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QUALITY ASSURANCE IN THE POLISH HIGHER EDUCATION SYSTEM AND THE INFLUENCE OF THE BOLOGNA PROCESS

QUALITY ASSURANCE IN THE POLISH HIGHER EDUCATION SYSTEM AND THE INFLUENCE OF THE BOLOGNA PROCESS. Presentation prepared by: Tadeusz Pałko, and Natalia Golnik Institute of Precision and Biomedical Engineering, Warsaw University of Technology. IMPORTANT CHANGES

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QUALITY ASSURANCE IN THE POLISH HIGHER EDUCATION SYSTEM AND THE INFLUENCE OF THE BOLOGNA PROCESS

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  1. QUALITY ASSURANCE IN THE POLISH HIGHER EDUCATION SYSTEM AND THE INFLUENCE OF THE BOLOGNA PROCESS Presentation prepared by: Tadeusz Pałko, and Natalia Golnik Institute of Precision and Biomedical Engineering, Warsaw University of Technology

  2. IMPORTANT CHANGES IN THE PERIOD OF SYSTEM TRANSFORMATION The Higher Education Act of 1990 guaranteed autonomy of institutions of higher education and removed the state monopoly on higher education. Within next 10 years the number of students more than quadrupled

  3. There was rapid development of the higher education sector and opening the access to higher education for a large number of students.  This influenced the quality of teaching in Polish institutions of higher education both preexisting and newly established.  The situation required a new legal instruments in order to ensure the proper quality of teaching.  STATE ACCREDITATION COMMITTEE Since January 2002

  4. STATE ACCREDITATION COMMITTEE (SAC) is authorized to: • assess the quality of education at individual areas of study offered by all Polish institutions of higher education with the exception of military and police schools, • assess the observance of the legal framework of higher education programmes, • give its opinion on applications for establishment of new higher education institutions or for extension of a field of study offered by universities and vocational colleges, • give its opinion on applications for establishment of new study areas.

  5. THE STATE ACCREDITATION COMMITTEE • Was provided with control rights • Without the opinion of the SAC the Minister cannot make any decisions related to the following issues: • establishment of new schools or transformation of existing ones, • granting schools the right to offer specific higher education programmes of study at a relevant level, • establishment of a basic organizational unit, including external one, by an institution of higher learning, • assignment of a field of study offered by vocational colleges to w relevant area of study.

  6. In the years 2002-2004 the State Accreditation Committee consisted of 77 member appointed by the Minister of National Education and Sport from candidates nominated by: • Universities and other institutions of higher education • Main Council of Higher Education • Scientific, vocational and artistic associations, • Employers’ organizations. The Committee members work in 10 teams, representing different areas of study.

  7. THE MOST IMPORTANT ACTIVITIES OF THE SCA • ASSESSMENT OF QUALITY OF EDUCATION • ASSESSMENT OF APPLICATIONS Areas of study  Analysis of opinions  New areas of study • EXPRESSION OF OPINION ON LEGAL ACTS • INTERNATIONAL COOPERATION

  8. ASSESSMENT OF QUALITY OF EDUCATION Every year, at the request of study area teams, the Committee Presidium determines the areas of study and schools to be assessed in a given calendar year. Furthermore, the Committee makes the assessments at the request of the Minister responsible for higher education. There were also the assessments which were used in the formulation of opinions on the applications to change the education level from Bachelor to Master.

  9. PROCEDURE OF THE ASSESSMENT (I) • The Presidium draws up the list of degree programmes and institutions of higher education that are subject to evaluation in a specified calendar year. • The institutions of the higher education are advised on starting the evaluation of the teaching quality with a simultaneous request for the submission of a self-evaluation report to the Committee within six weeks from being notified about the evaluation procedure. • The institutions of the higher education submit the self-evaluation reports to the Committee. • The Secretary appoints the evaluation panel.

  10. PROCEDURE OF THE ASSESSMENT (II) • The evaluation panel studies the self-evaluation report and the institution of higher education is notified of the on-site two weeks in advance. • The evaluation panel conducts the on-site visit. • The evaluation panel prepares a report including an evaluation of compliance with the requirements for higher-education degree programmes and evaluation of teaching quality.

  11. PROCEDURE OF THE ASSESSMENT (III) • The report is made available to the evaluated institution of higher education with request to present its position with respect to the contents of the report of the evaluation panel within 14 days from the date of receipt. • The institution of higher education analyzes the report and submits its comments to the State Accreditation Committee. • The chair of the evaluation panel presents the report and comments submitted by the institution of higher education during a session of the Section for degree programme. The Section for degree programmes words the opinion.

  12. PROCEDURE OF THE ASSESSMENT (IV) • The opinion of the Section for degree programme and its reasoned argumentation as well as an evaluation proposal is presented during a session of the Committee Presidium by the Section Chair. • The Committee President subjects the ratings proposed by the Section for degree programme to a vote. • The Presidium passes the appropriate resolution. • The resolution is submitted to the institution of higher education and to the minister for higher education.

  13. RATINGS APPLIED BY THE SAC OUTSTANDING Next evaluation is conducted after 5 y, unless there are impor- tant reasons to conduct a re-evaluation at an earlier date. POSITIVE Next evaluation is conducted after 5 y, unless there are impor- tant reasons to conduct a re-evaluation at an earlier date. CONDITIONAL APPROVAL The SAC resolu-tion includes rele-vant recommen-dations and deadlines and possibility of conducting another on-site visit. NEGATIVE Revoking or suspending the licence to offer a specified degree programme at a specified level, by the minister of higher education.

  14. RESULTS OF THE ASSESSMENT ON QUALITY OF EDUCATION IN 2002-2004

  15. ASSESSMENT OF APPLICATIONS 1 The applicant submits the motion to the Minister of National Education and Sport The motion is submitted to the appropriate Section for consideration The Section Chair presents the matter and submits the resolution draft with its argumentation during a session of the SCA Presidium. The Presidium passes the resolution in open voting by the ordinary majority of votes when at least half of the members are present. On the basis of the available documents and the reviewer’s opinion the Section prepares the proposal of its stand together with required justification. The Secretary in agreement with the Section Chair appoints the reviewer from section members or the list of experts. Two reviewers in the case of master’s degree studies. The reviewers draw up their opinion. 7 The resolution is submitted to the applicant and to the Minister

  16. BIOMEDICAL ENGINEERING HAS NOT BEEN SPECIFIED IN THE DECREE OF THE MINISTER OF NATIONAL EDUCATION AND SPORT OF 28 MARCH 2002 ON THE CONDITIONS THAT MUST BE MET BY A SCHOOL TO OPEN AND OFFER AN AREA OF STUDY AND ON NAMES OF THE AREAS OF STUDY.

  17. Only universities which employ at least sixty tenured teachers holding a professorial title or a post-doctoral degree and where at least half of the basic organizational units have the right to award the post doctoral degree, can submit applications to establish new areas of study.

  18. Foundation of consortium consisting of 6 universites supported by Committees of Polish Academy of Sciences Application to the Minister of National Education and Sport to create a new direction in education – Biomedical Engineering - June 2004r.

  19. PREPARATION OF THE PROPOSAL Proposal for creation of new direction of education BIOMEDICAL ENGINERING in Polish technical universities has been processed by representatives of six technical universities with different specialities: 1) Prof. Tadeusz Burczyński - Biomechanics (The Silesian University of Technology ) 2) Prof. Jan Chłopek – Chairman - Biomaterials (AGH University of Science and Technology) 3) dr Małgorzata Komorowska - Medical Physics (Wroclaw University of Technology) 4) Prof. Antoni Nowakowski - Medical apparatus, Medical Informatics (Gdansk University of Technology) 5) Prof. Tadeusz Pałko - Medical Electronics (Warsaw University of Technology) 6) Prof. Władysław G. Pawlicki - Medical Electronics (Warsaw University of Technology) 7) Prof. Bogdan Walkowiak - Biophysics, Medicine (Lodz University of Technology)

  20. BASIC CONDITIONS FOR THE SUCCESS OF THE APPLICATION FOR THE NEW AREA OF STUDY Convincing arguments which would explain why such a different concept of education and curricullum of the proposed area of study is necessary. Different forms of education and quality of teaching should be combined into a cohesive whole and closely connected with the profile of the prospective graduate. Curriculum of the the new area should be different from the existing areas of study so far that it could not be offered at these areas without major modifications.

  21. THE BASIS OF STARTING A NEW EDUCATIONAL DIRECTION „BIOMEDICAL ENGINEERING” IN POLAND • Development directions of Biomedical Engineering – world tendency • Staff potential (human resources) • Teaching bases • Research • A graduate’s profile

  22. DIRECTIONS OF MEDICINE DEVELOPMENT Genetic engineering Biomedical engineering New generation of drugs Biomedical engineering is, beside genetic engineering, the main decisive factor on progress of present medicine – World Health Organization

  23. MEDICINE OF XXI CENTURY Genetic modifications and gen therapy Robots and computers in diagnostic processes Nanotechnology Smart materials Computer technologies (telemedicine) Tissue engineering

  24. Mechanics Electronics Informatics Automatics Materials engineering • ACADEMY of MININGand METALLURGY in CRACOW • Faculty of Automatics,Electronics and Electrical Engineering, Department of Biocybernetics • Faculty of Physics and Nuclear Technique • WARSAW UNIVERSITY • of TECHNOLOGY • Institute of Precision and Biomedical Engineering • Institute of AviationTechnique and Applied Mechanics – • Institute of Radioelectronics, • Faculty of Chemical and Process Engineering • TECHNICAL UNIVERSITY OF LODZ • Faculty of Mechanical Engineering • TECHNICAL UNIVERSITYin GDAŃSK • Department of Medical • and Ecological Electronics • SILESIAN UNIVERSITYof TECHNOLOGY inGliwice • Faculty of Automatic,Institute of Electronics, Division of Biomedical Electronics • TECHNICALUNIVERSITY in WROCŁAW • Faculty of Fundamental Problems of Technology • Faculty of Mechanical Engineering

  25. Sites of Polish Universities and Technical Universities with studies on Medical Physics (MP) or Biomedical Engineering (BME)

  26. RESEARCH 1975 - the Institute of Biocybernetics and Biomedical Engineering (IBIB PAN) was established. In 1975-1990 the Institute was a coordinator of the national program of the biomedical engineering research (headed by Prof. M. Nałęcz) covering 136 projects realised by 1000 scientist and engineers from 60 scientific institutions in Poland.

  27. 1934 - Radium Institute was established in Warsaw, following the initiative of Maria Skłodowska-Curie 1936 - Courses on medical physics and biomedical engineering were organizedin the Physics Department of the Radium Institute.

  28. 1946- the studies at the level of graduate degree were started at the Warsaw University of Technology, being at that time the first regular academic course of medical physics in the world.

  29. Universality Two level sudies (the possibility of developing in post diploma studies and PhD studies) the first-level studies (undergraduate studies): leading up to the Bachelor of Engineering degree the second-level studies (graduate studies): leading up to the Master of Science degree 4 interpenetrating teaching areas leading to specialization Standards of teachings – about 40% of total number of hours PROGRAM ASSUMPTIONS

  30. Education in BIOMEDICAL ENGINEERING direction will be held in four teaching blocks: DIDACTIC AREAS Medical Informatics, Telematics Biomechanics, Robotics, Modeling of materials and medical devices Medical Electronics, Instrumental diagnostic and therapeutic methods, Medical Equipment Biomaterials Engineering, Implants, Artificial Organs, Tissue Engineering

  31. RECOMMENDATIONS • Suggestions – minimum 20% of time devoted to subjects containing biological and medical knowledge • English language - minimum 150 h • Physical Education – minimum 90 h • The principal subjects in the whole programme of studies should constitute at least 50% of hours. Laboratories and projects should constitute at least 30% of hours • Study program should include 4-6 weeks of practice (training).

  32. Bachelor of Engineering degree THE PRINCIPAL AND SPECIALIZING SUBJECTS NOT INCLUDED IN THE PROGRAM MINIMUM IMPLANTS AND ARTIFICIAL ORGANS ELECTRONIC MEDICAL EQUIPMENT DIGITAL PROCESSING OF SIGNAL TECHNIQUES OF MEDICAL IMAGING BIOMECHANICS PROGRAM LANGUAGES MEDICAL MATERIALS SENSORS AND MEASUREMENTS OF UNELECTRIC LARGENESS AUTOMATICS I ROBOTICS COMPUTER GRAPHICS LEGAL AND ETHICAL ASPECTS IN BIOMEDICAL ENGINEERING BIO-PHYSICS MECHANICS AND DURABILITY COMPUTER-AIDED DESIGNING MATERIALS SCIENCE BIO-CHEMISTRY INFORMATICS MEDICAL SCIENCE BASIS OF METROLOGY ELECTRICAL ENGINEERING AND ELECTRONICS STATISTIC AND THEORY OF PROPABILITY ANATOMY AND PHYSIOLOGY GENERAL SUBJECTS MATEMATICS PHYSICS CHEMISTRY

  33. Master of Science degree THE SPECIALIZING SUBJECTS NOT INCLUDED IN THE PROGRAM MINIMUM COMPUTER SYSTEMS IN MEDICINE MEDICAL TELEMATICS TISSUE AND GENETIC ENGINEERING REHABILITATION ENGINEERING COMPUTER NETWORKS MODELING OF STRUCTURE AND BIOLOGICAL PROCESSES RESEARCH METODS OF BIOMATERIALS AND TISSUES Bachelor of Engineering STUDIES

  34. The educational programs are similar to European ones in content and educational experience. The quality of the educationcan be assured in next future by accreditation of Universities and programs.

  35. Universal preparation to specialization of medical engineer – technical support for doctors (hospitals, polyclinics) Designing of medical equipment and devices including orthopaedic and rehabilitating equipment Integration of medical devices with processing and data transmission systems. GRADUATE’S PROFILE

  36. OPINION OF THE SAC „In view of the rapid technological development and changes in the economic and social life, a general trend observed in higher education is to educate graduates, who are prepared for mobility and frequent change of jobs that require different qualifications.” The SAC would likely express the negative opinion in the case when the proposed area of study instead of offering education with different job options would offer education with only one job option upon graduation.

  37. Cooperation of the SAC with national and International institutions and organizations.

  38. PARTICIPATION IN BOLOGNA PROCESS The following objectives of the Bologna Declaration have been reflected in the work of the SAC. • Improvement of higher education quality, • Introduction of a two-stage study system, • Promotion of mobility of students, faculty and administrative employees, • Application of the credit system (ECTS), • Adoption of a system of easily comparable degrees, • Promotion of European dimension and attractiveness of higher education, • Involvement of higher education in the continuing education process.

  39. MULTILATERAL COOPERATION With: Bologna Follow-Up Group – an intergovernmental group for the implementation of the decisions of the Bologna declaration. ENQA – European Association for Quality Assurance. The Polish State Accreditation Committee in cooperation with the Ministry of National Education and Sport organized the Bologna Process Seminar on "Cooperation between accreditation committees/agencies", 14-16 February 2005 r., Warsaw.

  40. Debaters emphasized the importance of mutual sharing of information about accreditation, mutual visits of experts and training of experts, participation of students in quality assessment. Participants of seminar agreed that external quality evaluation (i.e. provide by foreign accreditation agency) can be accepted and recognized as long as it complies with the laws and regulations of the home (recipient) countries. The recognition of foreign agencies by the relevant national authorities should be the necessary condition for making use of services provided by them by higher education institutions.

  41. THANK YOU FOR YOUR ATTENTION

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