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

Since Bergen, a number of significant developments have taken place. The Institute of Technology Act 2006 was passed and brings responsibility for these institutions (as with the universities) under the Higher Education Authority. Other developments include the continued implementation of the National Framework of Qualifications, the establishment of the Irish Universities Quality Board on a legal basis and the QA reviews undertaken of the Irish Universities and HETAC.

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 1^st 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.