The objective of this study is to describe and map the current state of play of the Bologna Process in the nine countries of the Southern Mediterranean participating in the Tempus programme. For the last twenty years, the Tempus programme has supported the modernisation of higher education systems in countries neighbouring the EU by financing cooperation projects in all fields of education. The Southern Mediterranean countries participate in the programme since 2002. The purpose of this report is to provide all stakeholders interested in the Tempus countries of the Southern Mediterranean area (Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria and Tunisia) with comparable information on the main components of the Bologna Process and data on how they are being implemented in this region. This comprehensive mapping can help policy makers to analyse their strategies and approaches from different points of view and to identify directions for future initiatives. It could also be a useful tool for current or future Tempus beneficiaries, providing them with an overview of the situation in the partner countries of the Southern Mediterranean and helping them to develop relevant projects. This study was carried out on the basis of methodologies and tools developed by Eurydice, the network on education systems and policies in Europe. Data was collected with the support of the National Tempus Offices, in close cooperation with the national authorities and the EU Delegations concerned. This report is complementary to another study published by the Education, Audiovisual and Culture Executive Agency, "State of Play of the Bologna Process in the Tempus countries" (2010), which describes the situation in all countries participating in the Tempus programme. The analysis is mainly based on criteria and categories defined in previous Eurydice studies and it tries to cover the main components of the Bologna Process, in particular the extent to which the following tools and approaches have been implemented or adopted: (1) the Bologna three cycle structure; (2) the European Credit Transfer and Accumulation System (ECTS); (3) the Bologna Diploma Supplement; (4) National Qualifications Frameworks (NQF); (5) independent Quality Assurance Agencies; and (6) the signature of the Lisbon Convention on the recognition of foreign qualifications. For each of these items, precise criteria have been defined which reflect different stages in the implementation of these tools and provide a comprehensive description of the current state of play of the Bologna Process. The data was collected during the winter 2009-2010 and it describes the situation in the academic year 2009-2010. When looking at the situation in the Southern Mediterranean countries, it should be kept in mind that the adoption of the Bologna principles and approaches is a voluntary process and that the pace of reform may vary a lot depending on the local and historical context. A glossary of countries is included. (Contains 10 maps and 16 footnotes.)