First and foremost, here is a link to the London Communique of 2007 about the European Higher Education Area.
This is what I picked out of the London Communique as being relevant to the ELQ question:-
1.3 Developments over the last two years have brought us a significant step closer to the realisation of the European Higher Education Area (EHEA). Building on our rich and diverse European cultural heritage, we are developing an EHEA based on institutional autonomy, academic freedom, equal opportunities and democratic principles that will facilitate mobility, increase employability and strengthen Europe’s attractiveness and competitiveness. As we look ahead, we recognise that, in a changing world, there will be a continuing need to adapt our higher education systems, to ensure that the EHEA remains competitive and can respond effectively to the challenges of globalisation. In the short term, we appreciate that implementing the Bologna reforms is a significant task, and appreciate the continuing support and commitment of all partners in the process. We welcome the contribution of the working groups and seminars in helping to drive forward progress. We agree to continue to work together in partnership, assisting one another in our efforts and promoting the exchange of good Practice.
1.4 We reaffirm our commitment to increasing the compatibility and comparability
of our higher education systems, whilst at the same time respecting their diversity.
We recognise the important influence higher education institutions (HEIs) exert on
developing our societies, based on their traditions as centres of learning, research,
creativity and knowledge transfer as well as their key role in defining and transmitting the values on which our societies are built. Our aim is to ensure that our HEIs have the necessary resources to continue to fulfil their full range of purposes. Those purposes include: preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.
1.5 We therefore underline the importance of strong institutions, which are
diverse, adequately funded, autonomous and accountable. The principles of nondiscrimination and equitable access should be respected and promoted throughout
the EHEA. We commit to upholding these principles and to ensuring that neither
students nor staff suffer discrimination of any kind.
2.2 Mobility of staff, students and graduates is one of the core elements of the
Bologna Process, creating opportunities for personal growth, developing
international cooperation between individuals and institutions, enhancing the quality
of higher education and research, and giving substance to the European dimension.
Recognition
2.5 Fair recognition of higher education qualifications, periods of study and prior
learning, including the recognition of non-formal and informal learning, are essential components of the EHEA, both internally and in a global context. Easily readable and comparable degrees and accessible information on educational systems and qualifications frameworks are prerequisites for citizens’ mobility and ensuring the continuing attractiveness and competitiveness of the EHEA. While we are pleased that 38 members of the Bologna Process, including Montenegro, have now ratified the Council of Europe/UNESCO Convention on the recognition of qualifications concerning Higher Education in the European region (Lisbon Recognition Convention), we urge the remaining members to do so as a matter of priority.
2.11 The stocktaking report shows that some elements of flexible learning exist in
most countries, but a more systematic development of flexible learning paths to
support lifelong learning is at an early stage. We therefore ask BFUG to increase the
sharing of good practice and to work towards a common understanding of the role of
higher education in lifelong learning. Only in a small number of EHEA countries
could the recognition of prior learning for access and credits be said to be well
developed. Working in cooperation with ENIC/NARIC, we invite BFUG to develop
proposals for improving the recognition of prior learning.
2.18 Higher education should play a strong role in fostering social cohesion,
reducing inequalities and raising the level of knowledge, skills and competences in
society. Policy should therefore aim to maximise the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic knowledge-based society. We share the societal aspiration that the student body entering, participating in and completing higher education at all levels should reflect the diversity of our populations. We reaffirm the importance of students being able to complete their studies without obstacles related to their social and economic background. We therefore continue our efforts to provide adequate student services, create more flexible learning pathways into and within higher education, and to widen participation at all levels on the basis of equal opportunity.
These are my comments in reply to the above propositions:-
Comments on the Bologna Agreement Ministers Communique 2007
On the section of the document 1.3, one would ask, how is it possible that shifting money away from ELQs would have the effect of increasing institutional autonomy, when it has precisely the opposite effect? What you are doing with this directive from the Secretary of State is restricting institutional autonomy, especially in the cases of Birkbeck and Open University by saying that they cannot carry on doing the excellent work of lifelong learning and widening participation that they have been doing heretofore.
This directive, in turn, does not enhance mobility, nor does it help the EHEA remain competitive. It restricts competitiveness by blocking off avenues by which candidates for university can afford to enhance their qualifications and upskilling, which surely is necessary in a competitive Europe.
With section 1.5, this surely goes against the principles of adequate funding and equitable access. In addition the ELQs doctrine developed by this government is discriminatory in that it discriminates against access for students who wish to gain ELQs. It stops them enhancing their future education and therefore marketability within the European context.
With section 2.5, restriction of ELQ funding also goes against fair recognition of higher education qualifications; it is a measure designed to prevent upskilling and the gaining of further qualifications. Therefore it also goes against the mobility and ensuring the continuing attractiveness of the EHEA.
It goes without saying that the ELQ doctrine goes against section 2.11 "Lifelong Learning". The government’s ELQ doctrine goes against good practice within lifelong learning. Prior learning is not recognised under the ELQ doctrine either because what the ELQ doctrine says is that you cannot have prior learning; in its simplest form that is what the government is saying, if you have prior learning you cannot obtain further qualifications.
The ELQ doctrine goes against widening participation espoused in this section.
These are just a few points that I have discovered about the ELQ process that goes against the spirit of the 2007 Communique.
Donald Hedges, Dip Eng Law(Open), BA(Hons)(Solent)
23rd December 2007.
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