how a simple blood test could affect how Alzheimer’s is diagnosed.

A simple blood test to diagnose Alzheimer’s disease, which afflicts nearly 7 million Americans, could soon replace more invasive and expensive diagnostic methods such as spinal taps and brain scans.

The discovery would make Alzheimer’s diagnosis faster, more accessible and cheaper. Additionally, the blood test has the potential to enable more people to begin taking Alzheimer’s medications at the disease’s earliest stages.

Soeren Mattke, a professor of economics and director of the Brain Health Observatory at the Center for Economic and Social Research in the USC Dornsife College of Letters, Arts and Sciences who studies how advances in technology affect the access to memory care, spoke on the subject.

What are the current methods to diagnose Alzheimer’s disease?

Mattke: In order to determine if someone has Alzheimer’s disease, you need to show the pathology exists in the brain — typically the presence of amyloid clumps in the brain. Historically, this determination has been done using two methods.

One method is a PET scan. This is similar to an MRI, but the contrast agent is a radioactive tracer that binds to amyloid in the brain. If you do a scan, you can see whether or not that tracer is present in the brain, and that confirms the presence of amyloid.

The second way is a cerebral spinal fluid analysis for which you have to do a lumbar puncture, draw fluid and then analyze the spinal fluid in the lab to determine evidence of amyloid proteins.

What are the weaknesses of these approaches?

Mattke: Neither method is great. PET scanners can be inaccessible due to the expense of the device. There are only 2,500 PET scanners, give or take, in this country. And these scanners are only in the larger cities, the larger hospitals, because you need a high volume of patients to pay for a PET scanner.

CSF analysis is more scalable, but patients are reluctant toward this method of testing. In CSF analysis, a needle must be inserted into a patient’s spine. Many doctors have stopped practicing CSF analysis due to patients’ hesitation.

How will blood tests change the diagnostic process?

Mattke: A few years ago, researchers began to develop blood tests that could replace the need for collecting cerebral spinal fluid. Blood tests for Alzheimer’s have been around for quite a while, but the APS2 test developed by researchers at Lund University is the most accurate to date.

There are blood tests aside from APS2 on the market, but they’re not quite as accurate. They can only be utilized as so-called “triage tests.” A doctor could say, “Well, if the test is negative, we can be pretty sure that the patient isn’t an Alzheimer’s candidate.” These blood tests would decrease the number of PET scans and CSF tests, but they wouldn’t completely eliminate them.

How will a high-performing blood test affect health care policies with regard to Alzheimer’s?

Mattke: That’s the focus of my research. My lab creates projections of how a novel diagnostic product might impact the diagnosis process and by extension access to care. We don’t endorse products, but our studies test the performance of potential diagnostic tools. One of our research studies forecasted the effect of a diagnostic tool with similar characteristics to APS2.

The overall message is: With a highly accurate blood test, you can shorten diagnostic wait times quite dramatically. That’s really important because the longer a doctor has to wait for a patient’s definite diagnosis, the more time is lost before patients can get started on treatment.

Alzheimer’s is a progressive, neurodegenerative disorder. The longer you have to wait for diagnosis and treatment, the more cognitive capacity is lost. And that loss is irreversible. I’m trying to figure out how to get the health care system to act as fast as possible.

You published a study last year that found more than 7 million Americans have mild cognitive impairment but most have not been diagnosed. Do you think this blood test could solve that problem?

Mattke: Yes and no. A clinical diagnosis of mild cognitive impairment is a necessary first step, but we cannot formally diagnose Alzheimer’s disease based on the clinical presentation. Confirmation of the pathology is still required. My hope is that an easier path to confirmation of pathology with a blood test and the availability of disease-specific treatment will motivate physicians to pay more attention to early-stage cognitive decline.

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Business process analysis (BPA) is an approach to analyzing business operation processes. It is a detailed, multi-step examination of each part of a process to identify what is working well in your current process, what needs to be improved and how any necessary improvements can best be made. There are different business process analysis methods, but all apply the underlying principle that optimized systems generate better overall business results. 

Common desired outcomes of BPA are greater cost savings, increased revenue and better business engagement. For instance, you might use BPA to analyze customer engagement and where there are downturns, blocks or unexpectedly low conversions. Business process analysis can also reveal what in your business operations or policies creates low employee engagement.

There might be a little confusion about the difference between business process analysis (BPA) and business analysis (BA). These are related areas of business process management but are not the same. BPA focuses on specific process analysis and business process modeling. BA, on the other hand, is applied to the greater business operation landscape. BA focuses on the analysis of other areas, such as financial forecasting, cost analysis, budgets, hiring and cuts. 

The overarching benefit of business process analysis (BPA) is optimized, daily functionality across your business operations that strategically aligns with your business goals and decision making. 

For SME businesses, BPA can create the following improvements:

• Increase efficiency in existing processes:  BPA increases time-to-value for product applications. It also lowers time in operational cycles for workflows, such as employee onboarding and customer or patient in-take processes.
• Reveal capacity issues:  In any process, resources can be limited. BPA identifies where the capacity limit lies, how it affects the process and how to improve it. This is a strong consideration for scaling. For instance, digital tools and platforms you currently use may limit current organizational needs and  workflows . BPA can help you identify changes you need to make that are specifically aligned to your organization’s growth.
• Clarify policies and rules:  As organizations move to  more remote work and greater adoption of digital devices  (link resides outside ibm.com), a common misalignment exists in security and device usage. The analysis can identify a path for faster IT approval processes and uniformity in security policy enforcement.
• Create better governance practices:   Risk management is increasing as a priority for businesses  (link resides outside ibm.com). Compliance is a costly endeavor for organizations to maintain, and it is even more costly to address when issues arise. Business process analysis can reveal where compliance measures have faltered. For example, your organization may be out of compliance in the frequency you audit application security measures. BPA can set an improvement plan in place that considers resources and compliance needs to ensure a process can be executed — and sustained. 
• Identify cost savings:  BPA reveals redundancies in tasks and labor. Organizations that have moved to digital document workflows are a good example how reduced human error and time in searching for documents creates cost savings.
• Solve for bottlenecks:  Bottlenecks occur when channels for communication, development and execution are siloed. A business process analysis can expose communication gaps and resolve approval process obstructions.
• Optimize deployment and release processes:  Efficient processes create smoother releases and deployments.
• Improve integration and adoption processes:  Similarly, adopting new technology across an enterprise or department is a monumental process. BPA sets processes in place that can include useful training programs and workflow visuals that support higher adoption rates.
• Strengthen company culture:  A better process in any area is a housecleaning of sorts. The improvements breathe new life into employee experience on a daily basis. The result is better morale and better engagement for internal processes. For customers, optimized processes — such as a better website or customer service experience — increases engagement and positive perception of your business. 

There are two predominant philosophies that guide business process analysis (BPA) methodology: 

• Six Sigma approach
• Lean Six Sigma

Six Sigma is a five- to seven-step methodology that most businesses today use to analyze efficiencies and restraints. Lean Six Sigma differs slightly in that it is a combination of the Six Sigma approach and Lean philosophy. It’s a collaborative approach that focuses on eliminating tasks and resources that don’t provide defined value.

You’ll gain a sense of how a business process analysis is executed when you consider the detailed-nature intrinsic to every step.

In general, BPA follows this structure:

• Define:  Start by identifying the processes you want to analyze. Typically, these are where you see problems first. Process analysis can start with (and also include) process diagrams for each step. Analysts begin with as-is processes and look at formal and informal processes, such as documented processes and processes specific to an organization’s culture.
• Measure:  Next, review how the process functions against defined metrics. This step is also at the root of helping to create improved KPI metrics. If those are well-defined first, a business will measure processes against the KPIs. KPIs include efficiency versus effectiveness indicators, quality, productivity, profitability and value indicators. They also include competitive and capacity indicators. For instance, customer engagement workflows might be measured by quality and effectiveness versus efficiency metrics.
• Analyze:  There are several types of analysis techniques, and each one serves a different purpose. Business process analysts might run a value analysis, a gap analysis or root cause analysis (RCA). These are extensive analytical methods that each include their own set of steps. A gap analysis reveals what’s missing in the process. A value analysis conveys what is of value within the process — and what is waste, as a result. A root cause analysis applies certain “why” questions and methods that help you to work backward to the root cause of the problem in a process. 
• Improve:  Business process managers collaborate with analysts to create and execute plans that improve problem areas. Improvements may mean re-mapping a process, increasing resources or shifting communication approaches and channels. Again, this can be a detailed step that can apply a variety of improvement methods.
• Control:  After such a significant analysis, controlling the new standards and processes is the final step. Decision-makers can use the analysis to then manage resources, responsibilities, hiring processes, IT, administrative and executive processes. Stakeholders also monitor these changes and set time markers for future analysis.

If you’ve recently adopted new technology that’s being underutilized, or if you have recurring turnover in one area of your business, business process analysis (BPA) is a useful tool to uncover the reasons for these outcomes and then to set process improvements in place. 

Your business goals determine where and how you implement business process analysis. Organizations that value employee and company-wide problem-solving and process improvement as a core part of their culture set a foundation for better morale, lower turnover and better customer experience. So, whether you apply business process analysis tools informally, or you formally audit processes quarterly or annually, it should be a fundamental part of your business function.

Business process analysis begins with analyzing as-is processes. Business process mapping is a common tool used in BPA. It is an important visual resource and document to draw upon for your analysis. Using the documentation and insights gained from the analysis, your organization can then create a business process improvement plan. Business improvement plans will typically generate new business process models, using flowcharts, with improved process flows.

Keep in mind, business process analysis relates solely to your business operation processes. It is not the method of analyzing areas of business that aren’t specifically process-related. Process analysis in business is its own defined discipline. It is a guide for optimizing every operational area of your business.

Examples of BPA include the following:

• Reviewing employee on-boarding to align with business culture and better engagement.
• Analyzing marketing processes to reconcile whether metrics and paths align with key performance indicators (KPI), such as how well customers are converting or how many qualified leads are engaging with your business.
• Uncovering where inefficiencies exist in technology adoption processes.

In process analysis, analysts use diagrams to define input and output points, tasks sequences and what processes are sub-processes nested under main processes.

Analysts also use software to map and create workflows. This includes software that automates business process analysis (BPA) and enables organizations to apply end-to-end process modeling to map when a process starts and determine when it ends.

Process modeling and process mapping tools are integral to BPA. Organizations use  business process model notation  (BPMN) diagramming and supplier, input, process, output, customer (SIPOC) model diagramming as two workflow solutions for better operations. These visual tools are an excellent way to show changes in a process. They can be used as a “before and after” visual guide to train employees, for instance, or to map every process improvement back to your key business goals. 

You might be wondering at this point, who in an organization is responsible for BPA, given roles, resources and skill sets?

Certainly, resources can be limited for SMEs. Working with an outside business analyst consultant might be the most viable route.

At the enterprise level, businesses employ business process analysts and process architects to perform business process analysis. These are different terms for similar roles. Both of these roles might work with business architects or work with executives and division leads. 

In addition, business process analysis relies on the expertise of subject matter experts. These might include a number of employees, stakeholders and consultants, such as analysts, data scientists, quants, IT, administrators and employees who are closely aligned to a process. 

Currently,  hyperautomation  is considered one of the highest priorities across enterprise businesses. Gartner has forecasted that  the industry will reach USD 600 billion by 2022  (link resides outside ibm.com). Hyperautomation steadily decreases the amount of human intervention for a fully automated, responsive process — or a smart process.

Your organization may want to consider specific questions to move toward automated processes: 

• What key areas do you seek to automate and why?
• Are there more common manual errors or misapplied policies? 
• Where are there costly and high-volume processes? 
• Has the organization determined obvious process problems? 
• What creates customer dissatisfaction?

Business process analysis (BPA) can help your organization create a documented, mapped path to integrating automated processes and moving toward a goal of hyperautomation. As an example, moving from a hybrid to fully automated customer chatbot support is one way service centers lower costs and optimize customer support with hyperautomation.

How do SMEs best apply business process analysis (BPA) to start?

First, target mission-critical processes with the highest business impact. Then, consider mapping a process for automation. 

Next, standardize automation documentation — as well as process documentation — across departments and your organization.

For instance, IT can use BPA to map the process for software security protocols for various roles, which enables your organization to better manage onboarding and scaling as a result.

IBM provides process templates for project-based process analysis that are based on BPMN diagramming. Process mapping is integral to an optimal automation strategy.

Learn how  IBM Business Automation workflows  enable your business to mine process data to gain critical insights and automate digital workflows on-premises or in the cloud.

Download IBM Process Management for Dummies as a resource to learn the basics of process management to drive competitive practices and processes.

Dozens of colleges see financial aid turmoil impacting freshman class makeups

The Education Department is assuring schools and students that its financial aid process will be fixed after a botched overhaul led some colleges to say they were seeing decreased enrollments.

Education Secretary Miguel Cardona said he’s “very confident” households will be able to start applying for federal financial aid by Dec. 1, just weeks after officials pushed back the launch date for the Free Application for Federal Student Aid (FAFSA) by two months to Dec. 1 for the 2025-26 academic year.

We’ve got to do better, and we’re going to do better.

U.S. secretary of education miguel cardona

The move aims to buy more time to test the online form with select students and schools after months of glitches and delays roiled the college application process for millions of students this year.

“We’ve got to do better, and we’re going to do better,” Cardona told NBC News this week. Going forward, the application experience is “going to be simpler — 15, 20 minutes,” he promised.

Already, fallout from the months of snags is showing up in enrollments, many higher-education officials say.

About three-quarters of the 384 private institutions that responded to a recent survey by the National Association of Independent Colleges and Universities said FAFSA issues altered the makeup of incoming freshman classes.

Forty-three percent said their first-year cohort is smaller than the prior one, according to a summary of findings NAICU released from the July leg of the survey, which it plans to continue conducting through September. The 850-school association told NBC News that 18% of respondents reported FAFSA problems have reduced the racial or ethnic diversity of freshman classes, and 27% said they logged fewer financial aid recipients.

The Education Department recognizes that this year’s FAFSA rollout “has been challenging for students, families, and postsecondary institutions,” a spokesperson said in response to the findings, but added that the agency couldn’t independently verify NAICU’s unpublished data. “The Department won’t rest until all eligible students get the help they need.”

The FAFSA difficulties have pushed decision dates and aid offerings far past the traditional May 1 deadline for many students. While most of the problems have been resolved, campus officials are worn out and say the new Dec. 1 date needs to hold at all costs.

“It’s imperative the Department meet the delivery date with a flawless rollout and fully functional FAFSA. ‘On or before December 1’ must be on or before December 1,” Mark Becker, president of the Association of Public and Land-Grant Universities, said in a statement this month.

I want to close up [the] Department of Education, move education back to the states.

Former President Donald Trump

The postponed launch also means most households won’t be able to start their forms until weeks after a presidential election in which the fate of the Education Department itself is on the ballot.

Former President Donald Trump and his Republican allies have proposed dismantling the agency, which evaluates students’ eligibility for federal aid — a process many schools rely on to draw up their own offers — and disburses Pell grants to low-income undergrads and federal student loans.

“I want to close up [the] Department of Education, move education back to the states,” Trump told Elon Musk this month in a conversation on X, the billionaire GOP donor ’s social media platform.

Cardona declined to comment on the election but said, “We’re going to continue fighting to make sure more students have access to higher education and that they’re not paying debt for the rest of their lives, too.”

“Last year, there were some challenges,” he acknowledged. “We’ve learned from those.” In the meantime, he urged applicants for the 2025-26 academic year to prepare by creating an FSA ID on studentaid.gov so they can receive email updates.

In May, Cardona announced a “full-scale review” of the Federal Student Aid office that oversees FAFSA and promised “transformational changes” at the division. As of this week, officials said they’ve processed 14.2 million FAFSAs, with no remaining backlogs, and completions are down only 2.8% since last year — though the National College Attainment Network says that falloff is even greater, at nearly 10% .

The National Association of Student Financial Aid Administrators praised the Education Department for listening to input from administrators and “communicating fall timelines ahead of time.” But Beth Maglione, the group’s interim president and CEO, urged the government to get it right all at once for the following academic year.

“The fact that we are still, to this day, dealing with the aftershocks of this year’s FAFSA rollout shows just how imperative it is that the process is thoroughly tested from end to end and launched as a system, not in a piecemeal manner,” she said in a statement this month.

Kristi Childs is preparing to fill out the FAFSA with her daughter, Hanalise Yarbrough, 17, who just started her senior year of high school in DeSoto County, Mississippi. Childs said she had trouble filling out the form last year for her two 19-year-old twins, Madison and Mason Yarbrough, both of whom are sophomores in college, although the latter is taking a semester off.

“I sure hope that they work the bugs out and have it ready to make it actually user-friendly and to have results quickly,” Childs said.

Hanalise is hoping to attend Northwest Mississippi Community College for two years before potentially transferring to the John Jay College of Criminal Justice in New York City but said she’s “always been kind of worried” about financing college.

“To be honest, I don’t know much about the FAFSA. I’ve taken a college and career readiness class from my high school, but it all sounded really confusing,” she said.

Hanalise is a flutist who’s “mainly riding on” a potential band scholarship, but her mother said they will need federal support.

“We still have dorms and books and meals and all of those things to make sure that we have covered,” Childs said, adding that a smooth, timely FAFSA process is “the only way that our family is going to be able to afford to put another child in college.”

Haley Messenger is a producer at NBC News covering business and the economy.

Christine Romans is the senior business correspondent at NBC News.

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Rajasthan CET 2024 Application Process To Begin Tomorrow, Check Details

Rajasthan cet 2024: candidates can pay registration fee from september 2, 2024, to october 1, 2024, until 11.59pm..

Candidates can pay the registration fee at the state's designated e-Mitra Kiosk, Public Suvidha Center (CSC), via Net Banking, or ATM Deposits can be made through debit or credit cards from September 2, 2024, to October 1, 2024, until 11.59pm.

Applicants are advised to apply online within the time limit without waiting for the last date of application.

Service Name And Designation

• Rajasthan Forest Subordinate Service: Forester
• Rajasthan Minority Affairs Subordinate Service: Hostel Superintendent
• Rajasthan Secretariat Clerical Service: Clerk Grade-II
• Rajasthan Subordinate Office Clerical Service: Junior Assistant
• Rajasthan Public Service Commission Office Clerical Service: Clerk Grade-II
• Rajasthan Excise Subordinate Service (Preventive Branch): Jamadar Grade
• Rajasthan Police Subordinate Service: Constable
• Rajasthan Panchayati Raj: Junior Assistant
• Rajasthan State Agricultural Marketing Board (Service): Junior Assistant
• Rajasthan Agricultural Produce Market (Mandi Committee Employees) Service: Junior Assistant
• Board of Secondary Education, Rajasthan Staff (Revision) Service: Clerk Grade-II
• Rajasthan State Pollution Control Board Employee Service Rules and Regulations: Junior Assistant

The official statement reads in Hindi: "The examination of the Common Eligibility Test (Senior Secondary Level) will be conducted by the Board from October 23, 2024, to October 26, 2024, at the allotted examination centres. Detailed information in this regard will be provided separately through the Board's website and press releases. The Board reserves the right to change the date and venue of the examination. If the examination is conducted in multiple phases, normalisation will be applied."

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