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Interview with Gemma Rauret, director of the National Agency for Evaluation of the Qualitat i Acreditació (ANECA) by NETFOCUS
"The Bologna Declaration involves a change sufficiently important to modify the role that Professional Associations have so far played"
Gemma Rauret, director of the National Agency for Quality Assessment and Accreditation (ANECA), comments in this interview to netfocus the repercussions of the new European Higher Education Area, which formulates the Bologna Declaration, at the university level and in the Colleges Professionals.
What is the main challenge that the new European Higher Education Area (EHEA) poses for the university field?
The main challenge is to gain confidence and credibility in the quality of the training of graduates, since in the future professionals will have mobility and the barriers that exist today regarding the possibility of hiring will be eliminated. For this to happen our current challenge is to strengthen the trust and credibility of the system.
This new educational space involves the unification of some of the existing university degrees. How is the process taking place? What has been the reaction of the university field?
In the university field there is a lot of consensus that the current career atomization and high specialization were not manageable or positive for society. That is to say, the fact that university degrees have to be grouped together is accepted and the uncertainty that remains is about how it will occur.
How does the university community see that certain studies that to date were divided into Superiors and Technicians become a single degree?
The university community is very diverse. We find groups - traditionally they would be the areas of Letters and Science - to which this topic affects little. There are others who have been struggling for a long time to have their degree as a bachelor's degree, and therefore they welcome the possibility of transforming into higher education. Where there may be more problem is in those cases with two levels, each with different professional powers. Here the acceptance may be less.
Has there been any contact with the different Professional Associations to jointly address this process of change?
Surely contacts have been maintained. What does not exist is a specific channel and mandatory consultation structures.
How would you define the relationship between university and Professional Colleges?
They are diverse. In some areas they are good and in others nonexistent. Perhaps we could say that they should be more fluid in general because it would favor that the opinion of the professionals influenced in the best possible way the design of the curricula of the students and, therefore, in a better preparation for the future employment of the students. graduates
The lower number of university degrees derived from the unification of studies, does it also mean that some of the current Professional Associations that exist could be 'forced' to unify?
At this time it is not yet clear enough if there will be a direct relationship between new titles and reunification of Professional Colleges. This will depend in large part on the professional competences of the different titles.
Is it possible that the new EHEA also involves a reduction in cases of compulsory registration?
In principle, the appearance of supranational frameworks may have some influence. In the new situation, graduates will be able to practice in different countries, which probably causes a movement in the collegiate.
Can the new panorama drawn by the Bologna Declaration substantially modify the role that Professional Associations have been exercising to date?
It is very related to the previous question. It is a sufficiently important change so that it modifies the role that the Professional Associations have exerted, until now very limited to the national scope. There will be changes and they should prepare for them.
What role will new technologies play in this new educational context?
New technologies have been imposed throughout society, and the educational context, as part of it, is impregnated by them. This is a somewhat independent aspect of the new European framework. It is something inherent in the evolution of society and the tools available for any type of work.
"The Bologna Declaration involves a change sufficiently important to modify the role that Professional Associations have so far played"
Gemma Rauret, director of the National Agency for Quality Assessment and Accreditation (ANECA), comments in this interview to netfocus the repercussions of the new European Higher Education Area, which formulates the Bologna Declaration, at the university level and in the Colleges Professionals.
What is the main challenge that the new European Higher Education Area (EHEA) poses for the university field?
The main challenge is to gain confidence and credibility in the quality of the training of graduates, since in the future professionals will have mobility and the barriers that exist today regarding the possibility of hiring will be eliminated. For this to happen our current challenge is to strengthen the trust and credibility of the system.
This new educational space involves the unification of some of the existing university degrees. How is the process taking place? What has been the reaction of the university field?
In the university field there is a lot of consensus that the current career atomization and high specialization were not manageable or positive for society. That is to say, the fact that university degrees have to be grouped together is accepted and the uncertainty that remains is about how it will occur.
How does the university community see that certain studies that to date were divided into Superiors and Technicians become a single degree?
The university community is very diverse. We find groups - traditionally they would be the areas of Letters and Science - to which this topic affects little. There are others who have been struggling for a long time to have their degree as a bachelor's degree, and therefore they welcome the possibility of transforming into higher education. Where there may be more problem is in those cases with two levels, each with different professional powers. Here the acceptance may be less.
Has there been any contact with the different Professional Associations to jointly address this process of change?
Surely contacts have been maintained. What does not exist is a specific channel and mandatory consultation structures.
How would you define the relationship between university and Professional Colleges?
They are diverse. In some areas they are good and in others nonexistent. Perhaps we could say that they should be more fluid in general because it would favor that the opinion of the professionals influenced in the best possible way the design of the curricula of the students and, therefore, in a better preparation for the future employment of the students. graduates
The lower number of university degrees derived from the unification of studies, does it also mean that some of the current Professional Associations that exist could be 'forced' to unify?
At this time it is not yet clear enough if there will be a direct relationship between new titles and reunification of Professional Colleges. This will depend in large part on the professional competences of the different titles.
Is it possible that the new EHEA also involves a reduction in cases of compulsory registration?
In principle, the appearance of supranational frameworks may have some influence. In the new situation, graduates will be able to practice in different countries, which probably causes a movement in the collegiate.
Can the new panorama drawn by the Bologna Declaration substantially modify the role that Professional Associations have been exercising to date?
It is very related to the previous question. It is a sufficiently important change so that it modifies the role that the Professional Associations have exerted, until now very limited to the national scope. There will be changes and they should prepare for them.
What role will new technologies play in this new educational context?
New technologies have been imposed throughout society, and the educational context, as part of it, is impregnated by them. This is a somewhat independent aspect of the new European framework. It is something inherent in the evolution of society and the tools available for any type of work.