- •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.
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
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
The following progress was made in legislation related to Hungarian higher education towards the implementation of the Bologna Process:
- In November 2005 Parliament passed the Higher Education Act (Higher Education Act of 2005) which came into effect on March 1, 2006 with the following key objectives:
- to provide practicable and up-to-date skills and knowledge by launching the multi-cycle course structure with the effect of September 1, 2006 in the entire system,
- to create an environment for the operation of the institutional system to assist co-operation and participation in the integration of Hungarian higher education into the European Higher Education Area, as well as to create the conditions for student-teacher mobility,
- to implement a governance, management and financial system for the institutions adapted to the changed domestic and international environment,
- to promote the involvement of private funds, foster the right of higher education institutions to selfgovernment, property, independent financial management and business activities, to create the conditions for the above,
- to grant financial contribution from students starting their studies in September 2007.
In its ‘Uj Magyarorszag’ Program /’New Hungary’/ for the period of 2006–2010, as part of the plans to create a competitive and high-standard higher education, the Government declared the implementation of the required reforms launched by the ‘Magyar Universitas Program’ /’Hungarian Universitas Program’/.
_ The Higher Education Act defined the new course structure. With the effect of September 1, 2006 the former structure, having separated the university and college levels was replaced – in an integrated form – by the successive cycles of Bachelor and Master, where passing the various stages ensure the qualifications required for employment. Higher-level vocational training granting a qualification after the secondary school leaving certificate, the unified, undivided courses still provided under 17 programs, and the postgraduate specialist training course that may be taken
after obtaining a first degree constitute integral parts of the new structure. The education of new generation of researchers closely linked to the Higher Education and Research Areas is the responsibility of the third cycle with doctoral schools in higher education institutions accredited to provide such programmes.
The credit system aligned to the European Credit Transfer System and designed to evaluate the workload and performance of the students has been in place in all higher education institutions since 2003; the workload of a student progressing at average rate is 30 credits for each term.
_ Executive powers have been separated in respect of the operation of higher education institutions.
The powers of the minister of education and culture extend only to issuing and enforcing legal regulations. The maintainer of the higher education institution and the institutions itself adopt their decisions in compliance with the Government and ministerial decrees and the internal regulations.
As a part of the new sectoral governance pattern, new organisational tasks have been introduced, such as defining the quality assurance policy, the operation of the higher education information system, a carrier tracking system for graduates, the operation of the Hungarian Equivalence and Information Centre, the office of the ombudsman for education rights and exercising statutory supervisory powers.
_ In line with the new legal condition for students, new regulations were implemented regarding admission to higher education: as regards first degree programmes and unified, undivided training (and from 2008 even in higher-level vocational training) admission is based on the study results of a the uniform secondary school-leaving exam, on student choice, and a ranking of results while in respect of master courses, postgraduate specialist training courses and doctoral studies conditions for admission are set by the institutions.
_ Students may participate in state-funded education for 12 terms, subject to their adequate performance (doctoral studies are not included in he calculation). From September 1, 2006 in order to promote the mobility of students, student loans are also available for studies abroad.
_ The Higher Education Act and the implementing regulations thereof ensure the enforcement of equal treatment, the proportionate participation of women, the support of the disadvantaged and consideration of the capabilities of the disabled.
The protection and enhancement of the quality of education is ensured by the adequate institutional and legislative background for the provision of differentiated training, activities in special colleges for the gifted and other forms of support for highly gifted students.
ИРЛАНДИЯ