Para quienes se hallan interesados en los avances del proceso de Bolonia –esto es, la formación de un espacio común europeo de educación superior– el documento Focus on the Structure of Higher Education in Europe 2004/05: National Trends in the Bologna Process, publicado el año 2005 por EURYDICE, la Red de información sobre la educación de la Unión Europea, ofrece un detallado análisis referido a cada uno de los países miemrbos.
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Recursos y enlaces de interés
Lista completa de documentos sobre el Espacio Europeo de Educación Superior, CRUE
European Commission: Education and Training
EURYDICE: Publications
Decision-making, advisory, operational and regulatory bodies in higher education. Volume 5, European glossary on education
Reforma de la educación superior europea: el proceso de Bolonia y sus múltiples lecciones, octubre 2005
Tendencias del aseguramiento de calidad en la educación superior de países de la OECD, Noviembre 2006
Apoyo, consejo y orientación para la inserción laboral de los graduados de la educación superior: experiencias internacionales, enero 2006

Prefacio
In this publication, the structure of higher education in Europe is illustrated in a succession of detailed diagrams. For each country in turn, they represent the courses and qualifications most commonly offered by universities or other higher education institutions. The names of institutions and intermediate and final qualifications are indicated in their language of origin. The main fields of study, the national, regional or institutional selection procedures adopted at the point of entry and the length of courses are also shown. Furthermore, by using the ISCED 1997 (1) system of classification (ISCED levels 5A, 5B and 6), the diagrams illustrate clearly whether or not there is a structure based on two main cycles as encouraged in the Bologna Process.
Each country diagram is accompanied by a brief account of the current situation regarding the reforms or arrangements associated with the Bologna Process that have been introduced since 1999. Such measures are primarily concerned with the existence or otherwise of the model based on two main cycles, development of the third cycle (in terms of length, access and training in research methodology), adoption or general implementation of the European Credit Transfer and Accumulation System (ECTS), the introduction of the Diploma Supplement and the development of measures for quality evaluation.
In appropriate cases, there is also reference to other especially significant reforms introduced independently of measures linked to the Bologna Process or as a means of reinforcing it. They include changes in selection procedures or in the status of higher education institutions.
Where no reform has yet been implemented, the date of the most recent reform or the focus of any ongoing national debate is indicated. Country diagrams along with their explanatory texts are arranged in the alphabetical order of the EU protocol country codes. This has been done to ensure uniformity of presentation in all language versions of the publication.
The first part of the publication contains a brief review of the main trends apparent from a study of these diagrams and their summaries.
This comparative overview is preceded by a short account of the background to the Bologna Process. A glossary of codes and national abbreviations, as well as definitions of frequently used terms, are also
included.
Finally, an annex containing national statistics provides some insight into the level at which the various measures have been implemented.