Global Dimension


In the Bologna Declaration, the Ministers agreed on the objective of increasing the international competitiveness of the European system of higher education and on the need to “ensure that the European higher education system acquires a worldwide degree of attraction”. A ninth action line was therefore added in Prague (2001) to the Bologna Declaration: promoting the attractiveness of the European Higher Education Area to students from Europe and other parts of the world and the cooperation with other parts of the world. Ministers particularly stressed that “the quality of higher education and research is and should be an important determinant of Europe’s international attractiveness and competitiveness” and that “more attention should be paid to the benefit of a European Higher Education Area with institutions and programmes with different profiles”. In London (2007) the Ministers decided to take forward work in the core policy areas: improving information on, and promoting the attractiveness and competitiveness of the EHEA; strengthening cooperation based on partnership; intensifying policy dialogue; and improving recognition.

A strategy for the global dimension of the Bologna process


In the Bergen Communiqué (2005), the Ministers asked the Bologna Follow Up Group (BFUG) to develop a strategy on the so-called “external dimension” of the Bologna process. This strategy has been formulated in a substantial report, available for download here.

Downloadable documents:

Looking out: The Bologna Process in a Global Setting. On the “External Dimension” of the Bologna Process                                                         



AEC action in this field


Music has always been a highly international discipline. It is therefore essential to maintain and develop links to regions outside the Europe Union and indeed beyond the borders of Europe. With this in mind, a project entitled 'Mundus Musicalis' (the first project in the field of music supported by ERASMUS MUNDUS) was initiated by the AEC in 2005, with the following overall aims:

  • Creating a greater understanding of issues regarding professional music training in and outside Europe, leading to the removal of obstacles in relation to the recognition of music studies and qualifications, thus facilitating an increased mobility and employability of students, teachers and professionals
  • Improving the quality of professional music training in Europe through the structured exchange of information regarding professional music training and the music profession at international level
  • Strengthening the unique capacity of music, as the ultimate form of non-verbal communication, to contribute to an effective intercultural dialogue.
  • Enhancing attractiveness of the European professional music training sector through a) the development of a dedicated information website portal about studying music in Europe and b) the collection of information related to the participation of non-European students in European music programmes.
In the last cycle of the Erasmus Network for Music 'Polifonia' (2011-2014) each working group included at least one member from outside Europe whose function was to bring an international perspective to the group's work and its final outputs. These 'third country' members brought ideas from outside Europe into the group's thinking and took and enhanced understand of European perspectives back to their respective regions of the world.