Key Developments since Bergen 2005 


Мы поможем в написании ваших работ!



ЗНАЕТЕ ЛИ ВЫ?

Key Developments since Bergen 2005



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.

Recognition of Academic Achievements and Qualifications

The Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon Convention) which entered into force on 01 February 1999, presumably will be enacted as national law on 01 April 2007.

The National Plan for Recognition of Foreign Qualifications is attached.

 

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



Поделиться:


Последнее изменение этой страницы: 2017-01-24; просмотров: 152; Нарушение авторского права страницы; Мы поможем в написании вашей работы!

infopedia.su Все материалы представленные на сайте исключительно с целью ознакомления читателями и не преследуют коммерческих целей или нарушение авторских прав. Обратная связь - 34.201.37.128 (0.024 с.)