Bolonia /Bologna Process & Internationalization Experiences applicable to Turkmenistan

1. Bolonia/Bologna Process & InternationalizationExperiences applicable to Turkmenistan TEMPUS-DOIT Prof. Dr. D. Miguel Ángel Adame June 2011

2. Useful Links The 2010-2012 official site is: http://www.ehea.info/ This website is maintained by the Romanian Bologna Secretariat, which supports the Bologna Process. Previous sites: http:www.europa.eu.int http://www.eurireland.ie/programmes/bologna-process.128.html www.bologna2009benelux.org http://www.ond.vlaanderen.be/hogeronderwijs/bologna/ http://www.dfes.gov.uk/bologna/ In theabovementionedsite, you can find, forinstance, NationalReport of Turkey 2009 lastone, ortheNational report submitted by Kazakhstan for the admission to the EHEA in March 2010.

3. The Bologna Process derives its name from the so-called Bologna Declaration, which was signed on 19 June 1999 by ministers in charge of higher education from 29 European countries. It is an intergovernmental European reform process aimed at establishing the European Higher Education Area (EHEA) by 2010. • This European Higher Education Area is envisaged as an open space that allows students, graduates, and higher education staff to benefit from unhampered mobility and equitableaccess to high quality higher education. • The corner stones of such an open space are mutual recognition of degrees and other higher education qualifications, transparency (readable and comparable degrees organised in a three-cycle structure) and European cooperation in quality assurance. • In this context the 1997 Lisbon Recognition Convention  and pan-European transparency tools like the European Credit Transfer and Accumulation System  (ECTS) and the Diploma Supplement (DS) play a crucial role. Equally important are the overarching qualifications framework for the EHEA and the Standards and Guidelines for Quality Assurance in the EHEA. The latter will also function as admission criteria for quality assurance and accreditation agencies in the European Register of Quality Assurance Agencies.

4. The Bologna Process is taken forward through a work programme that receives orientations from biannual ministerial conferences Prague 2001, Berlin 2003, Bergen 2005, London 2007, Leuven/Louvain-la-Neuve 2009 , Budapest/Vienna 2010. These conferences are prepared by a Bologna Follow-up Group, which is in turn supported by a Bologna Secretariat. • The key to success of the Bologna cooperation is the underlying partnership approach, in both policy-making and implementation. Today, the Process unites half a hundred states, all party to the European Cultural Convention, that cooperate in a flexible way, involving also international organisations and European associations representing higher education institutions, students, staff and employers.

5. Budapest/ViennaDeclaration, 10-12 March 2010 Point #10. We call upon all actors involved to facilitate an inspiring working and learning environment and to foster student-centred learning as a way of empowering the learner in all forms of education, providing the best solution for sustainable and flexible learning paths. This also requires the cooperation of teachers and researchers in internationalnetworks.

6. International Openness of Bolonia ProcessSource: http://www.ehea.info/article-details.aspx?ArticleId=20 With the development of the European Higher Education Area (EHEA) a growing interest in the Bologna Process and the emerging European Higher Education Area can be witnessed world-wide (see for instance the 2007 working group report).At the Ministerial conference in May 2007 in London, Ministers adopted the strategy "The European Higher Education Area in a Global Setting", encompassing the following priorities:    * improving information on the European Higher Education Area,    * promoting European Higher Education to enhance its world-wide attractiveness and competitiveness,    * intensifying policy dialogue,    * strengthening cooperation based on partnership and    * furthering the recognition of qualifications.In April 2009, a report on the overall development at the European, national and institutional levels was published, including reports on the implementation of the strategy

7. International Openness of Bolonia Process To improve information on the Bologna Process and the European Higher Education Area, the 2007-2009 working group prepared an information booklet, which may be freely used and copied for non-commercial purposes (print version; version for professional printing).Information for international students and researchers interested in studying, working or doing research at a European Higher Education Institution is available for each country participating in the Bologna Process on the country pages.In cooperation with other regions of the world the "UNESCO/OECD Guidelines for Quality Provision in Cross-Border Education" play an important role. A seminar on "Quality Assurance in Transnational Education - from words to action" was organised by ENQA in December 2008.The growing interest in the Bologna Process also beyond Europe is reflected in a growing number of reports and initiatives, some of which are listed here:Australia and the broader Asia-Pacific region: Brisbane Communiqué initiative of the broader Asia-Pacific region

8. International Openness of Bolonia Process Canada: Report prepared by the Quality Assurance Subcommittee of the Council of Ministers of Education, Canada (CMEC) (May 2008)Association of Universities and Colleges of Canada: statement on the Bologna Process (June 2008); background document (April 2008).New Zealand:New Zealand and the Bologna ProcessUnited States:The Bologna Process from a U.S. perspective - Institute for Higher Education Policy, WashingtonNAFSA Special Focus Network: Bologna Process

9. A Citation • "Ministers stress the important role played by the European Credit Transfer System (ECTS) in facilitating student mobility and international curriculum development. They note that ECTS is increasingly becoming a generalised basis for the national credit systems. They encourage further progress with the goal that the ECTS becomes not only a transfer but also an accumulation system, to be applied consistently as it develops within the emerging European Higher Education Area."From the Berlin Communiqué of Ministers responsible for Higher Education, September 2003 (Bologna Process).

10. Kazkhstan • Submittedhis 1st NationalReportonMarch 2010, followingthestandardtemplate, tobeadmmitedtothe Bolonia Process. • Basic developments: • Strategic documents defining priorities of higher and postgraduate education • development are: • - The Law of the Republic of Kazakhstan “On Education” of 27 July 2007 • The State Program of Educational Development in the Republic of Kazakhstan for 2005-2010 affirmed by the President's decree of 11 October 2004 #1459; • - Strategic Plan of the Development of the Republic of Kazakhstan until the year 2020; • - National plans of basic measures on realization of President's annual message to the people of Kazakhstan; • - Long-term Program of Education Development till the year 2020. • http://www.edu.gov.kz

11. Kazkhstan There have been important changes in the structure and content of education in accordance with the law adopted in 2007. Three-Cycle System of higher and postgraduate education (bachelor-master-PhD) has been legally affirmed. Credit system of education has been introduced. A transfer has been made from education quality control to creation of a system of quality assurance. The National Accreditation Center was founded in 2005. Alliance of students of Kazakhstan operates in the country since 2003. This agency is actively engaged in all processes of local universities. Kazakhstan seeks to develop further student participation, preferably in cooperation with the European Students’ Union. Some of Kazakhstani HEIs are members of the European University Association.

12. Turkmenistan • TheLawonEducationenteredintoforce in August 2009. • TheLawonEducationincludesseveral mandates impactinginternationalizationof HEIs: • Theorganization of internationalizationiscentralizedthroughtheCabinet of Ministers of Turkmenistan. In addition, the state body for management of educationisresponsiblefor: • Maintenance of internationalrelations, studying and disseminating best practices; • Development of recognition procedures for co-validation of degrees from foreign countries; • LatestDevelopments: May 4-5 International Scientific and Methodological Conference on the Role of New Technologies in Implementing the Education Reform of President GurbangulyBerdimuhamedov and Modern Teaching Methods started its work in Turkmenistan

13. Turkmenistan(source: TempusNationalReport, October 2010) • Pending: • Implementation of a three-cyclestructurecompliantwiththeBolognaProcess • Bachelor/MasterCyclestructuremodelsmostcommonlyimplemented • Legislationon ECTS • In processalready: • NationalQualityAssuranceSystem • Recognition of foreignqualificationsforeitherworkorpursueacademicstudies in TM • e

14. HigherEducationSystem in TM(source: TempusNationalReport, October 2010)

15. I) ECTS - European Credit Transfer and Accumulation System: Key Features for internationalization

16. What is a credit system? • A credit system is a systematic way of describing an educational programme by attaching credits to its components. The definition of credits in higher education systems may be based on different parameters, such as student workload, learning outcomes and contact hours.

17. Process • Theprocessistwofolded: • Ontheonehand, each country has toadoptlegislationtoreorganizeitsHighEducationSystem. • Ontheotherhand, eachUniversity has to prepare a convergence plan followingthe EU guidelines.

18. University Plan of Convergence • Plan of the University of Seville (http://www.us.es/eees/convocatorias/planpropio/index.htm) • Turn to PDF file planpropioEEESoct2005

19. Activities in TempusDoItto match theneeds • TempusDoIt has NOT as anobjectivethesetting of anUniversity Plan of Convergence. Itisalsonotthe time, stillpendingnationalkeylegislation. • Butwe are training staff in draftingStrategic Plan of Internationalization. (Barcelona), and preparingOffices of International Relationsthat are necessaryinstrumentsfor Bolonia.

20. Adoption of DomesticLegislation: SpanishExample • Real Decreto 1509/2005, de 16 de diciembre, por el que se modifican el Real Decreto 55/2005, de 21 de enero, por el que se establece la estructura de las enseñanzas universitarias y se regulan los estudios universitarios oficiales de grado y el Real Decreto 56/2005, de 21 de enero, por el que se regulan los estudios universitarios oficiales de Posgrado. • Real Decreto 56/2005, de 21 de enero, por el que se regulan los estudios universitarios oficiales de Posgrado. • Real Decreto 55/2005, de 21 de enero, por el que se establece la estructura de las enseñanzas universitarias y se regulan los estudios universitarios oficiales de Grado. • Real Decreto 1125/2003, de 5 de septiembre, por el que se establece el sistema europeo de créditos y el sistema de calificaciones en las titulaciones universitarias de carácter oficial y validez en todo el territorio nacional. • Real Decreto 1044/2003, de 1 de agosto, por el que se establece el procedimiento para la expedición por las universidades del Suplemento Europeo al Título. • (see 2. The Spanish Example.)

21. How Bolonia doesfosterinternationalization?Source http://eunis.dk/papers/p37.pdf • Theterm ‘internationalisation’ is not new and there are different interpretations of what it means depending on the institution and its mission. To some it will be primarily focused on international student recruitment, to others on establishing an international presence overseas. However, many are developing or revisiting their internationalisation strategies with a more holistic approach. As one definition suggests, internationalisation is “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education” (Knight, 2003). As such it is an intrinsic set of values which seeks to: •  internationalise the student experience (both on and off campus); •  enhance the employability of students through international experience, such as participation in mobilityprogrammes; •  develop the international dimension of the curriculum; •  increase global competitiveness through international partnerships, networks, collaboration, • and; •  raise the attractiveness of HE provision as a world player to a wider audience.

22. How Bolonia doesfosterinternationalization?Source http://eunis.dk/papers/p37.pdf EM PLOYABILITY AND SKILLS • Recentresearchbythe CIHE (The Council for Industry and Higher Education, 2007) highlights the importance placed by employers on international skills of graduates, in particular time spent abroad for study or work and language competencies. This raises challenges for institutions to offer students these experiences through mobility schemes, international work placements and language provision. Curriculum development within the context of internationalisation is an important process here. • Implementing the Diploma Supplement to improve the recognition of qualifications in Europe and overseas as well as to encourage mobility could help support such strategies.

23. How Bolonia doesfosterinternationalization?Source http://eunis.dk/papers/p37.pdf MOBILITY • One of the key objectives of the Bologna Declaration is the “promotion of mobility by overcoming obstacles to the effective exercise of free movement” (European Ministers for Education, 1999). At the London Summit in 2007, mobility was designated as a key priority for the Bologna Process until 2009. • Manyfactorsaffectthemobility (or lack of) of UK students such as lack of knowledge about mobility schemes, lack of a tradition of mobility, social factors, language barriers, lack of opportunity/support offered by the institution and family/work commitments. • The real benefits of mobility have been highlighted in research e.g. personal development, higher levels of achievement, employability and this poses challenges for institutions to fully support the student and staff experience in this area.

24. How Bolonia doesfosterinternationalization?Source http://eunis.dk/papers/p37.pdf LIFELONG LEARNING • Globalisation increases the importance of lifelong learning in that skills and knowledge need to be enhanced continually to adapt to new developments. In recent years the idea of learners moving from one educational context to another at different times throughout their careers has emerged • As a key emphasis of lifelong learning is on supporting transitions to different environments at different stages (school/college to work or higher • education, adults returning to education, moving between different education systems).

25. How Bolonia doesfosterinternationalization?Source http://eunis.dk/papers/p37.pdf CURRICULUM DESIGN • Curriculum has tobedesignedtakingintoaccountglobalization. • Curriculum design is an area where all the various strategic threads mentioned come together for consideration, with provision required to be increasingly flexible and fit for purpose to cope with ‘non-traditional’ and mobile lifelong learners and needing to address the employability and skills agenda. This has to be done in the context of a highly competitive and increasingly global market and the aim of the institution to market provision with a differentiator or ‘unique selling point’ to optimisetheir ‘market share’. • Furtherbibliography: TheBolognaProcess and Internationalization – ConsequencesforItalianAcademicLife Helena Aittola; Ulla Kiviniemi; SannaHonkimäki; ReettaMuhonen; Mira Huusko; JaniUrsinHigherEducation in Europe, 1469-8358, Volume 34, Issue 3 & 4, 2009, Pages 303 – 312

26. Criticalviewson Bolonia regardinginternationalizationsource: Rolf Von Lüede, LessRatherthan More Internationalization? UnintendedEffects of theBolognaProcess (on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010) • If one looks at the mobility and the internationalization of German universities one will be confronted with two contradictory findings: The latest statistics show that more and more German students are enrolled at foreign universities. In 2006 these were 83,000 students and thus seven percent more than the year before (his, 2008). It must be taken into account that these students came predominantly from the “old” diploma courses. By means of these figures it can be clarified, however, that students are increasingly taking into account into their planning to study a semester abroad. Also the number of foreign students in Germany is rising significantly. Within the 10-year period from 1996/97 to 2006/2007 it nearly doubled from about 100,000 to about 190,000 students. • For the new Bologna study courses the balance looks quite different though the promotion of national and international mobility was one of its main goals in the Bologna Declaration of 1999 (Bologna Declaration 2000). There is, however, increasingly evidence that international mobility is dropping for students within the new study structures-. Only 3 percent (!) of the ba-university students have been abroad within the first 6 semesters though 40 percent of all student beginners are planning to go abroad within their first two study years. In a recent student survey the authors therefore draw the pessimistic conclusion that the international mobility may still further decline.

27. Criticalviewson Bolonia regardinginternationalizationsource: Rolf Von Lüede, LessRatherthan More Internationalization? UnintendedEffects of theBolognaProcess (on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010) • Reasons for this pesimism,: • The reasons for this lack of mobility in Germany are (taken from own experiences) • • Too strictly designed study courses within the first 6 semesters that generate an enormous time pressure. • • Highly specialized study courses which differ from university to university -sometimes combined with a likewise specialized labeling of the study course (i.e. ‘European Tourism Management’) thus promising the students specific advantages in the labor market. (The organization of the former diploma studies was much more similar between different universities because of discipline orientated national examination rules (rpo)). • • No match of the German lecture period and semester breaks with the Anglo-Saxonpractice.

28. What is ECTS? • The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired

29. How did ECTS develop? ECTS was introduced in 1989, within the framework of Erasmus, now part of the Socrates programme. ECTS is the only credit system which has been successfully tested and used across Europe. ECTS was set up initially for credit transfer. The system facilitated the recognition of periods of study abroad and thus enhanced the quality and volume of student mobility in Europe. Recently ECTS is developing into an accumulation system to be implemented at institutional, regional, national and European level. This is one of the key objectives of the Bologna Declaration of June 1999.

30. Why introduce ECTS? • ECTS makes study programmes easy to read and compare for all students, local and foreign. ECTS facilitates mobility and academic recognition. ECTS helps universities to organise and revise their study programmes. ECTS can be used across a variety of programmes and modes of delivery.

31. What are the key features of ECTS? ECTS is based on the principle that 60 credits measure the workload of a full-time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to around 1500-1800 hours per year and in those cases one credit stands for around 25 to 30 working hours.

32. Successful Completion of Work Credits in ECTS can only be obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short.

33. Workload Student workload in ECTS consists of the time required to complete all planned learning activities such as attending lectures, seminars, independent and private study, preparation of projects and examinations.

34. Credit transfer v. credit accumulation functions • ECTS was originally tested and perfected as a transfer system in order to make it possible for Universities in different European countries to describe the amount of academic work necessary to complete each of their course units and hence to facilitate recognition of students' work performed abroad…. Credits were allocated, for the purpose of transparency in description, to each assessed (i.e. marked or graded) activity on the basis of a judgement as to the proportion it represented of the complete year's workload. Hence credits were allocated on a relative basis. • In several countries ECTS or analogous national systems are used as official accumulation systems. This means that entire courses of study leading to recognised qualifications are described using ECTS credits. The basis for allocation of credits is the official length of the study programme: for example the total workload necessary to obtain a first cycle degree lasting officially three or four years is expressed as 180 or 240 credits. The single course units which must be taken to obtain the degree each can be described in terms of workload and hence of credits. Credits are only obtained when the course unit or other activity has been successfully completed and assessed (i.e. marked or graded). • When ECTS or analogous credit systems become official, credits receive absolute and no longer relative value. That is to say, credits are no longer calculated on an ad hoc proportional basis, but on the basis of officially recognised criteria. We should note that national credit accumulation systems based on ECTS principles allow not only national transfer, evaluation and recognition of work performed but also international transfer.

35. Allocation of credits • Credits are allocated to all educational components of a study programme (such as modules, courses, placements, dissertation work, etc.) and reflect the quantity of work each component requires to achieve its specific objectives or learning outcomes in relation to the total quantity of work necessary to complete a full year of study successfully.

36. Student’s Performance The performance of the student is documented by a local/national grade. It is good practice to add an ECTS grade, in particular in case of credit transfer. The ECTS grading scale ranks the students on a statistical basis. Therefore, statistical data on student performance is a prerequisite for applying the ECTS grading system. Grades are assigned among students with a pass grade as follows:A best 10%B next 25%C next 30%D next 25%E next 10% A distinction is made between the grades FX and F that are used for unsuccessful students. FX means: ?fail- some more work required to pass? and F means: ?fail ? considerable further work required?. The inclusion of failure rates in the Transcript of Records is optional.

37. What are the key documents of ECTS? • The regular Information Package/Course Catalogue of the institution to be published in the local/national language and in English (or only in English for programmes taught in English) on the Web and/or in hard copy in one or more booklets. The Information Package/Course Catalogue must contain the items of the checklist including information for host students from abroad. • The Learning Agreement contains the list of courses to be taken with the ECTS credits which will be awarded for each course. This list must be agreed by the student and the responsible academic body of the institution concerned. In the case of credit transfer, the Learning Agreement has to be agreed by the student and the two institutions concerned before the student?s departure and updated immediately when changes occur. • The Transcript of Records documents the performance of a student by showing the list of courses taken, the ECTS credits gained, local or national credits, if any, local grades and possibly ECTS grades awarded. In the case of credit transfer, the Transcript of Records has to be issued by the home institution for outgoing students before departure and by the host institution for incoming students at the end of their period of study.

38. Sample of regular Information Package/Course Catalogue • Please, turn to PDF file GUIALAIUSDEECTSOLAVIDE

39. Sample of Learning Agreement • Please, turn to PDF file Sampleoflearningagreement

40. Sample of Transcript of Records • Please, turn to PDF file Sampleoftranscriptofrecords

41. Sample of Student Application Form • Please, turn to PDF file Sampleofstudentapplicationform

42. Sample of Proof of Recognition • Please, turn to PDF file Sampleofproofofrecognition

43. Checklist for the Information Package/Course Catalogue Information on the Institution • Name and address • Academic calendar • Academic authorities • General description of the institution (including type and status) • List of degree programmes offered • Admission/registration procedures • Main university regulations (notably recognition procedures) • ECTS institutional co-ordinator

44. Checklist for the Info Package/ Degree Programmes • General description • • Qualification awarded • • Admission requirements • • Educational and professional goals • • Access to further studies • • Course structure diagram with ECTS credits (60 per year) • • Final examination • • Examination and assessment regulations • • ECTS departmental co-ordinator • Description of individual course units • • Course title • • Course code • • Type of course • • Level of course • • Year of study • • Semester/trimester • • Number of ECTS credits allocated (based on the student workload required to achieve the objectives • or learning outcomes) • • Name of lecturer • • Objective of the course (preferably expressed in terms of learning outcomes and competences) • • Prerequisites • • Course contents • • Recommended reading • • Teaching methods • • Assessment methods • • Language of instruction

45. Checklist for the Info Package/General Info for Students • • Cost of living • • Accommodation • • Meals • • Medical facilities • • Facilities for special needs students • • Insurance • • Financial support for students • • Student affairs office • • Study facilities • • International programmes • • Practical information for mobile students • • Language courses • • Internships • • Sports facilities • • Extra-mural and leisure activities • • Student associations

46. Key Issues in Quality Control • Easy to understand, difficult to describe concept. • Present in all official Declarations: • A) The Bologna Declaration of 19 June 1999. Joint declaration of the European Ministers of education: “Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies” • B) Towards the European Higher Education Area, Communiqué of the meeting of European Ministers in charge of Higher Education in Prague on May 19th 2001: “Ministers observed that the activities recommended in the Declaration concerning degree structure have been intensely and widely dealt with in most countries. They especially appreciated how the work on quality assurance is moving forward. Ministers recognized the need to cooperate to address the challenges brought about by transnational education. They also recognized the need for a lifelong learning perspective on education.” Futher Actions Following the Six Objective of the Bologna Process: Establishment of a system of credits Ministers emphasized that for greater flexibility in learning and qualification processes the adoption of common cornerstones of qualifications, supported by a credit system such as the ECTS or one that is ECTS-compatible, providing both transferability and accumulation functions, is necessary. Together with mutually recognized quality assurance systems such arrangements will facilitate students' access to the European labour market and enhance the compatibility, attractiveness and competitiveness of European higher education. The generalized use of such a credit system and of the Diploma Supplement will foster progress in this direction.

47. Official Wording of the Quality Control Objective in Prague • B)… Prague: “Promotion of European cooperation in quality assurance Ministers recognized the vital role that quality assurance systems play in ensuring high quality standards and in facilitating the comparability of qualifications throughout Europe. They also encouraged closer cooperation between recognition and quality assurance networks. They emphasized the necessity of close European cooperation and mutual trust in and acceptance of national quality assurance systems. Further they encouraged universities and other higher education institutions to disseminate examples of best practice and to design scenarios for mutual acceptance of evaluation and accreditation/certification mechanisms. Ministers called upon the universities and other higher educations institutions, national agencies and the European Network of Quality Assurance in Higher Education (ENQA), in cooperation with corresponding bodies from countries which are not members of ENQA, to collaborate in establishing a common framework of reference and to disseminate best practice.” • C) “Realising the European Higher Education Area” Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003: (next slide please)

48. Quality Assurance in Berlin Communiqué • Quality Assurance The quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area. Ministers commit themselves to supporting further development of quality assurance at institutional, national and European level. They stress the need to develop mutually shared criteria and methodologies on quality assurance. They also stress that consistent with the principle of institutional autonomy, the primary responsibility for quality assurance in higher education lies with each institution itself and this provides the basis for real accountability of the academic system within the national quality framework. • Therefore, they agree that by 2005 national quality assurance systems should include: •A definition of the responsibilities of the bodies and institutions involved. •Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results. •A system of accreditation, certification or comparable procedures. •International participation, co-operation and networking. • At the European level, Ministers call upon ENQA through its members, in co-operation with the EUA (European University Association), EURASHE and ESIB, to develop an agreed set of standards, procedures and guidelines on quality assurance, to explore ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to report back through the Follow-up Group to Ministers in 2005. Due account will be taken of the expertise of other quality assurance associations and networks… • Stocktaking: (…)Ministers charge the Follow-up Group with organising a stocktaking process in time for their summit in 2005 and undertaking to prepare detailed reports on the progress and implementation of the intermediate priorities set for the next two years: •quality assurance •two-cycle system •recognition of degrees and periods of studies

49. Introduction to Eurydice Database OfficialDatabaseonEducation in Europe Web page iswww.eurydice.org A wealth of infoonHigherEducation in Europe and the Bolonia Process

50. Questions to be answered in Quality Assurance QA-1 • BOLOGNA PROCESS STOCKTAKING – CONSOLIDATED LIST OF QUESTIONS: 1. QUALITY ASSURANCE: • National quality assurance systems should include a definition of the responsibilities of the bodies and institutions involved. • Data source • 1. Does the country have a national quality assurance system? Is the system based in law? • EURYDICE • 2. Please specify the responsibilities of the bodies and institutions involved. • National reports • National quality assurance systems should include evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results. • 3a. Does the national system include evaluation of programmes? • EURYDICE • 3b. If so, do evaluations include • - internal assessment? • - external review? • - participation of students? • - publication of results? • - involvement of international peers? • EURYDICE • 4a. Does the national system include evaluation of institutions? • EURYDICE • 4b. If so, do evaluations include • - internal assessment? • - external review? • - participation of students? • - publication of results? • - involvement of international peers? • EURYDICE