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Bologna Stocktaking for 2007

Bologna Stocktaking for 2007. Andrejs Rauhvargers, Chair of Stocktaking WG. What is Stocktaking about?. Started on request of ministers in 2003 Berlin Communiqué Aim – to measure progress at European level Sources: EURYDICE – statistics and yes/no checks of legislation National reports

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Bologna Stocktaking for 2007

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  1. Bologna Stocktaking for 2007 Andrejs Rauhvargers, Chair of Stocktaking WG

  2. What is Stocktaking about? • Started on request of ministers in 2003 Berlin Communiqué • Aim – to measure progress at European level • Sources: • EURYDICE – statistics and yes/no checks of legislation • National reports • Presentation of results: • Colourer scorecard on measurable indicators • Analytical report in text form

  3. Example of Bologna scorecard Scorecard isn’t all – Stocktaking Report contains analysis presented as text

  4. Bergen communiqué requests in degree system priority • Implementation of 3-cycle degree system • implementation of the national frameworks for qualifications: (2007 - launch work, 2010 – complete) • employability of graduates with bachelor qualifications:

  5. Requests in quality assurancepriority • Implementation of the external QA system • International participation • Participation of students • implementation of the standards and guidelines for QA in the European Higher Education Area • introducing the proposed model for peer review of quality assurance agencies on a national basis

  6. Recognition • Implementation of Diploma Supplement and ECTS • Ratification of the Lisbon Convention • Ensuring the full implementation of the Lisbon Convention principles and incorporating them in national legislation as appropriate.” • drawing up national action plans to improve the quality of the process associated with the recognition of foreign qualifications. These plans will form part of national reports for the next Ministerial Conference.

  7. Areas outside the first three priorities: Lifelong learning • creating opportunities for flexible learning paths in higher education, • including procedures for the recognition of prior learning. Joint degrees • awarding and recognition of joint degrees Social dimension – preparation to include in stocktaking

  8. Information to be prepared by countries • EURYDICE report - by May 15, 2006 • National report on implementation of Bologna process – by December 15, 2006 • National action plan for recognition – by December 15, 2006

  9. List of indicators for 2007 scorecard Degree system • Stage of implementation of the Ist and IInd cycle • Access to the next cycle • Implementation of the national QFs Quality assurance 4. National implementation of Standards & Guidelines for QA in the EHEA 5. Stage of development of QA system 6. (A&B) student and international participation

  10. List of indicators for 2007 scorecard Recognition 7. Stage of implementation of Diploma supplement 8. National implementation of the Lisbon Recognition Convention 9. Stage of implementation of ECTS Lifelong learning 10. Recognition of prior learning Joint degrees 11. Establishing and recognition of JDs Note that this all is concerning recognition!

  11. Scorecard criteria

  12. * There may be exceptions for a limited number fields leading to regulated professions

  13. Degree system - Eurydice:Bologna structure – since when? • all types of institutions/ fieldsof study? • In which fields are long studies kept? • Are ISCED 5B programmes included? • Incentives/ control measures If NOT: Is there legislation approved / pilot project / debate/ incentives TNR • % of students enrolled in the two cycle degree system in 2006/07.

  14. Access to next cycle Eurydice: Information from national diagrams • Transfer from ISCED 5B programmes to 5A TNR: • % of 1st cycle qualifications that give access to the 2nd cycle (and to 3rd cycle) • % of 2nd cycle qualifications that give access to the 3rd cycle • Specify which qualifications DO NOT give access to next cycle. • any examples where bridging is necessary in the same subject area • plans to remove obstacles for access

  15. *embedded in national legislation/has been agreed between stakeholders and is ready to be implemented

  16. National qualifications framework Eurydice • Has your country approved a NQF • Are there plans for adoption/ public debate. TNR • the stage of implementation of the NQF: e.g., WG established; national descriptors of the main types of qualifications prepared, discussed, etc. • to what extent NQF is in line with QF of EHEA • role of stakeholders in development of NQF

  17. Scorecard criteria Quality assurance

  18. Quality assuranceStandards and guidelines TNR • the stage of implementation of the national QA system in line with the S&G for QA • any action that has been taken to ensure the national quality assurance system is in line with the S&G for QA in the EHEA • any action planned to ensure the national quality assurance system is in line with the S&G for QA in the EHEA.

  19. External QA • the scope of your external QA system: does it operate at a national level; does it cover all HE • are the following elements are included : • internal assessment • external review • publication of results • peer review of the national agency(ies) according to the S&G for QA in the EHEA.

  20. Student /international participation Level of student participation : • the governance of national agencies for QA • in external review teams • a decision making process for external reviews • consultation process during external reviews • in internal evaluations. Level of international participation • QA governance of national agencies for • the external evaluation of national QA agencies • teams for external review • membership of ENQA, other international network

  21. Scorecard criteria for recognition of degrees and study periods

  22. Recognition – Diploma supplement Eurydice + TNR • When was DS introduced? • Does DS follow the official model? • Is the Diploma Supplement issued by all institutions and for all programmes? • In which language's)? • Is it free of charge for all languages? • % of students receiving? • Are there any incentives / control /follow-up ? NO DS yet: • different kind of diploma supplement? • Is there official decision / pilot project* / debate / incentives /control/follow-up measures

  23. LRC implementation TNR • has your country ratified the LRC? • has national legislation been reviewed against the main principles of the LRC? • which of the following principles are applied in practice • applicants’ right to fair assessment • recognition if no subst. differences can be proven • demonstration of substantial differences, where recognition is not granted • provision of information about your country’s HE programmes and institutions • do you have a fully operational ENIC?

  24. *A “translation” between the national system and ECTS should be provided.

  25. ECTS Eurydice • When was ECTS introduced? • Is ECTS used for both transfer and accumulation? • Is ECTS applied to all HEIs, fields of studies? • Is it mandatory for all courses in all programmes? • Does another credit system exist at national level? • If ECTS is not yet implemented: - is there official decision / pilot project/debate / incentives/ control/follow-up measures regarding the implementation of ECTS?

  26. ECTS/ credits TNR Describe the credit system operating in your country: • the stage of implementation of ECTS in 2007 • % of first and second cycle programmes using ECTS in 2007 • how any other credit or accumulation system in use relates to ECTS: • is it compatible with ECTS; • what is the ratio between national and ECTS credits.

  27. Lifelong learning

  28. Recognition of prior learning Describe the measures in place to recognise prior learning, including non-formal and informal learning: • the stage of development of any procedures or national guidelines to recognise prior learning • a description of any procedures or national guidelines for assessing prior learning as a basis for entry to HE • a description of any procedures or guidelines for allocating credits as a basis of exemption from some programme requirements.

  29. Flexible learning paths – Describe legislative/ other measures to create opportunities for flexible learning paths in HE: • any flexibility in entry requirements • any flexible delivery methods • any modular structures of programmes.

  30. Joint degrees

  31. Joint degrees Describe the legislative position on joint degrees in your country including: • are JDs encouraged or at least permitted in national legislation? • are JDs permitted in all three cycles? • % of students following joint degrees • any action being taken to encourage or allow joint programmes.

  32. Concluding comments • The working group will attempt to give more importance to the report text • This means that the country answers to those questions that are not directly related to the scorecard indicators are of a great importance – they will serve for the analytical part of the report • The National reports on Improvement of recognition will also be analysed and reflected in the text of Stocktaking report

  33. Thanks for your attention!

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