- •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.
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