Implementing Bologna Process in Croatia – the Role of Agency for Science and Higher Education

1. Implementing Bologna Process in Croatia– the Role of Agency for Science and Higher Education Moscow, 11November 2011

2. Overview • The context of Higher Education in Croatia • ASHE- role and activities • Experts

3. The context of Higher Education in Croatia • The main stakeholders: MSES - Ministry of Science, Education and Sports ASHE - Agency for Science and Higher Education NCHE - National Council for Higher Education NCS - National Council for Science SU - Students’ Union Rectors’ conference HEIs

4. 2001 - Croatia signed Bologna declaration • 2003 - Act on the Scientific Activity and Higher Education • 2005 - Accreditationof Study Programmes according to Bologna process • MSES - Education Sector Development Plan 2005-2010 • 2006 - ESG were adopted in Croatia • 2006 - Establishment of QA Units at HEIs • 2009 -QualityAssurance Act • 2011 - 3 new Acts on HE andscience(in procedure)

5. Croatian HE before 2004 Problems–within the HE system • Very long time required to graduate – the average of 7.5 years for pre-Bologna graduates (2005-2010 Development Plan) • Very high drop-out rate (only 33% of enrolled students graduate) • Limited mobility • Practically no clearly defined outcomes nor programme objectives Problems –caused by the issues within the system as well asthe higher education policies • Employers not satisfied with students’ competences (FurtherBologna, 2006) • Weak competitiveness at the European level • Weak educational structure of the population

6. Education System Development Plan 2005 -2010 • Priorities in higher education: • Improve quality and efficiency of education. • Objectives: • Establish a quality assurance system for higher education in the Republic of Croatia by 2006 • By 2010, decrease the drop-out rate to 50% and decrease the graduation time to 6,5 years (at universities)

7. Scheme of studies in Croatia 8. Postgraduate university (dr.sc./dr.art)., 3 years ECTS number regulated by university Postgraduate professional (spec), 1-2 years 7. 6. 5. Graduate (mag./dr. profession, spec), 1-2 years 60-120 ECTS bodova Graduate professional (spec.profession), 1-2 years 60-120 ECTS 4. Undergraduate professional (baccalareus/baccalaurea) 3-4 years 180-240 ECTS bodova (pristup.profession) <3 god. <180 ECTS 3. Min. 300 ECTS Undergraduate (univ.bacc), 3-4 years 180-240 ECTS 2. 1. UNIVERSITY STUDY YEAR PROFESSIONAL STUDY UNIVERSITIES INSTITUTION UNIVERSITIES (OF APPLIED SCIENCE) & UNIVERSITY COLLEGES OF APPLIED SCIENCES

8. Croatian universities

9. Croatian polytechnics

10. Croatian colleges

11. Bologna in numbers • 2005 - 3+2+3 – restructuring • 2005 - 828 programmes accredited – undergraduate, graduate and professional – with the help of international reviewers and an IT system • 2005 – first generation of Bologna students enrolled • 2005-2009 - 102 doctoral and 175 postgraduate professional programmes accredited • Until now – 1272 accredited Bolognastudyprogrammes

12. Other achievements in the reform of HE system • development of CQF • implementation of State Matura • establishment of new HEIs (around 30 new HEIs, mostly private colleges and public polytechnics) • development of QA system (institutional, national level)

13. Resourcing of higher education • Increase over 47% in HE state budget 2004-2008 (almost 12% annual increase) • Additional €400 million secured in loans since 2004 for construction of new campuses in 6 cities (Zagreb, Rijeka, Split, Zadar, Osijek, Dubrovnik) • Over 2566 (20%) new full-time equivalent positions opened 2004-2009 • Increased regional development of higher education system in cooperation with the Development and Employment Fund

14. 2009 Quality Assurance Act • New and enhanced role of ASHE • Establishment of new higher education institutions – completely changed – a system of “mentorship” introduced • Quantitative accreditation criteria • Teacher/ student ratio– 1/30 • Students/ space ratio – 1/1,26 m2

15. Agency for Science and Higher Education • Established in 2005 • 2009 – redefinition of its role (Quality Assurance Act) and strengthening of its independence • Unifies various activities related to the science and higher education system

16. Organizational structure

17. ASHE activities • QA Role • Collecting and analysing data on the system of science and HE • National ENIC/NARIC Office • Central Applications Office • Support to work of various bodies • International cooperation

18. ASHE QA activities QA Role (2009…) Initialaccreditation Re-accreditation Thematicevaluation Audit

19. ASHE QA activities

20. ASHE QA activities Re-accreditation • 5-year cycles • All public and private HEIs + scientific organisations established and/or financed by the State • Checking fulfilment of necessary conditions prescribed by the Ordinance + quality assessment on the basis of established criteria • Quality assessment affects the amount of financing from the state budget • 20 HEIs are currently being re-accredited

21. ASHE QA activities • Focus on a single segment of activities of a HEI or evaluation of activities of similar evaluation subjects • Outcome: a review report with an assessment; if the assessment is negative, ASHE can launch a re-accreditation procedure • Currently in procedure – thematic evaluation of public research institutes Thematicevaluation

22. ASHE QA activities Audit • CARDS 2003 project in 2006/08 – audit pilot project • ASHE developed audit model • Seminars for HEIs • In-house seminars for ASHE staff • Develop &promote quality culture • Audit manual • Currently in procedure (from 2010) – auditofCroatianHEIs

23. Transparency tools • External quality assurance procedures in line with the ESG, as well as European and international best practices • Foreign reviewers in the review panels • Business representatives and students included in the Management Board, Accreditation Council and review panels • An NGO representative included as a member of the Accreditation Council • Public reports

24. Goals • Integration of the Croatian science and higher education system with the European systems • Integration with the European Higher Education Area • Improved mobility • Improvedquality • Recognisability and credibility of Croatian higher education qualifications • Access of persons with foreign higher education qualifications to the Croatian labour market • Equitable access to higher education system

25. Working with experts • Test for credibility of QA procedures • Sharing of good practice • Leading improvements • Valuable experience in professional development • Capacity building

26. The audit team consists of: 2representatives of HEIs (1 domestic, 1 foreign) 1 representative of a scientific institute or the business sector 1 student representative 1 representative of ASHE

27. Criteria for experts selection (audit): • good knowledge of higher education, science and quality assurance • good knowledge of quality assurance systems • participation in seminars for audit experts organised by ASHE (on-line seminars for foreign experts) • successful completion of seminar for audit experts/certificate; database of audit experts • participation in additional trainings for audit experts • experience in audit

28. Requirements for foreign experts – re-accreditation: • Competences in the discipline • Good knowledge of English language • Good oral and written communication skills • Teamwork • Non-conflict of interest and confidentiality

29. Education • Audit (procedure, standards, criteria, outcome) • Basic training (Seminar+workshop→certificate →inclusion in database) • Additional training • On-line seminars • Re-accreditation • 1 day prior to site-visit (procedure, standards, criteria, outcome, preparation for site-visit)

30. Preparations for the site visit Panel • Reads the documents • Explores the web • Reflects on all issues • Shares initial impressions/findings (on the meetings) • Asks for additional documents (evidences) • Puts a programme together (who to see, where togo) • Plans for the interview sessions

31. What happens during the site visit? The review panel • Holds interviews • Checks documents • Collectsevidence • Forms collective judgments • Makes QArecommendations • Holds an exit meeting/provides oral feedback to the institution

32. Expressing the conclusions • Avoid unjustified and overly prescriptive statements • Consider the form and tone of the conclusions • Identify both commendable practices and areas for improvement • Provide firm evidence for conclusions • Avoid toodiplomatic, indirect tone

33. Exit Meeting • with the leadersof the institution • thefinalassessment is notdelivered • brief oral report – general impressions • presented by the panel chair

34. Report • within 1 monthafterthe site-visit • written by thechairoftheexpert panel • all membersshouldtake notes duringthe site-visitandcooperate in producingofthereport • Report style (publicdocument) • Recommendation • Adoptionofthereport • Auditfollow-up→ Finalreport

35. An institution’s expectations of the agency’s report The report is The report is NOT just what the institution wrote unsubstantiated prescriptive of the solutions late hard to follow • an external opinion • substantiated by evidence • a set of recommendations • timely • well structured

36. Lessons learned • Involvement of all stakeholders in implementing changes and carrying out activities • Bring about changes– “bottom-up initiatives” • International good practice – but implemented in the national context (“no recipe”) • Fair and equitable treatment of all stakeholders (public, private, new or traditional higher education institutions) • Continuing education of employees/stakeholders

37. Thank you for your attention! vdjurkov@azvo.hr