Society demands progressively higher standards of excellence from its Institutes of Higher education as a framework in which society develops and evolves. Systems of national education began in Europe as early as the 11th Century, with the development by each country of their own systems, related to their political and cultural environments. European Society, based on the principals of a united Europe, have urgently sought the unification of these systems of education and their aspirations culminated in the acceptance, by 45 European countries, of the declaration in Bologna, in 1999, called the Bologna Process.

The aim of this process is to establish, by the year 2010, a European zone of higher education. Within the zone, there will be a standardization of tuition programme with a recognition and acceptance of qualifications and programmes between all the institutes of higher education. There will be unlimited access and exchanges between the Institutes within the zone, of students, academics and intellectual property, all based upon the market economy. The main aim of the Process is to offer the same standards of higher education throughout the zone, while continuing to strive to elevate and improve these standards in the search for excellence. In this way Europe may retain its competitiveness in the Global market and successfully compete with other world institutes of higher education, such as those in America. Although it has established the basis for the tuition process, the Bologna Process protects the diversity and integrity of each individual national language, culture, tradition and heritage of each country.

The European zone of higher education

For the European zone of higher education to be effective it is necessary to introduce mandatory standards for all participating Institutions.
National, independent bodies of experts will monitor and control the standards of education applied by their institutes of higher education. These bodies will also be responsible for the issue of work permits. An International body will monitor a process of evaluation and self-evaluation through which students may voice their concerns or express ideas.
The establishment of standardized, minimum levels for educational standards will create an atmosphere of mutual respect between the institutions of higher education throughout Europe.
The recognition by the institutions of each others diplomas will guarantee the mobility of academics and students. Each institute will be obliged to recognize certified semesters and the subjects studied and the introduction of attachments to the diplomas detailing all aspects of the courses, in one a designated number of international languages, will further facilitate the process.

In all institutes of higher education, there will be a common standard of three stages of study for all courses. A basic study period of three or four years, Master studies of one year, following four years of basic studies or two years following three years of basic studies and Doctorates with three years of studies, following five years of previous studies all of which will enable a wider, international exchange of students.
The European system of points transfer (ECTS) was conceived on the basis of introducing an acceptable system, which would reflect the amount of active participation by the student, in terms of the time spent on individual courses or subjects. There can be wide variations in course requirements, of the same subjects, by different European Faculties, which would make a student exchange programme unworkable unless a unified points system were introduced. A score of 60 ECTS points reflects the total engagement of the student throughout the school year, however, this should not exceed, on a weekly basis, more than 8 hours a day, five days a week or a 40-hour week. The term, total engagement, refers to attendance at lectures, professional practice, seminars, examinations, colloquium, thesis, individual study and other aspects of study.
The process and ideals of higher education brings a high level of responsibility for all participants in the process and in its reforms, that is, Governments, institutions, academic staff and students. Government responsibilities are primarily, to guarantee the autonomy and finance of, institutions of higher education within the framework of national and international acts, laws and obligations, while the academic staff has the responsibility of teaching and imbuing their knowledge to the students and the organization of the studies. The student obligations are: proactive participation in the learning process, evaluation of their acquired knowledge and an active interest in the workings of their institution.

Student Mobility

If, for example, a law student of a Berlin Faculty whose semester subject was Roman law, wished to spend the semester in a Faculty of Law in Rome and in the following semester move to another European Faculty of law to continue his studies, it would be necessary for the Faculties involved, to have harmonized programme of studies for the subject, especially with regard to the length and subjects for each semester, with the division of subjects into smaller modules (one-semester modules.) In addition, a harmonized ECTS system and the provision of certified attachments with a description of the subject would also be required. The student would then have certified documents which would be recognized by all participating European Faculties of Law.