Bologna Agreement

What is the Bologna Agreement?

The Bologna Declaration is the result of the meeting of June 19, 1999 between the
European Ministers of Education. This agreement aims to harmonize European higher
education. Today, 45 European countries, including Switzerland, adhere to the
agreement. [-Bologna Declaration]
The main objective of the Bologna agreement is to create a European area of higher
education. It enhances the mobility of students and researchers, increasing the
attractiveness of studying in Europe, and facilitating the recognition of diplomas.
The main principles:

The Bachelor and access to the Masters

 Education in two steps, consisting of a Bachelor and Master
 Recognition of diplomas by the signatory countries
 The introduction of a credit transfer system, ECTS (European Credit Transfer System)
 The "Diploma Supplement"
 Collaboration between universities to promote mobility, Bachelors, and Masters.
The Bachelor degree is obtained at the end of undergraduate studies. The student must
obtain at least 180 credits, which corresponds to an average of 3 years full-time study.
The Master degree is the second cycle of higher education. The student must obtain
between 90 and 120 credits. Theoretically, according to the Bologna Agreement, a student
with a Bachelor's degree can obtain their Masters in other colleges or universities in
Switzerland or abroad. However, depending on the institution and especially if the field of
study of the Master is different from the Bachelor, additional training may be required.

ECTS credits
ECTS stands for "European Credit Transfer System.
The ECTS :
 is a system of credit accumulation. The credits represent a quantitative value of the volume
of work provided by the student.
 defines the volume of work that the typical student should provide as part of his education.
 ECTS credit corresponds to a workload of 25 to 30 hours. A year of studies is equivalent, on
average, to 60 ECTS credits, or 1,800 hours.
 ECTS credits demonstrate the quantity of work performed, and not on the quality of the
work. A grading scale (A to F) provides an assessment of the quality of the work.

Diploma Supplement
The diploma supplement is a file attached to the degree. Its purpose is to improve
international transparency and describe the skills acquired by the student during their
education. The nature, level, context, content and status of their studies performed are the
main sources of information provided by the document.
 The Copenhagen Declaration
In parallel to the Bologna Declaration, the Copenhagen Declaration (November 2002) aims
to promote closer European cooperation in teaching and vocational training. This results in
the establishment of common principles of quality in vocational training, and of appreciation
of informal learning apprenticeships.

International Comparisons in Education

International comparisons of statistical data on national elementary, secondary and higher education
school systems provide feedback on how education systems have improved over time, how
equitable they are, and students compare to their peers around the world. AIR works extensively
with several international studies of education, including the following:

 Progress in International Reading Literacy Study (PIRLS)

 Program for the International Assessment of Adult Competencies (PIAAC)
 Program for International Student Assessment (PISA)
 Trends in International Mathematics and Science Study (TIMSS)
 Teaching and Learning International Survey (TALIS)

LATEST WORK
2 JUL 2019
BLOG POST

How Can We Slow Down Prison’s Revolving Door?

Access to in-prison education and work experience are associated with a reduction in the
likelihood of recidivism and provide inmates with a critical element on the path to reshape
their personal identities. Could offering prisoners more education and work experience inside
prison be a key solution toDifferent
Modes of Curricular Differentiation at the
School Level and Their Impact on Educational Inequality
AIR hosted a presentation and discussion focusing on two of the most common types of formal
curricular differentiation in secondary schooling: course-by-course tracking and academic and
vocational streaming. Both forms of curricular differentiation have been criticized for segregating
students by socioeconomic status (SES) and directing low-SES students into lower-status
educational trajectories. Using data from PISA, this presentation reviewed findings from this
emerging literature.
1 MAY 2016
REPORT

A Comparison Between the Next Generation Science Standards

(NGSS) and the National Assessment of Educational Progress
(NAEP) Frameworks in Science, Technology and Engineering
Literacy, and Mathematics
New national standards documents have been developed over the past few years in the areas of
science, technology, engineering, and mathematics and are leading to major changes in state
curricula and assessments. This study provides information primarily on the extent of alignment
between the Next Generation Science Standards and National Assessment of Educational Progress
frameworks in STEM and identifies areas of similarity and difference between them.

15 MAR 2016
INFOGRAPHIC

Is Reading Contagious? An International Snapshot

What are children’s attitudes and behaviors toward reading around the world? Do they mimic their
parents’? Is there a difference between how much girls read and enjoy reading and how much boys
do? These infographics answer those questions and more using the Progress in International
Reading Literacy Study (PIRLS) 2011 survey data of fourth-grade students from 50 education
systems around the world.
24 FEB 2016 | 11:00 AM - 12:00 PM
EVENT

America’s Skills Challenge: Millennials and the Future

On February 24, 2016, the American Institutes for Research hosted a presentation and discussion
on the growing inequality of opportunity in the United States and the impact this has on both skills
acquisition and outcomes for current and future generations. The presentation explored the paradox
for U.S. millennials (born after 1980, ages 16-34): while they may be on track to be our most
educated generation ever, they consistently score below many of their international peers in literacy,
numeracy, and problem solving in technology-rich environments.

mass incarceration in the U.S.?

29 MAR 2019
Q&A

In Conversation: AIR Experts Discuss Early Childhood Systems

Around the World
Research has firmly established that the first five years of a child’s life are critical for future success
in school and in life, yet a September 2018 report shows that young children’s educational
experiences are inconsistent across the U.S. and around the world. The Education at a Glance:
OECD Indicators report includes findings on how early childhood education and care varies around
the world in terms of approach, enrollment, quality, and teachers’ salaries. Three AIR experts
discussed those variations, and excerpts of their conversation appear below.
29 MAR 2019
WEBINAR

RISE Webinar Series

The Research on International Studies in Education (RISE) Webinar Series, organized by AIR,
showcases research using data from international studies and promotes sharing and discussion
about how data-based evidence can be used for improving educational outcomes.
27 MAR 2019 | 11:00 AM - 12:00 PM
EVENT

Socioeconomic Inequality and Educational Outcomes: Evidence from

Twenty Years of TIMSS
On March 27th, 2019, AIR hosted a presentation and discussion on the examination of
socioeconomic inequality and educational outcomes using evidence from twenty years of data from
the Trends in International Mathematics and Science Study (TIMSS). The webinar presented new
insights into how educational inequality has changed in the education systems studied and how such
change may relate to the more complex picture of macroeconomic changes in those societies.

14 NOV 2018 | 11:00 AM - 12:00 PM

EVENT

How Do Education Systems Differ Around the World? An Examination

of OECD's Education at a Glance
On November 14, 2018, AIR hosted a presentation and discussion focusing on the latest
international results from the OECD’s 2018 Education at a Glance. The webinar highlighted findings
related to the following questions: How much time do students in the United States spend in the
classroom compared to their international peers? How do early childhood education systems differ
around the world? How do salaries for teachers and school heads vary by country? How can I find
and work with these data?

2 MAY 2018 | 11:00 AM - 12:00 PM

EVENT

Financial Literacy Skills for the 21st Century: Evidence from PISA
Please join American Institutes for Research for a presentation and discussion focusing on the latest
international results in financial literacy from the 2015 Program for International Student Assessment
(PISA). World-renowned researcher Dr. Annamaria Lusardi will present findings relevant to PISA
and financial literacy more broadly.

1 MAY 2018
BRIEF

A Description of U.S. Adults Who Are Not Digitally Literate

This brief highlights findings from the Program for the International Assessment of Adult
Competencies (PIAAC) in an effort to obtain a clear understanding of the ability of adults to
undertake digital problem solving. This brief uses data gathered from a sample of 5,000 adults
across different socio-demographic groups in the United States and compares it to international
averages from 19 other countries to answer three specific study questions.
8 MAR 2018
SPOTLIGHT

International Education: Improving Lives and Communities

For millions of children in developing countries, education can be the key to improving their lives and
communities. Research and application demonstrate that programs can be successful in fostering
literacy, numeracy, and critical thinking; developing teachers; and increasing educational
opportunities for children and youth.
26 OCT 2017 | 11:00 AM - 12:00 PM
EVENT
Do Teachers Teach Less in Classrooms with Students with Special
Needs? Trends and Predictors from International Data
On October 26, 2017 the American Institutes for Research hosted a presentation and discussion on
the inclusion of students with disabilities in general education classrooms, a cornerstone of special
education policy in the United States and many countries.

31 MAY 2017 | 11:00 AM - 12:00 PM

EVENT

20 Years of TIMSS: International Trends in Mathematics and Science

Achievement, Curriculum, and Instruction
On May 31, 2017 AIR hosted a presentation and discussion on a recently released report using data
from the Trends in International Mathematics and Science Study (TIMSS) titled "20 Years of TIMSS."
Since its first administration in 1995, TIMSS has become a prominent assessment of students’
knowledge, skills, and abilities in Mathematics and Science.

30 NOV 2016
BLOG POST

TIMSS, PISA, and NAEP: What to Know Before Digging into the
Results
In a rare occurrence, PISA, TIMSS, and NAEP assessments are releasing science and math results
in the same year. Chances are the results from the various assessments won’t all tell the same
story. So what do you need to know to make sense of this bumper crop of assessments? In this
latest blog post, George Bohrnstedt and Fran Stancavage offer a quick run-down on how these
assessments are similar and different.
9 NOV 2016 | 11:00 AM - 12:00 PM
EVENT
An Average Is Just an Average: What About Countries’ Low- and
High-Performing Students?
On November 9, 2016, AIR hosted a presentation and discussion on the analysis of large-scale
international assessment data. In this webinar, researchers presented results of analyses using
mathematics data from the Trends in International Mathematics and Science Study (TIMSS).

23 JUL 2016
BLOG POST

Florida Study Shows Immigrant Performance Declines Across

Generations
First-generation immigrants perform better in reading and math tests than their second-generation
peers, who in turn outperform their third-generation classmates, according to a new study by Umut
Özek and Northwestern University’s David Figlio. The pair followed the performance of Asian and
Hispanic students in Florida, a population that mirrors national trends. Why do newer immigrants do
better than their more established peers? Find out in this blog post.
9 MAY 2016
SERVICE

Professional Development Seminar: Multilevel Modeling with

International Datasets
Data from large-scale international studies reflects the nested structure of education systems and is,
therefore, very well suited for hierarchical linear modeling (HLM). However, because this data comes
from complex cluster samples, there are methodological aspects that a researcher needs to
understand when doing HLM, e.g., the need for using sampling weights and multiple achievement
values for parameter estimation. This course teaches participants how to do HLM with data from
these studies, including PIRLS, TIMSS, and PISA.
6 MAY 2016
REPORT

A Comparison Study of the Program for International Student

Assessment (PISA) 2012 and the National Assessment of Educational
Progress (NAEP) 2013 Mathematics Assessments
This study compares the mathematics frameworks and item pools used in the National Assessment
of Educational Progress (NAEP) with the Program for International Student Assessment (PISA) and
vice versa. In addition to that, differences in item features between the two assessments are
described.
5 JAN 2016
BRIEF

Is Reading Contagious? Examining Parents’ and Children’s Reading

Attitudes and Behaviors
When children have positive reading attitudes and behaviors, they generally also demonstrate strong
reading skills. Drawing on data from the 2011 Progress in International Reading Literacy Study, this
brief and related webinar recording examine whether parents’ reading attitudes and behaviors are
shared by their children.
3 DEC 2015 | 11:00 AM - 12:00 PM
EVENT

The Use of Computers in School and the Skills of the “Net Generation”
– Shedding Light on Myths About Digital Natives
On December 3, 2015, the American Institutes for Research hosted a presentation that looked at
computer and information literacy across countries. In 2013, the International Association for the
Evaluation of Educational Achievement (IEA) International Computer and Information Literacy Study
(ICILS) assessed eighth-grade students’ learning and knowledge in computer and information
literacy (CIL) skills. What can the United States learn from the 21 countries that participated in this
study?

20 NOV 2015
INFOGRAPHIC

Students Speak Up: Who Likes School?

In 2011, fourth- and eighth-grade students around the world were asked how much they agreed with
the statement “I like being in school.” In this infographic, the first in a series, we explore students’
opinions about school—both domestically and internationally.
1 OCT 2015 | 11:00 AM - 12:00 PM
EVENT

Conditions and Practices Associated with Teacher Professional

Development and Its Impact on Instruction in TALIS 2013
On October 1, 2015, AIR hosted a presentation that examined teacher professional development
and its relationship to schooling outcomes. Using OECD’s Teaching and Learning International
Survey (TALIS) 2013 data, the presentation covered findings that explore the school conditions and
practices of teachers who are associated with their participation in professional development and the
reported impacts on their instruction. The presentation focused on the general patterns observed
across OECD countries and looked at differences between countries. Implications for policy and
practice were also discussed.
11 JUL 2015
INFOGRAPHIC

Beating the Odds: What Factors Play a Role in Academic Resilience?

Both student and school-level factors can predict academic resilience. Which factors matter most?
This infographic explores the results of the brief, Socioeconomically Disadvantaged Students Who
Are Academically Successful, which uses 2011 eighth-grade data from the Trends in International
Mathematics and Science Study (TIMSS) to examine academic resiliency cross-nationally.
11 JUL 2015
INFOGRAPHIC

Beating the Odds: Academic Resilience Around the World

Disadvantaged students need to be academically resilient to succeed—but how common is this
resilience? This infographic explores the results of the brief, Socioeconomically Disadvantaged
Students Who Are Academically Successful, which uses 2011 eighth-grade data from the Trends in
International Mathematics and Science Study (TIMSS) to examine academic resiliency cross-
nationally.
18 JUN 2015
INFOGRAPHIC

A Significant Number of U.S. Adults Lack Basic Math Skills

Results from an international assessment of basic skills found that 58 million American adults have
low skills in working with and using mathematical information (numeracy). This infographic
demonstrates where the U.S. falls among the 23 countries included in the assessment.
26 MAY 2015
INFOGRAPHIC

Infographic: The Who and How of Instructional Feedback

The third in a series of three infographics explores the results of the Teaching and Learning
International Survey (TALIS). Our first infographic in the series, Do U.S. Teachers Learn from One
Another?, explores differences across the world in teacher-to-teacher supports and opportunities for
collaboration. The second infographic in the series, Teachers' Professional Development Barriers,
looks at the various factors that prevent teachers from participating in their professional
development.
26 MAY 2015
INFOGRAPHIC

TALIS Infographic Series: Teaching and Learning Around the World

Teachers’ access to professional learning supports varies widely across the world. According to the
2013 Teaching and Learning International Survey (TALIS), access to opportunities for collaboration,
barriers to professional development, and sources of feedback look different in the United States
when compared with other countries. In a three-part series, we explore these differences.

26 MAY 2015
BLOG POST

It’s Time for States to Stop Overstating Student Proficiency

New research is again highlighting the wide variation in states’ student performance standards and
overly optimistic reports of student proficiency. Alicia Garcia argues that, going forward, states must
adopt evidence-based methods of standard setting that prepare students to compete in the global
marketplace.
7 MAY 2015 | 11:00 AM - 12:00 PM
EVENT
RISE.png

The Role of Schooling in Perpetuating Educational Inequality: An

International Perspective
Please join the American Institutes for Research for a presentation and discussion on research by
Bill Schmidt and others using data on mathematics achievement from the Program for International
Student Assessment (PISA) 2012. The webinar will include a presentation by Dr. Schmidt with a
follow-up discussion by Dr. Robert Rothman. Registrants will be given the opportunity to submit
questions to be answered by the panelists during the webinar.

PROJECT

Teaching and Learning International Survey (TALIS)

The Teaching and Learning International Survey (TALIS) is an international comparative study of
teachers, their working conditions, and the learning environment in schools. TALIS is organized by
the Organization for Economic Cooperation and Development, and aims to provide internationally
comparable data on teaching and learning environments around the world, with the goal of informing
education policy. AIR provides technical and analytical support for U.S. participation in TALIS.
26 APR 2015
INFOGRAPHIC

Infographic: Teachers' Professional Development Barriers

The second in a series of three infographics explores the results of the Teaching and Learning
International Survey (TALIS). Our first infographic in the series, Do U.S. Teachers Learn from One
Another?, explores differences across the world in teacher-to-teacher supports and opportunities for
collaboration.
15 MAR 2015
BRIEF

Socioeconomically Disadvantaged Students Who Are Academically

Successful
Academically resilient students are those students who are academically successful, despite coming
from the socioeconomically disadvantaged backgrounds that have typically predicted poorer
educational outcomes.
26 FEB 2015
INFOGRAPHIC

Infographic: Do U.S. Teachers Learn from One Another?

The first in a series of three infographics explores the results of the Teaching and Learning
International Survey (TALIS).

13 NOV 2014
BLOG POST

New Analysis Spotlights Employees' Basic Skills Gap

According to new AIR analysis of an international survey, a surprisingly large number of adults in the
United States cannot apply reading or math skills to solve simple real life problems. In this blog post,
Dan Sherman discusses the PIACC results he says educators, researchers, and policymakers need
to explore to help improve adults' chances in a demanding job market.
19 SEP 2014
INFOGRAPHIC

Comparing Proficiency Rates by State Performance Standards and

TIMSS Internationally Common Standards
This infographic shows the states that report the highest math proficiency rates based on state
standards, as compared to the states with the highest math proficiency rates based on TIMSS, an
international comparative study of the mathematics and science achievement of fourth- and eighth-
graders.
18 SEP 2014
INFOGRAPHIC

How States Perform Using State Performance Standards vs. TIMSS

Internationally Benchmarked Common Standards
State performance standards represent how much the state expects the student to learn in order to
be considered proficient in reading, mathematics, and science. This AIR infographic shows that
there is considerable variance in state performance standards, exposing a large gap in expectations
between the states with the highest standards and the states with the lowest standards.