- •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.
АВСТРИЯ
1. Describe the important developments relating to the Bologna Process,
including legislative reforms, since Bergen.
- national process to establish a NQF was started in 2006
- amendments of University Act 2002: the reform of doctoral programmes towards PhD programmes lasting at least 3 years; the decision to name academic degrees in English (bachelor, master, PhD), also for UAS;
- Teacher training colleges will convert to bachelor programmes as of Oct. 2007, when the new Bundesgesetz uber die Organisation der Padagogischen Hochschulen und ihre Studien ( Act on reforming teacher training colleges, in short “Teacher Education Act”) will turn them into teacher training universities. It will convert the training of teachers for primary and lower secondary education from non-degree
to bachelor programmes.
АЗЕРБАЙДЖАН
1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
After joining the Bologna process in May 2005 in Bergen, Ministry of Education
of Azerbaijan elaborated an Action Plan and by the appropriate Order of the Minister of Education “Plan of activities on implementation of the requirements
of Bologna Declaration in higher education system of the Republic of
Azerbaijan for 2006-2010” was adopted. This Plan stipulates modernization of
multi-tier system of higher education, transfer to credit system, elaboration of
new Diploma Supplement in compliance with UNESCO/Council of Europe
Recommendations, recognition of foreign documents on higher education in
Azerbaijan and Azerbaijani diplomas in member countries of Bologna Process,
quality assurance of higher education, increasing mobility of students and teaching staff.
In compliance with the abovementioned Order, the Working Groups was established in higher education institutions where credit system is applied. These working groups comprise prorectors, faculty deans and highly qualified experts. At the same time, a number of seminars and trainings have been convened, including the national seminar on credit system convened in 2005 with expert and financial assistance of Council of Europe.
The Regulation on “Introduction of credit system in higher education institutions” was elaborated and adopted in 2006. In compliance with this Regulation the process of introduction of credit system started in a number of higher schools. In this regard, new State Standards on concrete directions and specialities have been worked out and adopted.
The new legislative basis on accreditation of higher education institutions in our
country was adopted. In particular, the new Regulation on attestation and
accreditation of higher and secondary specialised education institutions stipulates concrete requirements for implementation of this process. The Standing Commission on Accreditation was established 2006. In 2006 accreditation of 2 higher schools and 2 secondary specialised education institutions was implemented.
АЛБАНИЯ
1. Describe the important developments relating to the Bologna Process, including
legislative reforms, since Bergen.
1. Constitution of the Albanian BFUG, divided into three subgroups focusing on:
• Curricula development and National Qualification Framework,
• Standards, Quality Assurance and academic workload,
• Diploma and prior education recognition and social dimension.
2. Organisation of seminars and workshops with European experts on curricula development and National Qualification Framework.
3. Organisation of several meetings and workshops in view of establishing the “State Matura”- a better way of students’ recruitment in the HEIs.
4. Drafting the Albanian Master Plan of Higher Education in Albania;
5. Presentation of the new Law of Higher Education draft
6. Amendment of the Law n.8461 about “Higher Education in Republic of Albania” of 25th February 1999 and modified in 2006, in which several important elements of Bologna Process have been added to.
7. In compliance with the above-mentioned Law of “Higher Education in Republic of Albania” the Albanian Government has emitted several normative acts, decisions, directives and decrees, which have qualitatively influenced the process of Bologna Chart implementation.
The Ministry of Education and Science in co-operation with the other governmental
institutions and Albanian HEIs has brought another climate in the reforming processes led in the country to its main goal the real integration in the EHEA. More concretely:
• It has been implemented in all Albanian public universities and most of private ones the three cycles of studies following the scheme 3+2+3, 4+1+3 or 3+1 leading in Bachelor, Master and PhD degrees;
• From the academic year 2005-2006 all Albanian public universities have adopted the new curricula according to Bologna Chart. Curricula reform and establishing the ECTS at a national level have made possible, from the legislative point of view, the mobility of students from one university into another within the country and their credits, when 70% of study plans and programmes for the same subject are common;
• Efforts done to building-up the internal and external Quality Assurance system have let universities, both public and private, to adopt structures and European experiences in the field. The Albanian Agency of Accreditation on Higher Education has been the
promoter of several seminars and workshops in order to sensitise and train the actors of that process;
• The deep reform in the admitting process into the Albanian HEIs through “State
Matura” has changed the image of the state procedures and put the candidates at the
same starting point – a real guarantee for equal opportunities;
• Compiling process of the National Qualification Framework has started with a seminar with European experts and stakeholders in the area and is based on a European model in
order to integrate them within the deadline of 2010;
• Free and democratic elections for student governance bodies took place and opened the door to their real participation in the decision-making and governing bodies of the HEIs in Albania.
АНДОРРА
1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- Establishment of an External Quality Assurance system
- Renewal of the Higher Education Law, in process
- Renewal of the scholarships Law, in process
- Renewal of the recognition of diplomas Law, in process
- Lisbon convention is in process of being accepted by Council of Ministers
АРМЕНИЯ
Main achievements since Bergen
Higher education in Armenia is currently facing the pressure of reforms as well as
tremendous opportunities for development. The main foci of the Government of Armenia (GoA), the Ministry of Education and Science (MoES), and the Higher Education Institutions (HEI) are introduction of a two-cycle degree system, a credit transfer and accumulation system, and a Diploma Supplement system; strengthening of Doctoral Programmes as a bridge between higher education and research area; and creation of a recognition body and national quality assurance agency.
1. Adoption of a system of easily readable and comparable degrees
In May 2005, the Armenian ENIC/NARIC was established by government decree to develop an equitable recognition system of qualifications for use both at the national and organizational level. After studying the European system, the Armenian version of the Diploma Supplement was developed. Presently, it is under discussion in the MoES as well as in HEIs. According to the timetable approved by the GoA, the DS will be officially issued by the HEIs starting from 2007.
2. System based on two main cycles
A system based on two cycles, bachelors/masters, was introduced by the Law on Higher and Postgraduate Education (2004) and by a government decree (2004) that all state universities present programmes as bachelors and masters degrees. It is planned that by 2010 all universities, including private institutions, will base programs on two cycles.
3. Establishment of a system of credits
In December 2005, there was a special decree of the government: On The Introduction of Credit System. As directed in Decree Six, state universities started implementation of the credit system stage by stage. The following has been accomplished thus far: the State Engineering University has a four year experience in their Master’s Programme; Yerevan Linguistic University, as a pilot project, has introduced the credit system in one educational programme both for the bachelors and masters degrees; the other three universities are reviewing their academic programs according to a credit system. All six universities jointly
developed recommendations on implementation of the credit system.
Simultaneously, the Ministry of Education and Science has appointed a working group that will develop ECTS on the national level, prepare guidelines on how to implement the ECTS, and organise training for university ECTS coordinators. The ECTS guide has been translated and presently is being published.
In the second half of December, the Ministry of Education and Science is organising a
conference on ECTS. All six universities will make presentations on their achieved results and develop recommendations on how to organise learning with the credit system.