Bologna Open Recognition Declaration (bord)

Toward an Open Architecture for the Recognition of Learning Achievements


In 1999, the
Bologna Declaration proposed a European Higher Education Area in which students and graduates could move freely between countries, using prior qualifications in one country as acceptable entry requirements for further study in another. This launched the Bologna qualification reform process, which has now been adopted by 50 countries.

bologna open recognition declarationIn 2008, a broad coalition of educators, foundations, and Internet pioneers launched the Cape Town Open Education Declaration, urging governments and publishers to make educational materials available freely over the internet. Before and since then, an open educational resources movement has been growing significantly, featuring initiatives such as the annual Open Education Conference in the US, the international OERu, the Paris OER Declaration by UNESCO in 2012 and, of course, Creative Commons, with us since 2003.

Now, in 2016, a new coalition of learning stakeholders is issuing the Bologna Open Recognition Declaration: a call for a universal open architecture for the recognition of lifelong and lifewide learning achievements.

We are witnessing a growing awareness in large parts of the political, educational and employment sectors as well as in the public opinion, of the need to establish a more open, transparent, reliable and trustworthy approach to the recognition of learning achievements. Despite progress over the last few years, the recognition of learning remains patchy and uneven across countries and sectors.

Open Badges, the open standard for the recognition of learning achievements has proved the power of a simple, affordable, resilient and trustworthy technology to create an open recognition ecosystem working across countries, educational sectors, work, social environments and technologies. Open Badges have demonstrated that we have the means and the opportunity to put an end to the disparities of the recognition landscape. Connecting and informing competency frameworks, they become the building blocks of an open architecture for the recognition of lifelong and life wide learning achievements. They create the conditions for individuals to be in control of their own recognition, to establish their identity and agency, whether formally (within institutions) or informally (across communities).
Open access to knowledge and education is widely recognised as an irreplaceable factor for social and human growth and an indispensable component to consolidate and enrich citizenship, capable of giving citizens the necessary competencies to face the challenges of the new millennium, together with an awareness of shared values and of belonging to diverse social and cultural spaces. The importance of education and educational cooperation in the development and strengthening of stable, inclusive, peaceful and democratic societies is universally acknowledged as paramount.
We now need to add open recognition to this list.

But formal education is not accessible to all citizens and does not meet all needs. Many argue that formal education represents only a small fraction of the learning that takes place across an individual’s lifespan, most of which goes unrecognised. The creation of an open space for the delivery and recognition of lifelong and lifewide learning is a key enabler for the promotion of social inclusion, employability and mobility of the world’s citizens and the development of our planet. Ultimately, the ability to recognise one’s learning achievements, whether social or professional, is a key factor in building personal agency and establishing trust within a community.

Institutions of higher education, have accepted the challenge and have taken a major role in constructing a more open educational space, but this is not enough. The achievement of greater compatibility and comparability of the systems of higher education can only be part of a more global policy to recognise all forms of learning, including the emergence of systems that encourage the informal recognition of informal learning.

We now need to expand this work beyond the borders of higher education, to create a continuum across all learnings, lifelong and lifewide. This can be supported by encouraging the adoption of more open currencies to capture and share learning achievements whether in formal, informal or nonformal settings.

The October 2016 meeting of the ePortfolio and Identity Conference in Bologna saw participation by a consortium of authoritative experts and scholars from many different countries and provides us with very useful suggestions on the initiatives that can be taken. We must in particular look at the objective of increasing international cooperation at all levels of education.

Our consortium is coordinating its actions to reach the following objectives in the short term, which we consider to be of primary relevance in order to establish an Open Architecture for the Recognition of Learning Achievements:

  1. Open recognition for all: First, we encourage everyone—learners, educators, citizens and organisations—to actively participate in and take ownership of the emerging open recognition movement. Participating includes: taking personal responsibility in one’s own learning and in the recognition of others’ achievements, contributing to the design, implementation and/or exploitation of local and/or global systems of recognition.
  2. Open recognition technologies and infrastructure: Second, we call on the community of learning practitioners and technology developers to establish a trustworthy system of human and machine verifiable learning credentials and to adopt open standards facilitating the comparability and transferability of learning credentials.
  3. Open recognition policies: Third, we call on governments, public authorities and educational stakeholders to implement inclusive policies facilitating and encouraging the recognition of learning achievements whether in formal, non-formal and informal settings, with bridges between all three. Those policies should ensure the existence of multiple developmental pathways, increased flexibility and accessibility and the inclusion of socially excluded and disenfranchised groups.

We, the undersigned, invite all individuals and institutions to join us in signing the Bologna Open Recognition Declaration, and, in doing so, to commit to pursuing the three strategies listed above. We also encourage those who sign to pursue additional strategies to open the recognition of learning achievements to all. With each person or institution who makes this commitment — and with each effort to further articulate our vision — we move closer to a more open, inclusive and trustworthy world.

Sign the Declaration 
and get your supporting badge

The Declaration was officially launched in Bologna October 28, at the end of ePIC.

  48 Organisational Signatories

Organisation
Country
AL AWAEL
Algeria
DIDACTICA
Algeria
Moodle Pty Ltd
Australia
Selor
Belgium
Docenty
Brazil
Griffiths Sheppard Consulting Group Inc.
Canada
Learning Agents, CanCred.ca
Canada
TakingITGlobal
Canada
ADPIOS
France
eplefpa vire
france
Pply
France
Culture Goes Europe - Soziokulturelle Initiative Erfurt e.V.
Germany
LCETB
Ireland
Associazione Agrado
Italia
CINECA
Italia
Futuro Digitale
Italy
IQC S.r.l.
Italy
IUL / INDIRE
Italy
University of Milan
Italy
University of Milano Bicocca
Italy
YOBOX Esperienze Formative
Italy
Association of Non-formal Education in Lithuania
Lithuania
Badgecraft
Lithuania
NGO Creativitas
Lithuania
Edvolution
Mexico
StudentFirst
Nederland
Breakthrough
Netherlands
Alda Company
Philippines
AT&TMSG
Philippines
AT&TMSG - Alda Telecom & Telecommunication Mindanao Site of Global
Philippines
Ha Moment
Portugal
Other Signs Lda
Portugal
Independent Education Consultancy
Scotland
Arendsig Akademie
South Africa
Saguaro Learning Technologies
Spain
Taha Assistance
Tunisia
MyKnowledgeMap
UK
Dynamic Skillset
United Kingdom
We Are Open Co-op
United Kingdom
Browser ITS
United States
University of West Florida
United States
PreThinc
United States of America
Learning Machine
USA
Newton Street Study Group
USA
PD Learning Network
USA
Badge Alliance
USA and International
DigiSkills Cymru (UNISON)
Wales, UK
WEA YMCA CC Cymru
Wales, UK

184 Individual Signatories

from_name
Organisation
Country
AlbertJub AlbertJub AlbertJub
Afghanistan
DilHoum DilHoum DilHoum
Afghanistan
SumoWooGrive SumoWooGrive SumoWooGrive
Afghanistan
EcoFermer EcoFermer EcoFermer
Afghanistan
MichaelSpomy MichaelSpomy MichaelSpomy
Afghanistan
DavidArelt DavidArelt DavidArelt
Afghanistan
CharlesUnine CharlesUnine CharlesUnine
Afghanistan
DilHoum DilHoum DilHoum
Afghanistan
Vladislavdouri Vladislavdouri Vladislavdouri
Afghanistan
DenlHoum DenlHoum DenlHoum
Afghanistan
FERenl#genick[REWdwbyweqewOK,2,4] FERenl#genick[REWdwbyweqewOK,2,4] FERenl#genick[REWdwbyweqewOK,2,4]
Afghanistan
aeytovareschevasp aeytovareschevasp aeytovareschevasp
Afghanistan
James Buckingham
TESOL Arabia
Afghanistan
Mohamed SAAD LAIB
DIDACTICA
Algeria
Abir Ghenaiet
Independent researcher
Algeria
JerryCib JerryCib JerryCib
Armenia
Scott Beattie
CQ University
Australia
Nayana Parange
University of South Australia
Australia
Patsie Polly
UNSW Australia
Australia
Marie Evrard
Belgium
Lotun30 Lotun30 Lotun30
Belgium
Bert Jehoul
Selor
Belgium
Koen DePryck
Vrije Universiteit Brussel
Belgium
Hirbis R. M. Girolli
Docenty
Brazil
CarlosDed CarlosDed CarlosDed
Burkina Faso
Guy GF Fortier
CamProf
Canada
Jeff Griffiths
Griffiths Sheppard Consulting Group Inc.
Canada
Don Presant
Learning Agents, CanCred.ca
Canada
Valerie Thomas
Talent Cloud
Canada
Geoffroi Garon-Epaule
UQAM
Canada
John S. Daniel
UWC
Canada
Jennifer C Clarke
Wild Mountain Thyme Productions
Canada
Nicolas Martignoni
ch
Zdenkica Stanec ZS Stanec
Virtual school
Croatia
Frankcat Frankcat Frankcat
Cuba
Tudur Evans
Tudur Evans
Cymru
Michail Dim. Drakomathioulakis
Cyprus
Irene Papalazarou
Emphasys Centre
Cyprus
EKATERINI COSTA PROKOPIOU
LIFE GUIDANCE TODAY
CYPRUS
ThomasKah ThomasKah ThomasKah
El Salvador
Eric Leon Rousselle
Discendum
Finland
Mireille MB BEZIADE
France
nathalie GUILLEM
france
Anouk Lederlé
France
FRANCOIS JOURDE
France
Patrice PPQX PETITQUEUX
France
Serge Ravet
ADPIOS
France
Nicolas Loubet
Cellabz
France
Fabien Paquereau
DRAAF pays de la Loire
France
Sébastien SR Robit
DRAAF/SRFD Hauts-de-France
France
Emmanuel EB BON
Enseignement agricole normand (DRAAF de Normandie)
France
samuel sb broult
eplefpa vire
france
Philippe Petitqueux
French agricultural education
France
mathieu muselet
Ligue de l'enseignement
France
Jeannick JA ARONDEL
Lycée des Métiers Nature
France
Aurélien AF FOUCHEREAU
Lycée professionnel agricole
France
Jean-Luc JLL Jean-Luc LAGADEC
Ministère Agriculture
France
Daniel Markgraf
Germany
Saskia Krebsz
Germany
Rolf Reinhardt
-
Germany
Zafar Saydaliev
Culture Goes Europe - Soziokulturelle Initiative Erfurt e.V.
Germany
Yannis Papagerasimou
N.C.S.R. "Demokritos"
Greece
FreightInfo FreightInfo FreightInfo
Indonesia
Laurence Van der Haegen
Ireland
Brian Mulligan
Institute of Technology Sligo
Ireland
Michele Di Paola
Italia
Alessandro Furlati
Italia
Tania Martinelli
Italia
ELENA MORANDINI
Italia
Laris Guerri
Associazione Agrado
Italia
Chiara Carlino
Bestr - Cineca
Italia
Sandro Cacciamani
Bestr - CINECA
Italia
Daniele Cocilova
Cineca
Italia
Paola R Ferrari
University of Pavia
Italia
Massimo Giannini
University of Rome Tor Vergata
Italia
Fabio Nascimbeni
Italy
Lucia Mazzoni
Italy
Simone Ravaioli
Italy
Alfredo Serafini
Italy
Francesco Pierantoni
Cineca
Italy
Michele Forbicioni
IUL / INDIRE
Italy
Paolo Cherubini
University of Milano Bicocca
Italy
Laura Appiani
University of Milano-Bicocca
Italy
Dariusz Grzadziel
Salesian Pontifical University
Italy / Poland
PhilipSurdy PhilipSurdy PhilipSurdy
Kuwait
Nerijus Kriauciunas
Badgecraft
Lithuania
Davidclers Davidclers Davidclers
Luxembourg
Leonardo Alexander Guzmán Jiménez
Mexico
Jordi Rosquillas
Edvolution
Mexico
ArthurAdoRa ArthurAdoRa ArthurAdoRa
Morocco
Gerard Pruim
Nederland
Joshuacen Joshuacen Joshuacen
Nepal
Milo van der Linden
Code For Europe
Netherlands
Frans Ward
SURFnet
Netherlands
Davidvor Davidvor Davidvor
New Zealand
Thomassoina Thomassoina Thomassoina
Paraguay
Jeffrey Olivar Alda
Alda Company
Philippines
Jeffrey Olivar Alda
AT&TMSG
Philippines
Jeffrey Olivar Alda
AT&TMSG - Alda Telecom & Telecommunication Mindanao Site of Global
Philippines
Jhon Mateo Magkilat
CGE Erfurt e.V.
Philippines
Maja Kuna-Parrish
ICRC
Poland
Filipa C Mendes
Consultant
Portugal
Sérgio H Gonçalves
Ha Moment
Portugal
Flávio Peralta
Ha Moment
Portugal
Daniel José Oliveira
Lisboa City Hall
Portugal
Helder Touças
Lisbon City Council
Portugal
Alenadaf Alenadaf Alenadaf
Russia
Olga Smolyaniova
Siberian Federal University
Russia
Richardlaws Richardlaws Richardlaws
Saudi Arabia
Richardlaws Richardlaws Richardlaws
Saudi Arabia
Richardlaws Richardlaws Richardlaws
Saudi Arabia
Joe Wilson
Independent Education Consultancy
Scotland
Merlinles Merlinles Merlinles
Sierra Leone
CharlesBub CharlesBub CharlesBub
Sierra Leone
Merlinles Merlinles Merlinles
Sierra Leone
Merlinles Merlinles Merlinles
Sierra Leone
Curtisram Curtisram Curtisram
Singapore
Christina J van Staden
Arendsig Akademie
South Africa
Javier Leiva Aguilera
Spain
ChmlesDrula ChmlesDrula ChmlesDrula
Spain
Lisette LG Ganoza Valenzuela
Compartia
Spain
Andrea Ximena Castaño
Individual
Spain
Dominique-Alain JAN
Switzerland
Patrick E Parrish
WMO
Switzerland
Samantha M Frans
Buro Propz
The Netherlands
Maja Kharrati
Taha Assistance
Tunisia
Asli Telli Aydemir
Guniversite
Turkey
Ceren Genc
Kiron OHE
Turkey
Bob Price
UK
Marlies Havenga
UK
Lloyd Huitson
UK
Patrina J Law
UK
Teresa MacKinnon
UK
Simon Grant
UK
Virgil Ierubino
Cambridge English
UK
Nigel D W Lloyd
CamProf
UK
Rob Arntsen
MyKnowledgeMap
UK
Fiona Harvey
United Kingdom
Doug Belshaw
United Kingdom
Robert Stewart
United Kingdom
Tristan dacosta
Mr
United Kingdom
Peter D Wallis
United States
Keesa V. Johnson
United States
Shelley V. Adams
United States
Maria Esquela
United States
Trudi Jacobson
United States
Steve Zuiker
Arizona State University
United States
Gerry McGreevy
Browser ITS
United States
Katherine S Woodmansee
Colorado Community College System
United States
Andy Stutzman
Drexel University
United States
Yakut Gazi
Georgia Institute of Technology
United States
Daniela Saderi
Oregon Health and Science University
United States
Kyle L. Peck
Penn State University
United States
mindy tulloss
redcross
United States
Randy Macdonald
TAO Foundation
United States
Kelsey L O'Brien
University at Albany, SUNY
United States
Tim Boileau
University of West Florida
United States
Justin Mason
University of Wisconsin-Extension
United States
Daniel P D'Alonzo
PreThinc
United States of America
Bruce Emerson
USA
Vijay M.S. Kumar
USA
Bernard Bull
USA
Sheryl L Grant
USA
Anh Nguyen
USA
Shelly A. Alcorn
USA
Jessica M. Pilsner
USA
Christopher D Andrews
USA
Rick West
Brigham Young University
USA
Martha S. Fruehauf
Hashtagzero
USA
Dan Hickey
Indiana University
USA
Dan Hughes
Learning Machine
USA
Philipp Schmidt
MIT Media Lab / P2PU
USA
Marc Lesser
Mouse, Inc.
USA
Peter Janzow
Pearson Acclaim
USA
Phillip D Long
University of Texas at Austin
USA
Katie Davis
University of Washington
USA
Noah L Geisel
Verses Education, LLC
USA
Nate Otto
Badge Alliance
USA and International
RodgerSpopy RodgerSpopy RodgerSpopy
Venezuela
Sarah K. Jones
Addysg Oedolion Cymru | Adult Learning Wales
Wales
Debbie Baff
Wales, UK
Richard D Speight
DigiSkills Cymru (UNISON)
Wales, UK
Mark A Isherwood
WEA YMCA CC Cymru
Wales, UK
Rhydian Williams
WEA YMCA CC Cymru
Wales, UK