- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Adoption of a system of easily readable and comparable degrees
- •2. System based on two main cycles
- •3. Establishment of a system of credits
- •4. Promotion of mobility
- •5. Promotion of European cooperation in quality assurance
- •6. Promotion of European dimensions in higher education
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Main achievements since Bergen
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Progress made since the Ministers’ Meeting in Bergen
- •1. Describe the important developments relating to the Bologna process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Give a brief description of important Bologna Process developments concerning the Bologna process, including legislative reforms
- •2. Give a short description of the after-Bergen amendments in structure of public authorities responsible for higher education, main agencies/bodies in higher education and their competencies.
- •3. Describe any changes that have occurred at the institutional level since the Bergen conference.
- •4. Give a brief description of the structure which follows up the implementation of the Bologna Process in your country.
- •5. Give a brief description of measures to involve students and trade union staff in the management of heIs.
- •6. Give a brief description of providing cooperation between representatives of business and social stakeholders as a part of the Bologna process.
- •7. Give a brief description of achievements reached in the introduction of the first and second cycles of learning.
- •8. Give a brief description of achievements reached in the implementation of postgraduate study
- •9. Give a brief description of measures taken to ensure accessibility between the first and second cycles, and the second and third cycles.
- •10. Briefly describe the current stage tuning the national framework of qualifications to make it closer to the framework of qualifications in the European Higher Education Area.
- •11. What steps are being taken to increase the employment opportunities of graduates with bachelor’s qualifications?
- •12. The degree of compliance of the national quality assurance system with the Standards and Guidelines for quality assurance in the European Higher Education Area?
- •In the last two years, the following measures have been implemented to ensure compliance:
- •13. Give a brief description of the quality assurance system applied in your country.
- •14. Give a brief description of the student participation in the national quality assurance system.
- •15. Give a brief description of the level of international participation in the national quality assurance system.
- •16. Describe the current stage of implementation of the Diploma Supplements in your country.
- •17. Describe the stage of implementation of the main principles of the Agreement and later supplementary documents.
- •18. Describe the credit (units) and accumulation systems current in your country.
- •19. Has a national plan been developed in your country to enhance the quality of the foreign qualifications recognition process? If so, give a brief description of this plan and append a copy.
- •20. Describe any procedures for recognition of prior learning, including formal and informal learning paths.
- •21. What legislative and other measures have been taken by your country to encourage higher education institutions to develop flexible and lifelong learning paths?
- •22. Describe the legislative status of double diplomas in your country.
- •25. Describe any measures which promote equality of access to higher education in your country
- •26. Describe any measures to help students facing social or economic difficulties to complete their studies.
- •27. Describe any measures taken in your country to improve student mobility
- •28. Are mobility loans and grants genuinely available in your country? If not, describe any measures that have been taken to increase mobility grants and loans.
- •29. Describe any measures taken to remove obstacles to student mobility and encourage full use of mobility programmes.
- •30. Describe any special measures taken in your country to improve faculty mobility.
- •31. Describe any measures taken to remove obstacles to faculty mobility and encourage full use of mobility programmes.
- •32. Describe any activities taken by your country to promote the attractiveness of the ehea.
- •33. Give indications of the main challenges ahead for your country.
14. Give a brief description of the student participation in the national quality assurance system.
The right of all students for participation in the management of an education institution is guaranteed by the RF Law “On Education” and the Federal Law “On Higher and Postgraduate Professional Education” (“O vysshem i poslevuzovskom professionalnom obrazovanii”). These laws establish the right of students to participate in the discussion and resolution of the most important issues in the
activity of HEIs, including participation through public groups.
Students are involved in the formation of internal quality assurance systems and self-evaluation procedures, as a rule in the capacity of survey respondents and in some cases as experts in the selfevaluation group.
In the 2005-2006 academic year, representatives of the student body were directly involved in the work of expert panels.
A more effective practice turned out to be the involvement of a representative of the student body in the work of the Accreditation Board.
In order to ensure a unified approach to the HEIs evaluation and to ensure that results remain comparable, a student questionnaire was developed and placed in an open access on the website of NAA, www.nica.ru. Student surveys can be conducted during the self-evaluation in order to avoid an excessive load on the academic process during the period of external review.
Survey technologies using Internet make it possible to obtain survey results and submit them in an integrated form in the final report to the Accreditation Board.
In the 2005-2006 academic year student opinions of 256 education institutions were submitted to the Accreditation Board. A total of 90,355 students participated in surveys.
15. Give a brief description of the level of international participation in the national quality assurance system.
In 2004-2006 representatives of NAA participated in the expert review of programmes at the universities of Trisdorf (Germany) and Tartu and Tallinn (Estonia). In the near future, the invitation of foreign experts is planned for participation in the work of Russian expert panels.
The involvement of foreign experts in the external review of the quality of education in Russian HEIs is a part of the process of ensuring equivalence of individual educational programmes by foreign accreditation agencies.
At the current time, 37 Russian HEIs or 2.6% (31 state and 6 private HEIs) have undergone equivalence procedures for 118 educational programmes (0.4%). Russian HEIs are taking the initiative to approach foreign accreditation agencies. Forty-seven foreign accreditation agencies and organisations have participated in quality assessment procedures for the educational programmes of Russian HEIs.
The National Accreditation Agency represents the Russian educational system in 5 international associations and networks:
- The International Network for Quality Assurance Agencies in Higher Education (INQAAHE): full membership since 2001;
- The European Association for Quality Assurance in Higher Education (ENQA): membership as a candidate for full membership. the Steering Committee of the Association passed a resolution on 23 May 2006, which was ratified by the General Assembly on 21 September 2006 (Brussels, Belgium);
- The Central and Eastern European Network of Quality Assurance Agencies in Higher Education (CEENET): full membership since 2002. Russia is represented in the Steering Committee from May of 2006 and for the subsequent four years;
- The Asia-Pacific Quality Network (APQN): full membership since April, 2006;
- The Eurasian Quality Assurance Network (EAQAN): full membership since October 2004;
EAQAN includes representatives of 7 countries from the former Soviet Union. Russia was one of the initiators of the creation of a network, and is represented in the network’s Steering Committee for a second term.
In order to ensure openness and transparency of the Russian quality assurance system international meetings and conferences are regularly held in the framework of the above networks, on issues of coordinating methods and procedures for higher education quality assurance systems.
In October of 2005, on the initiative of Russia, the second EAQAN Assembly was held in Moscow, and was dedicated to discussion of problems related to coordinating licensing, attestation and accreditation of HEIs, including affiliations. Assembly participants have also been involved in the work of the Accreditation Board.
The Russian quality assurance system was presented at annual sessions of the integration committee of the Council for Recognition and Equivalence of Education Certificates of the Eurasian Economic Community, and at sessions of the Education Council of the Commonwealth of Independent States.
Recognition of degrees and periods of study