Of Bologna Declaration in higher education system of the Republic of 


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ЗНАЕТЕ ЛИ ВЫ?

Of Bologna Declaration in higher education system of the Republic of



АВСТРИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

- national process to establish a NQF was started in 2006

- amendments of University Act 2002: the reform of doctoral programmes towards PhD programmes lasting at least 3 years; the decision to name academic degrees in English (bachelor, master, PhD), also for UAS;

- Teacher training colleges will convert to bachelor programmes as of Oct. 2007, when the new Bundesgesetz uber die Organisation der Padagogischen Hochschulen und ihre Studien (Act on reforming teacher training colleges, in short “Teacher Education Act”) will turn them into teacher training universities. It will convert the training of teachers for primary and lower secondary education from non-degree

to bachelor programmes.

 

АЗЕРБАЙДЖАН

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

After joining the Bologna process in May 2005 in Bergen, Ministry of Education

of Azerbaijan elaborated an Action Plan and by the appropriate Order of the Minister of Education “Plan of activities on implementation of the requirements

Of Bologna Declaration in higher education system of the Republic of

Azerbaijan for 2006-2010” was adopted. This Plan stipulates modernization of

multi-tier system of higher education, transfer to credit system, elaboration of

new Diploma Supplement in compliance with UNESCO/Council of Europe

Recommendations, recognition of foreign documents on higher education in

Azerbaijan and Azerbaijani diplomas in member countries of Bologna Process,

quality assurance of higher education, increasing mobility of students and teaching staff.

In compliance with the abovementioned Order, the Working Groups was established in higher education institutions where credit system is applied. These working groups comprise prorectors, faculty deans and highly qualified experts. At the same time, a number of seminars and trainings have been convened, including the national seminar on credit system convened in 2005 with expert and financial assistance of Council of Europe.

The Regulation on “Introduction of credit system in higher education institutions” was elaborated and adopted in 2006. In compliance with this Regulation the process of introduction of credit system started in a number of higher schools. In this regard, new State Standards on concrete directions and specialities have been worked out and adopted.

The new legislative basis on accreditation of higher education institutions in our

country was adopted. In particular, the new Regulation on attestation and

accreditation of higher and secondary specialised education institutions stipulates concrete requirements for implementation of this process. The Standing Commission on Accreditation was established 2006. In 2006 accreditation of 2 higher schools and 2 secondary specialised education institutions was implemented.

АЛБАНИЯ

1. Describe the important developments relating to the Bologna Process, including

legislative reforms, since Bergen.

1. Constitution of the Albanian BFUG, divided into three subgroups focusing on:

• Curricula development and National Qualification Framework,

• Standards, Quality Assurance and academic workload,

• Diploma and prior education recognition and social dimension.

2. Organisation of seminars and workshops with European experts on curricula development and National Qualification Framework.

3. Organisation of several meetings and workshops in view of establishing the “State Matura”- a better way of students’ recruitment in the HEIs.

4. Drafting the Albanian Master Plan of Higher Education in Albania;

5. Presentation of the new Law of Higher Education draft

6. Amendment of the Law n.8461 about “Higher Education in Republic of Albania” of 25th February 1999 and modified in 2006, in which several important elements of Bologna Process have been added to.

7. In compliance with the above-mentioned Law of “Higher Education in Republic of Albania” the Albanian Government has emitted several normative acts, decisions, directives and decrees, which have qualitatively influenced the process of Bologna Chart implementation.

The Ministry of Education and Science in co-operation with the other governmental

institutions and Albanian HEIs has brought another climate in the reforming processes led in the country to its main goal the real integration in the EHEA. More concretely:

• It has been implemented in all Albanian public universities and most of private ones the three cycles of studies following the scheme 3+2+3, 4+1+3 or 3+1 leading in Bachelor, Master and PhD degrees;

• From the academic year 2005-2006 all Albanian public universities have adopted the new curricula according to Bologna Chart. Curricula reform and establishing the ECTS at a national level have made possible, from the legislative point of view, the mobility of students from one university into another within the country and their credits, when 70% of study plans and programmes for the same subject are common;

• Efforts done to building-up the internal and external Quality Assurance system have let universities, both public and private, to adopt structures and European experiences in the field. The Albanian Agency of Accreditation on Higher Education has been the

promoter of several seminars and workshops in order to sensitise and train the actors of that process;

• The deep reform in the admitting process into the Albanian HEIs through “State

Matura” has changed the image of the state procedures and put the candidates at the

same starting point – a real guarantee for equal opportunities;

• Compiling process of the National Qualification Framework has started with a seminar with European experts and stakeholders in the area and is based on a European model in

order to integrate them within the deadline of 2010;

• Free and democratic elections for student governance bodies took place and opened the door to their real participation in the decision-making and governing bodies of the HEIs in Albania.

 

АНДОРРА

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

- Establishment of an External Quality Assurance system

- Renewal of the Higher Education Law, in process

- Renewal of the scholarships Law, in process

- Renewal of the recognition of diplomas Law, in process

- Lisbon convention is in process of being accepted by Council of Ministers

АРМЕНИЯ

Promotion of mobility

The mobility among the students and staff is not high as there are legal and programmatic barriers that hinder the process. The existing academic programmes strongly regulate the transfer of students from one profession to another by a special government decree which sets certain limitations. The effects of the implementation of ECTS and DS to promote the mobility of the transfer of students to foreign universities based on bilateral agreements is limited, and not all of the European mechanisms (ERASMUS) promoting the international mobility of students function in Armenia.

The MoES encourages cooperation directly between HEIs. According to the statistics, about 10% of university professional staff and students are involved in various mobility programmes each year.

ВЕЛИКОБРИТАНИЯ

UK England, Wales & Northern Ireland

· The UK took over responsibility for the Bologna Secretariat following the last Ministerial conference in May 2005 and has been working towards the next summit in London in May 2007.

· The UK hosted an official BFUG seminar on Enhancing European Employability at

Swansea University in July 2006.

· The UK HE Europe Unit published a revised Guide to the Bologna Process in November 2006 to raise awareness and support engagement with the Process in the lead-up to the 2007 London conference. It also published a Guide to the Diploma Supplement in July 2006 to support higher education institutions in their implementation of the Diploma Supplement. Both documents are available on the Europe Unit’s website: www.europeunit.ac.uk/news/publications_archive.cfm.

· The Measuring and Recording Student Achievement Steering Group (Burgess Group) was set up in 2005 following a recommendation from a scoping review that the sector should work towards a common higher education credit system in the UK. The Steering Group - a sector-wide initiative - has been working towards producing a credit framework for HE in England (Northern Ireland, Scotland and Wales already have their own credit systems).

The final report was published in December 2006 and recommended that credit

arrangements for HE in England which would be compatible with ECTS should be

developed with a view to English institutions voluntarily credit-rating their provision by 2009/10 and thereafter starting to include the credit value in a published description of each of the programmes they offer. It also recommended that the operational detail should be developed by a Credit Issues Development Group.

· Wales has been making efforts to self-certify the Credit and Qualification Framework for Wales as compatible with the Framework for Qualifications of the EHEA.

· Improvements were introduced to the student support system. From 2006/07 full-time undergraduates in England and Northern Ireland will not have to pay tuition fees in advance. Instead these students are able to take out a loan for fees (up to.3,000 per year), repayable only when they are earning more than.15,000, and then in line with income and at no real rate of interest (and written off after 25 years). The measure is backed by a student support package of grants and bursaries focusing on the less well off. Grants of up to.2,700 are available as well as a minimum bursary of.300. Variable tuition fees will bring new income into the HE sector – an extra.1.35bn per year – and are independent of government decisions about public spending priorities. This means English HEIs can maintain and improve competitiveness in the global HE market. There is no evidence to indicate that tuition fee contributions have deterred students from entering HE and there has been no change in the socio-economic background of applicants. These factors are being closely monitored because of concerns about the effect of the variable tuition fees on the uptake of higher education provision, especially by those less well off.

· Foundation Degrees have been further developed since the last national report. There are now around 2,102 courses running with a further 742 planned. Nearly 47,000 students studied for a Foundation Degree in 2005-2006.

 

Scotland

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

Scottish degrees already conform to the Bologna model of three main cycles of

Bachelors, Masters and Doctoral degrees. The Framework for Qualifications of

Scottish Higher Education Institutions (NQF) is a key reference point which describes the main qualifications of Scottish HEIs in terms of qualification descriptors, credit definitions and learning outcomes. This framework is also a central part of the comprehensive national credit and qualifications framework for lifelong learning - the Scottish Credit and Qualifications Framework (SCQF).

Scottish higher education has a robust quality assurance process in our Quality

Enhancement Framework (QEF). The QEF focuses on both teaching and learning; recognises the role of students in quality assurance/enhancement; places an emphasis on clear public information on quality and standards; requires both a subject level review by institutions and an external/independent institutional review; and seeks to enhance the student learning experience.

Important developments since Bergen are:

· Successful self-certification of NQF against QF-EHEA

http://www.enic-naric.net/documents/QF-Scotland_en.pdf

· Continued engagement of Scottish experts in BFUG WG on QFs

· Review of QEF, including compatibility with ESG for quality assurance

· Publication of guidelines on RPL by QAA and parallel guidelines by

SCQF

· Sector-wide Quality Enhancement initiatives in the areas of: assessment; employability of graduates; research-teaching links (including enhancing graduate attributes and transferable skills); enhancing the student experience in the First Year (including student retention); and flexible delivery of HE

· Implementation of EDS

· Implementation of ECTS, alongside compatible national system

· Introduction of the Further and Higher Education (Scotland) Act 2005, which sets out the respective roles of the Scottish Executive, the Scottish Further and Higher Funding Council (SFC) and the individual institutions

· Merger of the previously separate funding councils for HE and FE on 3 October 2005 to form the SFC. In their guidance to the new Council, Scottish Ministers asked SFC to consider what its role should be in support of all aspects of international education, including the Bologna Process · Publication of ‘Learning to Improve: Quality Approaches for Lifelong Learning” by the Scottish Executive

http://www.scotland.gov.uk/Publications/2005/12/0994621/46213

· Academic freedom extended to cover all staff.

 

ВЕНГРИЯ

ИРЛАНДИЯ

ИСЛАНДИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

On 1 July 2006 a new law on Higher Education Institutions (HEIs) no. 63/2006 was adopted by the Icelandic parliament replacing the framework law on universities no. 136/1997. The new framework law stipulate the accreditation, quality assurance (QA) and general running of HEIs that fall under the jurisdiction of the Ministry of Education, Science and Culture. The law was prepared in cooperation and consultation with all main stakeholders, i.e. the Higher Education Institutions, students and the social partners.

Although there were no legal obstacles in Iceland in implementing the Bologna process before the new law of 2006 was adopted, it strengthens the legal basis for the implementation.

According to the new law the issue of the Diploma Supplement (DS) in English is automatic and compulsory, the 3 cycle structure is confirmed, as well as compulsory adoption of the European Credit Transfer System (ECTS) and a National Qualification Framework (NQF) has already been issued based on the Framework for Qualifications of the European Higher Education Area.

Six HEIs in Iceland come under the auspices of the Ministry of Education, Science and Culture and fall under the new law; three public and three private (government dependent). Two HEIs fall under the Ministry of Agriculture.

A complete regulation framework according the new law is being implemented, i.e.

regulations concerning QA, accreditation of HEIs limited to specific fields of study in

accordance with definitions by OECD.s Frascati manual and the NQF.

Specific law on public HEIs is under preparation and will be put before parliament in 2007- 2008 to replace law no. 41/1999 on the University of Iceland as well as law no. 137/1997 on the Iceland University of Education and law no. 40/1999 on the University of Akureyri.

 

ИСПАНИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

The Spanish Government has concluded its project to reform the Organic Law of

Universities (LOU). This reform project is now at an advanced stage of parliamentary procedure and has been initially passed by Parliament on 14th December 2006 and it is expected to be definitively passed at the beginning of next Spring. On 26th September 2006, the Spanish Ministry of Education and Science presented a detailed working paper on the Organisation of Higher Education in Spain based on the guidelines put forward by the EHEA. On 14th November, this proposal was the object of a favourable report by the University Coordination Council, the highest Spanish consultative body on university matters. The LOU confirms the cyclic structure, improves the mobility and the EHEA principles and increments the coordination among the Government and the Autonomous Communities.

The Ministry of Education and Science has set aside funding for universities for the 2006-2007 academic year to promote student and teacher mobility in the new postgraduate programmes. During the 2006-2007 academic year, around 1,000 ECTS-based Masters degrees (Bolonia) are underway. The call for deciding which master degrees will be offered in the 2007-2008 academic year is open until 31st March 2007.

Funding for visiting teachers has targeted official Masters degrees and quality-certified doctorate degrees and encourages the participation of teachers from other universities. At least 50% of foreign teachers must come from countries which have signed the EHEA agreement.

Funding for students on Masters degrees and quality-certified doctorate degrees also

encourages studying these degrees or at least part of them in other universities, including those in the Erasmus-Mundus programme.

 

ИТАЛИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

Italy had first applied the principles of the Bologna Declaration in its 1999 university reform.

Since Bergen, the main developments consist in efforts to simplify the transition from the 1st to the 2nd cycle as per the Ministerial Decree 270 of 22nd October 2004. The mentioned decree includes a few minor amendments to the 1999 reform with reference to:

- names of degrees and corresponding academic titles;

- procedures for the setting up of degree programmes and their actual starting at individual universities (a ministerial decree is required in each case, along with a favourable report of the evaluation unit of the university concerned);

- specific criteria for admission to LM programmes (2nd cycle, master-level courses);

- number of credits obligatory for certain degrees;

- procedures to define or modify the groups of degree programmes having the same legal validity (classi dei corsi di studio);

- subject matters to be regulated by individual institutions in their own university teaching regulations (Regolamenti didattici di ateneo).

A few more legal provisions deserve mentioning in relation to some important topics of the Bologna Process:

Ministerial Decree 17th November 2005 [3-year plan for the development of the university system (2004-06)] allocates new funds to promote:

- the internationalisation of the university system;

- the relationship between universities and industries;

- teachers’ education and training at all levels;

- advanced specialisation courses for training to the legal professions;

- the network of institutions for advanced high quality education which is being developed by Italian universities in cooperation with higher scientific institutes, public and private entities, Italian and foreign undertakings;

- new research doctorate schools within the framework of the agreements signed by the Ministry and the HEIs of a few interuniversity consortia.

Resources to finance the above 2006 activities are allocated on the basis of the quality

evaluation provided by the Cnvsu, the Italian QA agency.

НИДЕРЛАНДЫ

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

The Lissabon recognition convention is implemented at universities according to

their own commitments. The grounds are in the process of being taken up in

legislation as part of a proposal for an entire new legislation for higher education

(WHOO). This has been sent to Parliament 6th June 2006. It will be dealt with by the new Parliament after November 22 2006.

 

НОРВЕГИЯ

1. Describe the important developments relating to the Bologna Process, including

legislative reforms, since Bergen.

On 1 April 2005, the Storting (the Norwegian parliament) passed a new Act relating to Universities and University Colleges (the Higher Education Act1).

The Act outlines a common framework for both state and private higher education

institutions regarding:

· their authority to establish and close down study programmes,

· quality assurance of institutions and programmes,

· the rights and obligations of the students,

· the continuance of today’s organisation of the state institutions with a large degree of

organisational and financial autonomy,

· two models for the internal leadership structure, including the strengthening of the

position of the Rector as head.

Model 1) The Rector is elected by academic staff (counting for 51–71 % of the votes),

technical and administrative staff (5–25 % of the votes) and students (15–30 % of the

votes). The Rector is the chairman of the Board.

Model 2) The Rector is appointed by the Board. The Rector is the administrative as well as the academic head of the institution.

· tuition fees. State higher education institutions do not charge tuition fees.

This forms part of the Quality Reform, the “Norwegian Bologna Process”. The Quality Reform was implemented in all higher education institutions in Norway from the autumn of 2003. At present, the Quality Reform is being evaluated by two independent research centres, which will present their final report in January 2007. Based on the recommendations of the report, the Ministry of Education and Research will introduce a white paper to the Storting later in the same year.

 

ПОЛЬША

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

· The Act of 27 July 2005 – The Law on Higher Education (Dziennik Ustaw. No.

164, item. 1365) and relevant implementing regulations to the Act, which are a legal basis in particular for:

- the establishment of a three-cycle structure on a compulsory basis in all higher education institutions;

- the issue of the Diploma Supplement;

- the introduction of a credit transfer and accumulation system;

- the provision of joint study programmes and the award of corresponding (double or joint) diplomas;

- the provision of degree programmes in macro-fields of study and interdisciplinary programmes; and

- the establishment of associations of higher education institutions.

· The following documents are relevant to the implementation of the Bologna Process:

- Regulation of the Minister of Science and Higher Education of 3 October 2006 on the ECTS credit transfer and accumulation system;

- Regulation of the Minister of Science and Higher Education of 13 June 2006

on the names of fields of study for degree programmes provided as firstcycle

programmes, second-cycle programmes and long-cycle programmes;

- Regulation of the Minister of Science and Higher Education of 19 December

2006 laying down the requirements and procedure for the organisation of doctoral programmes by organisational units of HEIs;

· A regulation of the Minister of Science and Higher Education on degree programme requirements, which contains rules for the development of curricula in HEIs, is currently being drafted.

· Actions are taken to create internal quality assurance systems within HEIs.

· A regulation on distance education is currently being drafted.

ПОРТУГАЛИЯ

1. Describe the important developments relating to the Bologna Process, including

legislative reforms, since Bergen.

(i) Law No. 49/2005, of 30 August, introduced changes in the Comprehensive Law of the Education System (Law 48/86, of 14 October: Lei de Bases do Sistema Educativo) in order to allow for the changes in the legal framework leading to the implementation of the Bologna process.

(ii) Decree-Law No. 74/2006, of 24 March, approved the three-cycle degree system, adopting the Bologna generic descriptors for each cycle based on learning outcomes and competences, and credit ranges for the first and second cycles. It also approved rules on joint degrees, and recognition of prior learning, including non-formal and informal learning. According to the available data at the moment of the elaboration of this report, in 2007 the large majority of the study programmes will comply with the framework for qualifications approved by this decree-law.

(iii) Decree-Law No. 64/2006, of 21 March, approved a new path to higher education for students older than 23 years not holding the standard requirements to access higher education. This decree-law confers higher education institutions the capacity to organize the entrance examinations of these students as well as the capacity for creditation of the professional experience and non-formal and informal learning periods of the candidates.

In 2006, about 14 500 students were approved on these examinations and were able to apply for the enrolment at a HEI (through the standard path, the number of applicants was about 48 600).

(iv) Decree-Law No. 88/2006, of 23 May, completely reorganized the level IV professional qualification programmes named cursos de especializacao tecnologica (CETs: Technological Specialisation Programmes). These short first cycle vocational programmes are offered to students that have completed or almost completed upper secondary education or that have a level III professional qualification. These programmes, with 60 to 90 credits, have a component of practical training in close relationship with the labour market and give students full possibility to pursue their studies in HEIs with creditation of this learning period. Higher Education Institutions can offer CETs, alone or in partnership, being expected that mainly the polytechnics will offer these courses.

In 2007, about 120 new CETs will offer nearly 3000 places.

(v) The Portuguese Government invited the European Association for Quality Assurance in Higher Education (ENQA) to appoint a panel of international experts:

(a) To review the existing Portuguese quality assurance practices;

(b) To provide recommendations to the Portuguese government on the organisation,

processes and methods of establishment of a national accreditation system that

would meet the European Standards and Guidelines for Quality Assurance in the

European Higher Education Area.

The report was presented in December 2006.

Portugal 3

The creation of the Portuguese accreditation and evaluation agency, in line with the Standards and Guidelines for QA in the EHEA, will take place in 2007 first semester.

(vi) The Portuguese Government invited the Organisation for Economic Co-operation and Development (OECD) to undertake a review of tertiary education, to evaluate the

performance of the sector and to recommend how it can better meet Portugal’s strategic objectives for the sector.

The review was organised within the framework of the OECD’s education policy reviews.

Following preparation of a Background Report by the Portuguese authorities, a team of OECD examiners visited Portugal and prepared a report approved, with some minor changes, by the OECD Education Committee, the 13 December 2006.

This report will be used as a guidance instrument for the reorganisation and rationalisation of the sector. This work will be conducted during 2007.

(vii) It was launched an international independent and voluntary review of some Portuguese HEIs (universities and polytechnics, public and private) under the coordination of European University Association (EUA).

 

ФРАНЦИЯ

Since Bergen, the implementation of Bologna reforms in France was deepened and led to 4 main developments:

_ evolution of the legislation about the award of degrees within international

partnerships (joint degrees in particular) with the decree n° 2005-450 dated May 11th 2005;

_ generalization of the ‘LMD’ reform, as we call it in France, (LMD standing for

Licence, Master, Doctorat) to all universities and other higher education institutions

(HEIs) which sign 4-year contracts with the ministry of National education, Higher

education and Research (MENESR); its extension to higher education and

programmes depending on other ministries such as architecture (i.e. the decree n°

2005-734 dated June 30th 2005 and two other decrees dated July 20th 2005); and

eventually the integration of a short cycle qualification, the University degree of

technology (DUT < diplôme universitaire de technologie) into the European higher

education area (EHEA), in line with the overarching qualifications framework

adopted in Bergen (i.e. the decree dated August 3rd 2005 about the DUT and the

EHEA);

_ the new organization (after the decree dated April 25th 2002) of doctoral schools and doctoral programmes with the decree dated August 7th 2006;

_ the completely revised French system for the evaluation of the quality of research

and higher education, with the new evaluation Agency for research and higher

education, namely the ‘ Agence d’évaluation de la recherche et de l’enseignement

supérieur ’ (AERES), created by the Research planning law.

ФРГ

Two-Cycle Degree Structure

Germany's Länder (states) aim to switch to the two-cycle system by 2010. Bachelors and Masters courses currently constitute some 45 per cent of available degree programmes.

The “Qualifications Framework for German Higher Education Degrees” was adopted on 21 April 2005 with the participation of the national players in the Bologna Process.

Quality Assurance

Accreditation as a key element of quality assurance was given a new legal foundation.

Based on work by the German Rectors’ Conference (Hochschulrektorenkonferenz, HRK) and the German Science Council on Quality Assurance (Wissenschaftsrat zur Qualitätssicherung), with its reports “Quality Assurance in Education” (22 September 2005) and “Quality Assurance in Higher Education Research” (03 March 2006), the Conference of Ministers of Education and Cultural Affairs (Kultusministerkonferenz, KMK) presented a comprehensive concept of quality assurance as well as recommendations for the further development of the quality assurances system.

With the Report on the National Implementation of European Standards and Guidelines in the German Higher Education System, recommendations were made as to the implementation of the document adopted in Bergen.

ЧЕХИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

The new Long term Plan of the Ministry for 2006-10 was introduced. It is important for funding higher education institutions (“HEIs”), namely the contractual principle-contract funding (see section 2.). In this case, the funding depends on compatibility between the Long-term Plans of individual institutions and the Long-term Plan of the Ministry. The mechanism is based on the Development Programmes published by the Ministry annually, and HEIs are invited to submit projects (annually) that fit in with the programme priorities, which are derived from the state strategy as expressed in the Long-term plan of the Ministry. The financial support of successful projects allocated on the basis of specific contracts enables state priorities to be implemented through funding. The assessment of any particular project’s eligibility is based on the priorities of the Long-term Plans of the Ministry and that of the particular HEI; it is examined by expert teams consisting of members of the Czech Rectors’ Conference and the Council of HEIs and representatives of the Ministry

The amendment to the Higher Education Act was approved by the Parliament in

December 2005 as the Act no: 552/2005 Coll. The changes represent another step

towards more autonomy of institutions, mainly financial, introducing next to the state

subsidy a weighted grant from the state budget for teaching, scholarly, scientific,

research, development, artistic and other creative activities which can be transferred over the fiscal year without regulations, mandatory social scholarships for the most needed student population, change in the duration of rector’s term from 3 to 4 years (one possible re-election stays), change in maximum duration for accreditation of degree programmes from twice the standard length to 10 years, etc.

Czech Republic was involved since 2004 in the OECD project on Thematic Review of Tertiary Education. At the break of November and December 2006 the Country Notes (recommendations of the experts) were published. It is extremely useful material bringing the country food for discussion and further changes / reforms towards more competitive and progressive tertiary system fulfilling among others also Bologna goals.

This discussion has been just starting.

 

ФИНЛЯНДИЯ

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

Universities

The Universities Act (645/1997) was amended on July 30th 2004. The amendment (715/2004) enacted a Bologna-compatible two-tier degree structure, with an obligatory Bachelors level (1st cycle) degree before Masters level (2nd cycle) degree in all fields except medicine and dentistry. The new Act makes it possible for universities to award official English degrees and degree titles. The Goverment Decree on University Degrees (794/2004), which specifies the Universities Act, was issued on August 19th. Repealing 20 previous field-specific decrees, it detailed the two-tier degree structure and aims and structures for Bachelors, Masters and Doctoral degrees. ECTS-equivalent credit system was also enacted by the law. Official degree titles in Finnish, Swedish and English were determined.

Polytechnics

The Polytechnics Act (351/2003) was amended on June 10th 2005. In amendment (411/2005) the polytechnics second-cycle degrees were put into permanent legislation. The amendment (413/2005) states that all the polytechnics have a student organisation who represent the student body of that institution. The student organisation appoints the student representatives to polytechnic board and other governing bodies in the institution. The polytechnics introduced ECTS August 1st 2005.

Amendment reflecting degree form on The Decree on the Higher education Degree System (423/2005) came to place in August 1st 2005. The polytechnic master’s degrees were added to the decree.

The Finnish Higher Education Evaluation Council (FINHEEC) has developed the audit procedure focusing on the quality assurance systems of Finnish HEIs in order to show the international community that Finland has a valid and competent quality assurance practice. This procedure is a response to the development principles prevailing in the European Higher Education Area.

FINHEEC started quality audits in 2005. The aim is to audit all higher education institutions by the year 2011.

ШВЕЙЦАРИЯ

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

Soon after the Bologna Declaration in 1999, Swiss higher education institutions (Universities and Universities of Applied Sciences) recognised the importance of this reform process and set up project organisations. The authorities of the Universities passed legally binding “Bologna Directives” in 2003[1], those of the Universities of Applied Sciences in 2002[2]. In 2005, the Federal Universities of Applied Sciences Act has been revised according to the new study structure[3].

The legal bases for the two sectors are mutually compatible so that the reforms are well interconnected and consistent across the entire tertiary education sector. For all HEIs, the new system is based on a first cycle (bachelor) comprising 180 ECTS credits and a second cycle comprising 90 or 120 ECTS credits. An agreement regarding pathways between different types of HEIs is currently being prepared by the Rectors’ Conferences.

The implementation of the Bologna process has made considerable progress in the last

years. In autumn 2006, all first-year students (except for medicine) started their studies within a bachelor programme. As of autumn 2007, all first year medical students will also enter bachelor programmes.

The implementation of the Bologna process at Swiss institutions should be seen in the

wider context of the far-reaching reforms currently under way for the entire higher education sector that is expected to be in place by 2012 at the latest. Their main goals are to improve the position of Swiss higher education in the international context, to simplify the highly complex mechanisms of cooperation between federal and cantonal authorities in steering the higher education system, as well as to enhance transparency and efficiency

regarding institutional cooperation and allocation of resources.

 

ШВЕЦИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

Прим. The Ministry has changed name several times the last years, but in this report it will be referred to as the Ministry for Education and Research or the Ministry.

In June 2005 the former Swedish Government presented proposals in order to reform the Swedish higher education system along the lines of the Bologna Process (Government bill 2004/05:162, New world – new university). The bill was adopted by the Parliament in February 2006. Changes in the Higher Education Act and Higher Education Ordinance have been decided and issued according to the decision in Parliament.

The reform mainly concerns a new structure for educational programmes, courses and

degrees. The reform covers the whole system for higher education and will come into

effect starting July 1 2007.

These are some of the main characteristics of the reform:

· Higher education degrees and courses will be divided into three cycles.

· All degree descriptions have been reviewed and the degrees have been placed at

either first, second or third level2. The new degree descriptions are based on the

expected learning outcomes of the student and related to the Qualifications

Framework of the Bologna Process. The higher education institutions (HEIs)

should also specify the learning outcomes at the conclusion of each course.

· A new two-year Master’s Degree will be introduced within the second cycle.

· The credit system has been reformed and the new system will be in line with the

European Credit Transfer System (ECTS).

· Diploma Supplement will be introduced also for the third cycle.

There are no indications of changes in the reform because of the new Government that

came into power in October 2006.

 

РОССИЯ

Legislative reform

In order to implement the system of measures to develop the higher professional education system, proposals and amendments have been developed for RF legislation, and modifications have been introduced to the regulatory framework for education, in the following areas:

- ensuring the accessibility of higher education for persons who have served in the military for at least three years, under a contract with the Armed Services of the Russian Federation;

- the introduction of a Unified State Exam, designed to raise the quality of education, ensure access to higher general education of quality, improve the final examination system for students in general education institutions and entry tests for acceptance to secondary and higher professional education institutions.

Work continues to establish two tiers of higher professional education;

Federal Law no. 113-FZ of 18 July 2006, “On amendments to articles 12 and 20 of the Federal Law of the RF On Higher and Postgraduate Professional Education” (“O vnesenii izmeneniy v statyi 12 i 20 Federalnogo zakona O vysshem i poslevuzovskom professionalnom obrazovanii”) was passed, covering the management of HEIs (permitting the establishment of the post of president in HEIs).

Partnership

The degree system

Quality assurance

Describe the relationship between higher education and scientific/academic research in your country: what percentage of research is performed at HEIs; are any steps taken to improve the interaction between higher education and other research sectors?

State financing of research in education and science is conducted on the basis of National Projects, Federal Target Programmes, regional and agency programmes, etc. A system of non-governmental public and private organisations and foundations (including venture capital funds) participating in the funding of research and R&D by education institutions and scientific organisations is being currently elaborated.

Based on the “Concept for Modernization of Russian Education Until 2010”, a multi-tiered system of lifelong skilled personnel training in higher education is being developed, thus helping maintain human resources potential of the Russian research sector.

At the current time approximately 700 accredited state HEIs in the Russian Federation are conducting research and development projects. The HEI science sector is a fruitful environment for the creation and growth of a science and technology infrastructure and innovation activity.

The principle of unity of educational and research activities is the corner-stone for the formation of key education programmes stipulated by State Educational Standards and Documents, and other regulatory/normative documents. At the higher education stage, research is an important component of training (the research component of bachelor’s education is included in the educational process (tests, calculation projects, course work/projects and final qualifying projects (VKR); master’s research is comparable in volume to bachelor’s training in the basic, foundation cycles and comprises approximately 40% of the total workload in master’s programmes. As has been noted above, post-HEI education is aimed at obtaining a degree and is built on research (the volume of research is 79-86% of the total workload). In all the concepts for designing Russian and foreign higher-qualification training

programmes are similar and built on the principle that research takes priority, as it is treated as the backbone of the education system. Approaches to differentiation of the levels of degrees awarded are also similar, and based on the total time commitment required to absorb educational programmes.

Historically, science in Russia has been divided into three sectors: HEI, academic (Russian Academy of Sciences and other academies) and applied (research centres, design bureaux, etc.). Currently, HEIs contain a concentration of research potential, which is substantiatad by the following statistical data (tables 1 and 2).

The HEI science sector includes the following research, planning and design departments, which perform R&D: 260 research institutes, more than 60 design bureaus and 1,200 basic research laboratories, including test sites, approximately 600 engineering and scientific methodical centres, 135 experimentation facilities, 76 unique facilities (22 botanical gardens, 37 science museums and 7

observatoria), more than 80 technology parks, and numerous technology and information centres. HEIs have founded more than 2,200 small innovation enterprises working on the development and production of new products.

Parameters 2005

Percentage of the HEI sector in the total volume of internal expenditure on

research and development, %

5.8

Volume of non-budgetary funds per rouble of expenditure from the consolidated

R&D budget in the HEI sector, in roubles *

1.87

Specific weight of personnel employed in R&D in the HEI sector, in the total

number of persons engaged in research and development, %

5.3

Specific weight of the HEI sector among science organisations in the state sector

%

15.1

Specific weight of post-graduate students studying in the HEI sector within the

total number of post-graduate students, %

86.0

Percentage of candidates of sciences in the higher education sector engaged in

R&D, in the total number of candidates of sciences in the higher education sector,

% 6.5

Percentage of doctors of sciences in the higher education sector engaged in R&D,

in the total number of doctors of sciences in the higher education sector, % 7.2

* For HEIs in Rosobrazovania (the Russian education system)

In this connection, the main direction for enhancing the efficiency of research and quality of training

of researchers and faculty at the current time is the development of multi-tiered institutional and

programme-based integration of education and science systems. Top priority is given to the

cooperation of HEI science with academic and industry sector institutes by the following means: joint

R&D activity sector Number of

research

staff

Candidates

of sciences

Doctors of

sciences

Postgraduates

Number

of

organisat

ions

Internal

expenditure on

R&D (000

RUR)

Total for activity

sectors 813 207 77 024 23 502 142 899 3 566 230 785 150

State sector 272 718 43 825 16 531 19 986 1 282 60 158 167

Commercial sector 496 706 23 037 4 281 1 703 156 880 029

HE sector 43 500 10 101 2 667 122 913 539 13 337 987

Private non-profit

sector 283 61 23 42 408 968

Number of candidates

of sciences and

doctors of sciences in

faculty of HEIs 155 311 37 297

use of scientific, experimentation and equipment resources; creation of integrated structures, universities and inter-university complexes, science, education and production centres; development of international cooperation and interaction in training skilled personnel.

At the current time, in almost 35 regions of the country there are approximately 80 technology parks and 56 innovation and technology centres (ITTs); these are primarily attached to HEIs while 25-30% are structures functioning in a stable, independent fashion.

In 2006 construction work began at four major Innovation and Technology Parks: in St. Petersburg, Novosibirsk, Moscow Region and Nizhniy Novgorod.

What percentage of students seeking (candidate) degrees follow a career as researchers; are any measures taken to increase the number of students seeking academic degrees who then follow careers as researchers?

In 2005, 33,600 people completed post-graduate studies, including 28,800 people (85.5%) from HEI post-graduate studies, and 4,800 people from post-graduate study at research institutes, of which 2,700 (8.7%) studied at institutes of the Russian Academy of Sciences and other academies. The level of efficiency of post-graduate studies (production of post-graduates with successfully defended dissertations) in 2005 amounted to 31.7%, which corresponds to the average level of efficiency of

post-graduate studies over the last decade.

The following steps are taken to realize the main goal of post-graduate studies—the selection and training of talented young academics:

- state determination and stimulation of high-priority areas of scientific research, aimed at increasing the effectiveness of a multi-tiered Russian education system;

- improvement of planning of the enrolment and formation of a body of post-graduates and the improvement of the system for selecting HEI graduates and young specialists for post-graduate studies;

- enhancement of the criteria for post-graduate research advisors (the right of research supervision is granted only to academics possessing a doctor of sciences diploma and a professorial attestation in the corresponding specialty, and actively conducting research work);

- modernization of post-graduate training programmes (development of State Educational Standards for all post-graduate training specialties, using a system for the accumulation of credits and transfers based on the ECTS system);

- improvement of additional educational programmes, implemented as a part of post-graduate studies, for the purposes of expanding the system of competencies acquired;

- expansion of cooperation with HEIs and training centres in the countries of Europe, pursuing the policy aimed at increasing mobility;

- organisation of research, workshops, seminars and conferences having both practical and applied scientific value, using the resources of HEIs and scientific organisations;

- development and application of methods for assessment of training quality, as well as the level of qualification and scales of quality of students completing post-graduate studies, from the viewpoint of a progressive, skills-based and highly personalized approach;

- development of a system of material and social incentives at the state level, enhancing the prestige of academic degrees, and capable of attracting talented youth to engage in research activity;

- funding of training programmes for gifted post-graduates, expansion of funding of post-graduate training by means of improving the practice of obtaining grants from universities and research foundations, participation in target and research programmes, and also the conclusion of agreements with enterprises and companies interested in this development;

- ensuring guarantees of professional employment of post-graduate students and graduates of postgraduate courses by means of establishing regional and industry sector requests for training research staff, as well as by integrating the practice of concluding agreements with organisations in industry sectors.

The social dimension

Mobility

Future challenges

АВСТРИЯ

1. Describe the important developments relating to the Bologna Process,

including legislative reforms, since Bergen.

- national process to establish a NQF was started in 2006

- amendments of University Act 2002: the reform of doctoral programmes towards PhD programmes lasting at least 3 years; the decision to name academic degrees in English (bachelor, master, PhD), also for UAS;

- Teacher training colleges will convert to bachelor programmes as of Oct. 2007, when the new Bundesgesetz uber die Organisation der Padagogischen Hochschulen und ihre Studien (Act on reforming teacher training colleges, in short “Teacher Education Act”) will turn them into teacher training universities. It will convert the training of teachers for primary and lower secondary education from non-degree

to bachelor programmes.

 

АЗЕРБАЙДЖАН

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

After joining the Bologna process in May 2005 in Bergen, Ministry of Education

of Azerbaijan elaborated an Action Plan and by the appropriate Order of the Minister of Education “Plan of activities on implementation of the requirements

of Bologna Declaration in higher education system of the Republic of

Azerbaijan for 2006-2010” was adopted. This Plan stipulates modernization of

multi-tier system of higher education, transfer to credit system, elaboration of

new Diploma Supplement in compliance with UNESCO/Council of Europe

Recommendations, recognition of foreign documents on higher education in

Azerbaijan and Azerbaijani diplomas in member countries of Bologna Process,

quality assurance of higher education, increasing mobility of students and teaching staff.

In compliance with the abovementioned Order, the Working Groups was established in higher education institutions where credit system is applied. These working groups comprise prorectors, faculty deans and highly qualified experts. At the same time, a number of seminars and trainings have been convened, including the national seminar on credit system convened in 2005 with expert and financial assistance of Council of Europe.

The Regulation on “Introduction of credit system in higher education institutions” was elaborated and adopted in 2006. In compliance with this Regulation the process of introduction of credit system started in a number of higher schools. In this regard, new State Standards on concrete directions and specialities have been worked out and adopted.

The new legislative basis on accreditation of higher education institutions in our

country was adopted. In particular, the new Regulation on attestation and

accreditation of higher and secondary specialised education institutions stipulates concrete requirements for implementation of this process. The Standing Commission on Accreditation was established 2006. In 2006 accreditation of 2 higher schools and 2 secondary specialised education institutions was implemented.

АЛБАНИЯ

1. Describe the important developments relating to the Bologna Process, including

legislative reforms, since Bergen.

1. Constitution of the Albanian BFUG, divided into three subgroups focusing on:

• Curricula development and National Qualification Framework,

• Standards, Quality Assurance and academic workload,

• Diploma and prior education recognition and social dimension.

2. Organisation of seminars and workshops with European experts on curricula development and National Qualification Framework.

3. Organisation of several meetings and workshops in view of establishing the “State Matura”- a better way of students’ recruitment in the HEIs.

4. Drafting the Albanian Master Plan of Higher Education in Albania;

5. Presentation of the new Law of Higher Education draft

6. Amendment of the Law n.8461 about “Higher Education in Republic of Albania” of 25th February 1999 and modified in 2006, in which several important elements of Bologna Process have been added to.

7. In compliance with the above-mentioned Law of “Higher Education in Republic of Albania” the Albanian Government has emitted several normative acts, decisions, directives and decrees, which have qualitatively influenced the process of Bologna Chart implementation.

The Ministry of Education and Science in co-operation with the other governmental

institutions and Albanian HEIs has brought another climate in the reforming processes led in the country to its main goal the real integration in the EHEA. More concretely:

• It has been implemented in all Albanian public universities and most of private ones the three cycles of studies following the scheme 3+2+3, 4+1+3 or 3+1 leading in Bachelor, Master and PhD degrees;

• From the academic year 2005-2006 all Albanian public universities have adopted the new curricula according to Bologna Chart. Curricula reform and establishing the ECTS at a national level have made possible, from the legislative point of view, the mobility of students from one university into another within the country and their credits, when 70% of study plans and programmes for the same subject are common;

• Efforts done to building-up the internal and external Quality Assurance system have let universities, both public and private, to adopt structures and European experiences in the field. The Albanian Agency of Accreditation on Higher Education has been the

promoter of several seminars and workshops in order to sensitise and train the actors of that process;

• The deep reform in the admitting process into the Albanian HEIs through “State

Matura” has changed the image of the state procedures and put the candidates at the

same starting point – a real guarantee for equal opportunities;

• Compiling process of the National Qualification Framework has started with a seminar with European experts and stakeholders in the area and is based on a European model in

order to integrate them within the deadline of 2010;

• Free and democratic elections for student governance bodies took place and opened the door to their real participation in the decision-making and governing bodies of the HEIs in Albania.

 

АНДОРРА

1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.

- Establishment of an External Quality Assurance system

- Renewal of the Higher Education Law, in process

- Renewal of the scholarships Law, in process

- Renewal of the recognition of diplomas Law, in process

- Lisbon convention is in process of being accepted by Council of Ministers

АРМЕНИЯ



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