Transcript Implementation in Finland

Bologna Process in Finland
(Observations on the Bologna Process in
Russia)
Dr. Carita Blomqvist
Head of Unit
Recognition and international comparability of qualifications
Focus
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Degree structures/cycles
Types of higher education institutions
Credits
Transparency tools: Diploma Supplement
and National Qualifications Framework
Quality Assurance
Discussion on similarities/differences
For learning and competence
Implementation in Finland: Cycles
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Higher education: universities and polytechnics
Both award Bachelor and Master degrees
Two-cycle degree system (Bachelor + Master) was
adopted by Finnish universities in 2005. Bachelor
degree had existed also before, but earlier it was
not compulsory for a student to take the degree.
At polytechnics, Master degrees became permanent
in 2005 after a trial period. Before that, only
Bachelor degrees had existed.
Third cycle refers to the doctoral studies. Doctoral
degrees are awarded only by universities.
For learning and competence
Russia: degrees and diplomas
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Higher education: universities, academies and
institutes (also parallel sector of municipal higher
education establishments)
Intermediate diploma: at least 2 years
Bakalavr diploma: 4 years
Specialist diploma: 5 years
Magistr diploma: 2 years
Doctoral programs: kandidat nauk (3 years), doktor
nauk (min. 5 years after kandidat nauk)
Non-university level tertiary/post-secondary
education: 2- 5 years
For learning and competence
Implementation in Finland: credits
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In higher education studies have been measured in
credits since the 1970s
The adoption of the ECTS system, first as a tool in
student exchange and international co-operation,
was easy
In 2005 (legislation): a new credit system which is
fully compatible with the ECTS system was adopted
both at universities and polytechnics
The workload for one study year is 60 credits
(approximately 1600 hours of student work)
For learning and competence
Implementation in Russia: credits
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New Federal Government Standards of Higher
Professional Education: under these standards,
clearly defined credit units are awarded to all
qualifications
Bakalavr: 240 credit units
Specialist diploma: 300 credit units
Magister: 120 credit units
Credit units used only in new standards
For learning and competence
Transparency Tools: Diploma Supplement (DS)
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Higher education institutions adopted the DS early:
in 1995 legislation required that HEIs issue DS on
request to their graduates
Since 2005 HEIs issue DS automatically, free of
charge, and in English
DS corresponds to the EU/Council of Europe/
UNESCO format
ENIC/NARIC provides support, training and national
instructions as well as co-ordinates updating the
“Information on the national higher education
system”
For learning and competence
Annex to the Diploma in Russia
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Some similarities to the Council of Europe/UNESCO
model, but not identical
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Lacking from the Russian model: level, program
requirements/learning outcomes, grading,
information about access to next levels and
information on the national higher education system
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Supplements can be given in a foreign language,
but there is no legislative basis
For learning and competence
Transparency Tools: National Qualifications
Framework
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Proposal for Higher Education Qualifications
Framework (HEQF) in 2005: 1st cycle, 2nd cycle
and 3rd cycle degrees and their descriptors
2008 the Ministry of Education appointed a national
committee to prepare a National Qualifications
Framework (NQF) describing all qualifications and
other learning. The HEQF proposal was integrated
in the proposal for the NQF.
Proposal for the legislation was submitted to the
Parliament in 2012
Proposal: 8 levels (similar to the European
Qualifications Framework), national perspective
For learning and competence
Academic recognition of foreign qualifications
in Finland
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Lisbon Recognition Convention, LRC (Council of
Europe/UNESCO) has been ratified and it came into
force in 2004
Compliance between the LRC and national
legislation received thorough review
Higher education institutions have the competence
(make decisions) concerning access and
admissions
There are centralized student admission services to
support higher education institutions
For learning and competence
Academic recognition of foreign qualifications
Russia
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Lisbon Recognition Convention, LRC (Council of
Europe/UNESCO) has been ratified and it came into
force in 2000
Recognition system and process is centralized (no
distinction between academic and professional
recognition)
Some higher education institutions (appr. 30) will
have an opportunity to make decisions concerning
recognition of foreign qualifications from September
2013 onwards
For learning and competence
Quality Assurance in Finland
Quality assurance at higher education institutions
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Main responsibility for quality and continuous improvement of
education
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Establishment of QA system
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Regular participation in external evaluations and audits;
results are public
Ministry of Education and Culture:
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Steering
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Decision-making
FINHEEC/Finnish Higher Education Evaluation Council:
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Audits of QA systems of higher education institutions:
assesses whether the quality system of a higher education
institution is fit for purpose and functioning and whether it
complies with the agreed criteria
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Other (thematic) evaluations
For learning and competence
Quality Assurance in Russia
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The state educational standard:
Set of nationally recognized requirements laid down by
the State which determines a mandatory minimum for
the contents of educational programs, the maximum
work loads assigned to students, as well as general
course loads and requirements to be met by graduated
For learning and competence
Quality Assurance in Russia/Process
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Licensing
Assessment of the compliance of educational facilities, laboratory
equipment, expertise of teaching staff, and teaching materials with
state requirements and the issuing of a duly worded authorization.
Licensed institution is granted the right to carry out educational
programs in relevant fields of study and at corresponding levels of
education.
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State accreditation
Formal recognition of the status of an education establishment by
the state according to its type and kind (college, institute, academy,
university), confirmation of education programs level and quality of
graduates’ preparation relative to the state educational standards.
The accreditation procedure includes both a self-evaluation and a
peer review. State accreditation is applicable to state educational
establishments and to private institutions. Accreditation allows the
institution to issue state recognized diplomas.
For learning and competence
Evaluation of the Bologna Process
implementation in Finland/FINHEEC
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Evaluation of the degree reform (2011)
The implementation of the Bologna Process in
Finland from an international perspective (2012)
Main results:
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Fully achieved: ECTS, polytechnic Master (different
profile from university Master)
For learning and competence
Evaluation of the Bologna Process
implementation in Finland/FINHEEC
Main results:
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Partly achieved: two-cycle degree structure, the
status of university Bachelor, implementation of the
Master's Degree Programs, increasing domestic
and international mobility, defining the scope of
studies to better reflect the actual workload of
students, strengthening the competence-based
approach
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Unachieved: reducing total study times
For learning and competence
Thank you for your attention!
More information about Finland:
www.minedu.fi
www.oph.fi/recognition
www.kka.fi
For learning and competence