The Bologna-related seminar wanted to illustrate on the basis of a sample of essential themes the impact of the Bologna Reform on Russian Higher Education Institutions & Universities.

Therefore the focus was on the ‘real implementation’ in the institutions, as stated in the programme: A state of affairs from the point of view of those in charge of monitoring the Process (the previous Bologna Secretariat, government perspectives for the Netherlands, Marlies Leegwater and Russia, Victor Chistokhvalov, both delegates in the BFUG, respectively for the Netherlands and the Russian Federation).

The country situation from the point of view of the Ministry of Education and Science of the Russian Federation (Glebova Lyubov, Head of Federal Education and Science Supervision Agency). A point of view from the part of stakeholders in the Higher Education reform process (Higher Education Institutions, Stefan Delplace, Secretary General of EURASHE). A keynote speech on the links between Learning Outcomes, Quality Assurance and the Qualifications Frameworks (Bryan Maguire, HETAC, Ireland).

Case studies with the ‘Bologna tools’, such as ECTS (Sandra Kraze, School of Business and Finance, Latvia), The internationalising context of quality assurance, accreditation and recognition, (Axel Aerden, NVAO, Netherlands/Belgium-Flanders) and of course Mobility (Marek Frankowicz, Tarnov University College, Poland).

In the concluding session, the chair presented as a follow-up, a dialogue of the Western contributors with the Russian Federation institutions, on the basis of an input from Sjur Bergan (Council of Europe delegate in the BFUG).

The Secretary General of EURASHE made a call to all attendants, for a participation in the on-line consultation of EURASHE on the implementation of the European Standards and Guidelines for Quality Assurance. The atmosphere of the presentations and debates was open and constructive, with clear messages from the side of the Russian Federation education authorities, pointing out that Russia is fully committed to the reform process, emphasizing that employability should be the basis for curriculum reform, and that a concern for quality is the cornerstone for a real implementation on the institutional level.