Signatory countries of the Bologna Declaration

Transcript Signatory countries of the Bologna Declaration

INTRODUCTION OF ECTS AND DIPLOMA SUPPLEMENTS (DS) IN LATVIA: DIFFICULTIES AND PROGRESS

Prof. Mara JURE, National Academic Contact Point of LATVIA Faculty of Material Science and Applied Chemistry Riga Technical University International Seminar “DEVELOPING ECTS AS A NATIONAL CREDIT SYSTEM: EXPERIENCES AND CHALLENGES AT INSTITUTIONAL AND NATIONAL LEVELS”. Yerevan, Armenia, 4-6 May 2006

3 cycles ECTS/DS Grading Quality Assurance Qualification frameworks Learning outcomes

Bologna, 1999:

Austria Belgium Bulgaria Czech Republic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Italy Latvia Lithuania Luxembourg Signatory countries of the Bologna Declaration Malta Netherlands Norway Poland Portugal Romania Slovak Republic Slovenia Spain Sweden Swiss Confederation United Kingdom

Prague, 2001:

Croatia Cyprus Liechtenstein Turkey

Berlin, 2003:

Albania Andorra Bosnia-Herzegovina Holy See Russian Federation Serbia-Montenegro Macedonia

Bergen, 2005:

Armenia Azerbaijan Georgia Moldova Ukraine

Initial moves to reform the Latvian higher education system got underway well before the Bologna Declaration. The first major development was the

Education Law of 1991.

In accordance with this law, a degree structure based on

two main cycles

(Bachelor’s/Master’s) was introduced in most disciplines but only in academic programmes. The

1995 Law on Higher Educational Establishments (LHEE)

led to further strengthening of this structure but also underlined the division between academic and professional programmes. The amendments to the LHEE in 2000 established professional Bachelor’s and Master’s degrees which replaced the former five-year programmes, introducing the Bachelor’s/Master’s structure into the whole system and thus facilitating the transfer from one type of education to the other. The total period of study for a Master’s degree should be no less than five years.

Amendments to the LHEE introduced

doctoral studies

as part of academic education (previously, doctoral degree candidates were research workers not involved in education). A degree structure based on

three main cycles

is thus fully established. The procedure and criteria for awarding the doctoral degree in accordance with

the Law on Scientific Activities (LoSA)

are further set out in

the regulations of the Cabinet of Ministers

. Doctoral study programmes are developed by the higher education institution, and contain the list of compulsory and optional subjects along with the corresponding number of credit points, the content of research, the previous level of education necessary to embark on studies, and other provisions for implementing the programme. A doctorate is obtained only after fulfilling the requirements for the doctoral study programme and after the public defence of the doctoral thesis.

• • • •

Professional and academic education – obstacles for transfer between cycles; Professional programmes of 5 years still exist; PROBLEMS Employment of bachelors’ degree holders Language of education and joint degrees; difference between privat and state HEI

Since 1998, the majority of higher education institutions have introduced a Latvian credit point system compatible with ECTS, which has been used for both accumulation and transfer since it was first implemented. A Latvian credit point is defined as the full-time workload of a student in one week. As the academic year lasts 40 weeks, this corresponds to 40 Latvian credits per year and, on this basis, one Latvian credit is worth 1.5 ECTS credits. So far, the ECTS grading scale is used only in the case of credit transfer.

As of 1 January 2004, all graduates receive the Diploma Supplement automatically and free of charge, in accordance with the Regulations of the Cabinet of Ministers on the order concerned with the issuing of state-recognised education documents testifying to the completion of higher education, and the awarding of degrees. The Supplement is issued in Latvian and English.

Austria Azerbaidjan Belgium Bulgaria Cyprus Estonia Germany Finland France Greece Hungary Italy Latvia Macedonia The Netherlands Norway Poland Portugal Spain Sweden Turkey United Kingdom 2 3 2 2 2 2 1 1 1 6 3 1 13 1 5 1 1 2 1 1 1 3 ”ECTS Label” 55



applied 01.11.2004.

3 ( 91



11 applied 01.11.2003.).

Institutions awarded the ECTS Label 2004/05 - 2006/07 AT

TECHNISCHE UNIVERSITÄT GRAZ

FACULTÉ UNIVERSITAIRE DES SCIENCES AGRONOMIQUES DE GEMBLOUX

UNIVERSITEIT ANTWERPEN

UNIVERSITEIT GENT

UNIVERSIDAD DE DEUSTO

ARCADE NYLANDS SVENSKA YRKEHOGSKOLA

LAPPEENRANTA UNIVERSITY OF TECHNOLOGY

AGRICULTURAL UNIVERSITY OF WROCLAW

UNIVERSITY OF AVEIRO

UNIVERSIDAD DE MINHO

HÖGSKOLEN I AGDER

Institutions awarded the ECTS Label 2005/06 - 2007/08 AT

FACHHOCHSCHULE VORARLBERG GMBH

KATHOLIEKE UNIVERSITEIT LEUVEN

WAGENINGEN UNIVERSITEIT

LV AT AZ BE BG CY CZ DE DK EE ES FI FR Country

ASSESSMENT RESULTS FOR THE ECTS LABEL

Very Good Very Good Good Very Good Fair Fair 1 1 1 1 Fair Weak Weak Weak 1 Not eligible: basic criteria not fulfilled 1 2 Not eligible: dossier incomplet 8 1 2 1 ECTS Total 1 3 1 13 1 1 3 2 1 1 2 1 3 2 1 1 2 6 5

GR HU IE IS IT MK NL NO PL PT SE TR UK

Grand Total 1

1 1 1 1

1 1

1 1 1 1 1 1

2 1

1 1 2 2 2 1

2 1 1 3 2 3 2 2 2

ECTS Label requirements



Information Package

and

Course Catalogue

(IP/CC) of ALL I and II cycle programms in national language Web) ; see and English (published on

Checklist

of

ECTS User’s Guide

)



ECTS credits = student workload



Academic recognition of studies periods



Complete ECTS documentation (

Learning agreement, Transcript of Records

) Label is awarded for 3 years

Achievement level very high high medium Grade 10 9 8 7 6 5 4 low 3–1

Grades

Meaning izcili (with distinction) teicami (excellent) ļoti labi (very good) labi (good) gandrīz labi (almost good) viduvēji (satisfactory) gandrīz viduvēji (almost satisfactory) negatīvs vērtējums (unsatisfactory) Approx. ECTS grade A A B C D E E/FX Fail

Austria Belgium Czech Republic Cyprus Denmark Estonia Finland France Greece Ireland Iceland Latvia The Netherlands Norway Portugal Sweden Turkey United Kingdom 5 4 1 1 8 1 14 2 1 1 1 2 1 11 3 11 3 2 “DS Label” 72



applied 01.11.2004.

30 ( 85



28 applied 01.11.2003.) DS in Latvia

Institutions awarded the DS Label 2004/05 - 2006/07 AT

PADAGOGISCHE AKADEMIE DES BUNDES IN NÖ

FACHHOCHSCHULE IN STRALSUND

HANDELSHOCHSCHULE LEIPZIG GMBH

SYDDANSK UNIVERSITET

DANMARKS PAEDAGOGISKE UNIVERSITET

ESTONIAN BUSINESS SCHOOL

OULUN SEDUN AMMATTIKORKEAKOULU

TAMPEEREN YLIOPISTO

LAUREA AMMATTIKORKEAKOULU

HÖGSKOLEN I BODÖ

HÖGSKOLEN I LILLEHAMMER

HÖGSKOLEN I NARVIK

UNIVERSITETET I BERGEN

HÖGSKOLEN I AGDER

NORGES VETERINAERHOGSKOLE

HÖGSKOLEN I NORD-TRÖNDELAG

HÖGSKOLEN I TROMSÖ

HÖGSKOLEN I SÖR-TRÖNDELAG

UNIVERSITETET I OSLO

UNIVERSITETET I TROMSÖ

HÖGSKOLEN I MOLDE

HÖGSKOLEN I GJÖVIK

HÖGSKOLEN I ALESUND

WYZSZA SZKOLA HUMANISTYCZNO-EKONOMICZNA W LODZ

UNIVERSIDAD DE MINHO

UPPSALA UNIVERSITET

MALARDALENS HÖGSKOLA

VAXJÖ UNIVERSITET

Institutions awarded the DS Label 2005/06 - 2007/08 AT

FACHHOCHSCHULE VORARLBERG GMBH

FACHHOCHSCHULE TECHNIKUM KÄRNTEN

FACHHOCHSCHULE DES BFI WIEN

VYSOKA SKOLA BANSKA - TECHNICKA UNIVERZITA OSTRAVA

HELSINGIN AMMATTIKORKEAKOULU

PIRKANMAAN AMMATTIKORKEAKOULU

TAMPEREEN AMMATTIKORKEAKOULU

KAJAANIN AMMATTIKORKEAKOULU

POHJOIS-KARJALAN AMMATTIKORKEAKOULU

KYMENLAAKSON AMMATTIKORKEAKOULU

SATAKUNNAN AMMATTIKORKEAKOULU

HANKEN SVENSKA HANDELSHÖGSKOLAN

ECOLE INTERNATIONALE DES SCIENCES DU TRAITEMENT DE L'INFORMATION

LETTERKENNY INSTITUTE OF TECHNOLOGY

HASKOLINN I REYKJAVIK

LV LATVIJAS UNIVERSITATE LV TRANSPORTA UN SAKARU INSTITUTS NO

HÖGSKOLEN I BERGEN

NORGES IDRETTSHÖGSKOLE

HÖGSKOLEN I HARSTAD

HÖGSKOLEN STORD/HAUGESUND

HÖGSKOLEN I BUSKERUD

HÖGSKOLEN I HEDMARK

HÖGSKOLEN I TELEMARK

UNIVERSIDADE DE TRÁS-OS-MONTES E ALTO DOURO

UNIVERSIDADE DA BEIRA INTERIOR

KUNGL TEKNISKA HÖGSKOLAN

ÖREBRO UNIVERSITET

EGE ÜNIVERSITESI

GAZIANTEP UNIVERSITESI

DS Label requirements

DS issued to all students:



Automatically (without special request)



Free of charge



2 languages (national and widely spoken foreign language) Avarded for 3 years

The national Higher Education

Quality Evaluation

Centre , or HEQEC

(Augstākās izglītības kvalitātes novērtēšanas centrs:

http://www.aiknc.lv/en/

)

, was established in

December 1994.

The Centre does not participate in the evaluation of a higher education institution or study programme itself, but assists higher education institutions in preparing their internal assessment reports, and appoints Evaluation Commissions (expert teams) which include one Latvian and at least two foreign experts. The continuous quality assurance process consists of self-evaluation and evaluation by external experts, and ends with accreditation.

Both the higher education institution as a whole and the programme in question have to be accredited before a state-recognised higher education credential can be issued. The first step in the process is the self-assessment report that representatives of the administration, academic staff and students at higher education institutions have to prepare in English. Experts evaluate it and other documents, and arrange for an evaluation visit to the higher education institution, submitting a common statement as well as written individual opinions. Institutions are accredited by the Council of Higher Education

(Augstākās izglītības padome)

, and study programmes are accredited by the Accreditation Commission established by the Ministry of Education and Science.

Students are represented in both these national bodies. The accreditation process began in 1996 and the first round of accreditation was completed in 2002. Accreditation proceeds in accordance with the regulations entitled “On accreditation of Higher Education Institutions and Study Programmes” approved in October 2001.

Foreign experts are involved in each evaluation. Study programmes are accredited once every six years. In exceptional cases, the Accreditation Commission grants only temporary accreditation, implying a repeated assessment after two years. The self-assessment reports and reports by expert teams are made publicly available via the Internet and the educational newspaper

Izglītība un Kultūra

(Education and Culture). The quality assurance system is also used for quality improvement and as a means to reforms in higher education. In order to start implementing higher education programmes, a higher education institution has to receive a licence from the Ministry of Education and Science both for the institution itself and for each particular study programme. Licensing is a kind of preliminary quality assurance, in that within three years after getting a licence, a higher education institution has to submit the study programme for accreditation. The HEQEC has been a member of the European Association for Quality Assurance in Higher Education (

ENQA

) since 2003, and of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) since 1997.

How far has Latvia progressed in elaborating qualifications frameworks ?

General issues

• • • • •

working group was established in October 2004, The level of Latvian qualifications in the Bologna 3 cycle system has been clarified, The issue of “academic” and “professional” bachelor and master degrees has been discussed Known examples of qualifications frameworks: Irish, UK (E,W,NI), Scottish and Danish have been discussed Danish model has been chosen as a prototype

Progress

• • • •

Descriptions have been created for Short-cycle (college) higher education Bachelor (academic and professional profile) Master (academic and professional profile) Doctor They have been discussed at a national seminar on Jan 28, 2005

• •

Next steps: Giving the descriptions a legal status, Starting work at inter-institutional and programme level

http://www.aic.lv/LO/index.htm

Learning outcomes and Workload: their relationship



Learning outcomes:

Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first or a second cycle programme. Learning outcomes specify the minimum requirements for award of credit.



Workload:

The estimated time required to complete the activities foreseen for each course unit / module. Workload includes all learning activities, i.e. lectures, practical work, information retrieval, private study, placements, fieldwork, preparation of examinations, etc.

Learning outcomes defined for a unit / programme should match the available workload required by a typical student.

LATVIA in BOLOGNA PROCESS (2005) http://www.bologna-bergen2005.no/Docs/Latvia/LATVIA.PDF

Institutions involved Number of students Adoption of the model based essentially on two cycles Inclusion of doctoral studies as a third cycle Adoption of ECTS Adoption of the Diploma Supplement Quality Assurance/ Evaluation All institutions (33) 11 institutions 99 416 1 425 students (1 % of total number of students) 125 992 All institutions. 48 (including those providing short-cycle higher education programmes only) All institutions (33) All 2004 graduates except those from short-cycle higher education programmes (:) 42 accredited HEI and institutions providing short-cycle higher education programmes (1 January 2004) Total accredited programmes: 598 (11 November 2004)

Quo vadis?

http://www.aic.lv/ace/ace_disk/Bologna/ Reports/index.htm

Faculty of Material Science and Applied Chemistry http://www.ktf.rtu.lv

Riga Technical University http://www.rtu.lv

Exchange students within ERASMUS

Incoming students Outgoing students 800 700 600 500 400 300 200 100 0 23 166 40 182 48 209 45 232 70 308 153 607 246 693 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06

ERASMUS STUDENTS BY COUNTRIES

Valsts 600 546 500 Germany LV students 1999./00 Foreign students 1999./00. 2004./05.

546 2004./05.

LV students 1999./00-2004./05.

97 Finland 400 Sweden 235 186 32 23 Foreign students 1999./00.-2004./05.

Belgium 300 Netherlands 235 124 18 186 85 30 200 France 83 124 26 UK 100 Denmark 97 77 85 32 23 71 18 30 2 26 Spain Italy Austria G 0 erma ny Lithuania Fi nl an d Sw ed en Be lg N et 57 56 m 49 34 29 rla nd s Fra nce 9 23 16 20 22 77 20 71 UK D en ma rk 2 Sp ai n 57 9 56 23 49 16 34 20 29 22 20 0 12 0 11 1 4 6 4 1 3 0 2 2 1 8 Ita ly Au st ria Po rtu ga Li l th ua ni a Ire la nd Po la nd N orw ay G re ece Es to ni a Sl ova ki a C yp ru s C ze ch R ep ub lic Ice la nd Sl ove ni a 1 0 Ireland 20 0

ERASMUS in Latvia: http://www.socrates.lv

Latvian Academic Information Centre: http://www.aic.lv/ Ministry of Education and Science: http://www.izm.lv/ Higher Education Quality Evaluation Centre Ltd.

http://www.aiknc.lv/en/index.php# The Council of Higher Education http://www.aip.lv/

Prof. Māra Jure National Academic Contact Point ECTS/DS counsellor Vice Dean of Faculty of Materials Science and Applied Chemistry, Riga Technical University Azenes Str. 14/24, Riga, Latvia, LV-1048 E-mail: Phone: [email protected]

371 7089220 Fax: 371 7615765 http://www.lza.lv/scientists/JureM.htm

Bologna process in Latvia should not be seen as the beginning of higher education reforms. Like in many central and eastern European countries, the beginning of reforms in Latvia’s higher education started with the political changes in Europe at the end of 1980’s - beginning of 1990’s. Transition to bachelor/master structure in Latvia’s academic higher education started already in the beginning of 1990s. In this respect Latvia is ahead of quite a number of other countries engaged in the Bologna process.

Since the beginning of introduction of national credit system in early 1990s, it is used for credit accumulation. Credit point system has been endorsed by the Law on Higher Education Establishments (1995) and by the standards of academic and professional higher education. Similarly to other Baltic states and some Nordic countries, Latvian credit point system is based upon the definition of credit point as workload of one week of full-time studies, thus leading to 40 credits per year; both the duration of programmes and of individual courses is being expressed in credit points. This system is compatible with ECTS - a simple multiplication by 1.5 allows to recalculate Latvian credits. Now Latvia considers a transition to ECTS. Latvia started implementation of the Joint European DS earlier than several other European countries; since 2004 every HEI should issue DS automatically, in both languages Latvian and English and to all graduates.

http://www.eua.be

Significant growth in membership, now 764 members: 689 full individual members, 45 countries , 17 associate individual members (Polytechnics, Colleges, etc.) 34 full collective members (Rectors Conferences) 6 associate collective members 18 affiliate members (networks, specialised associations) ECTS: http://europa.eu.int/comm/education/ programmes/socrates/ects/index_en.

html DS: http://europa.eu.int/comm/education/ policies/rec_qual/recognition/diplom a_en.html

EUA: http://www.eua.be/eua/en/projects_ec ts.jspx

ECTS Users’ Guide: http://europa.eu.int/comm/education/ programmes/socrates/ects/doc/guide _en.pdf

University of Latvia ( Erasmus Intensive Language Courses) Riga Technical University Rezeknes augstskola Vidzemes augstskola https://luis.lanet.lv/pls/pub/kursi.startup?l=2

ECTS Atzinības zīmes pieteikumu izvērtējums – biežākās kļūdas

IP/CC:     Trūkst informācijas, kas prasīta

Guide Checklist of ECTS User’s

Inform ācija nav dota abās - apmācību un angļu - valodās Nav kursu stru gadā) ktūras diagrammas ar KP (60 ECTS KP Web lapa nav izveidota ērtai lietošanai Dokumenti (LA un ToR):  Studentu lietas nesatur visus prasītos dokumentus  LA nav norādīti KP    Nav izskaidrojuma par mācību iestādes atzīmju sistēmu Trūkst zīmogu un parakstu; datumi neatbilst studiju periodam Nav ievērota prasība par 30/60 KP studiju periodā

ECTS Atzinības zīmes pieteikumu izvērtējums – biežākās kļūdas Atzīšana:  N av skaidrs, kā KP un atzīmes tikuši atzīti  Akadēmiskās atzīšanas dokumenti bez parakstiem un zīmogiem  N av skaidrs, kāds studiju periods (kursi) vietējā universitātē ticis aizstāts ar studijām ārzemēs ECTS i eviešana:  KP balstīti uz kontaktstundām tie veidoti vai arī nav informācijas kā  Nav inform ācijas par akadēmiskās atzīšanas procedūru  Trūkst informācijas par LO (?!)

DS Atzinības zīmes pieteikumu izvērtējums biežākās kļūdas        Atsūtīts diploma pielikuma oriģināls Trūkst parakstu Nav izpildīta pieteikuma prasība par 2 dažādiem cikliem un 2 dažādām studiju programmām katrā ciklā Izmainīta DS galvas daļa (preamble) Nav skaidrs, kādi KP tiek lietoti Nav dota atzīmju statistika N av pierādījumu, ka diploma pielikums tiek izdots autom ātiski bez maksas visiem studentiem

Underlying principles

• While striving for unitary HE system in Latvia, a more professional and a more academic profile of degrees will be kept, • academic profile degrees should include competencies that ensure employability using transversal skills and knowledge in the academic field • professional profile degrees should include competencies that ensure ability of holders to research and innovation • In any profile or level competencies should include skills for further learning and self-development to ensure sustainable employability over the whole life • the competencies should address work and science ethics

Working group methodology

• • • 1. Description of the generic qualifications is based on: profile three groups of competencies: – intellectual – academic and professional, – practical formal issues: access requirements and further study/ work options

Working group methodology (II)

2. Formulating of competencies was • as much as possible based on wording of existing legal texts: – Academic education standard (Cabinet regulation) – Professional HE Standard (Cabinet regulation) but re-shaped and adapted according to the recent developments • Where there was no appropriate wording in the legal texts, the wording was formulated, adapting wording of Dublin descriptors and Danish QF to Latvian situation