Transcript “Three Cycle System in the Framework of Bologna Process”, Summer School, Yerevan, Armenia, 2008 Implementation of Bologna Process in Baltic States Algirdas Vaclovas Valiulis, Bologna.

“Three Cycle System in the Framework of Bologna Process”, Summer School, Yerevan,
Armenia, 2008
Implementation of Bologna Process in
Baltic States
Algirdas Vaclovas Valiulis,
Bologna expert, Lithuania
Level of implementation of the three-cycle structure
compliant with the Bologna process in the Bologna proces
participating countries (2006/2007)
Lithuanian Higher Education scheme
(since 2000)
Doctor’s
degree (PhD)
(4 years)
3 tier
2 tier
Master’s degree
studies (1,5 – 2 years)
Specialized professional
studies (1 – 2 years)
Undergraduate studies (4 years)
1 tier
(bachelor degree, professional qualification)
University
Secondary education (12 years)
Professional studies
( 3 years)
College
Lithuanian Higher Education
There are two types of HEI: universities and colleges
(non-university HEI);
HEI may be State and private (about 20% student
population);
Universities offer bachelor, master and doctoral
programmes, high level professional artistic creative
activities, postgraduate art studies and carry out
research;
A College is a higher education establishment where
non-university studies, applied research and (or)
development or professional arts prevail.
Lithuanian Higher Education
University level first stage lead to a Bachelor's Degree or a
professional qualification and generally last for 3.5-4.5 years
(NCTS 140-180 credits).
University level second stage: Specialized or Master's studies,
Integrated Studies. Specialized professional studies or studies
leading to a Master's Degree last for 1.5-2 years (NCTS 60-80
credits);
Integrated studies (the first and second stages) are combined and
duration of studies is not more than 6 study years and not less
than 5 study years.
Studies are measured in credits. One study credit is equal to 40
conditional student work (academic, laboratory, independent,
etc.) hours, i.e., one week (40 h) of his work. Comparable with
ECTS credits, one national credit corresponds to 1,5 ECTS
credits.
Lithuanian Higher Education
University level third stage: Doctoral studies, Residency.
Doctoral studies last 3-4 years. Upon completion a doctoral
thesis must be publicly defended;
University medical studies train (residency) last for 3-5
years.
The second-level doctoral degree Doctor Habilitatus is not
any more awarded since 2003.
New procedures for selection of full professors require
that the pretender must be holder of degree Doctor and must
fulfil habilitation procedure requirements (reveal personal scientific
and pedagogical competence).
Bologna scorecard: Lithuania (I)
Lithuania was a signatory of the Bologna Declaration
Since 1999.
Key developments since 2005 include:
 approving the Lithuanian Higher Education System Development
Plan for 2006-2010 and measures for the first stage of its
implementation for 2006-2007,
 to improve the governance and management of higher
education institutions;
 enhance quality and ensure the effective use of financial and
other resources;
 amending the Law on Higher Education to enable colleges to
award professional bachelor qualifications;
 creating a legal basis for joint degrees;
Bologna scorecard: Lithuania (II)
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introduction of professional bachelor degrees in 2007
to facilitate access to the second cycle for graduates
from the college sector;
develop a national qualifications framework for higher
education linked to a national qualifications
framework for lifelong learning and the
implementation of the Standards and Guidelines for
Quality Assurance in the EHEA;
the Lithuanian Centre for Quality Assessment in
Higher Education is planning to apply for full ENQA
membership in 2007-2008.
Bologna scorecard: Lithuania (III)
Future challenges include:
 developing further the higher education
system as a whole as well as individual
higher education institutions;
 implementing successfully the Development
Plan for 2006-2010 and the national
programme for the Lisbon Strategy
Bologna scorecard: Lithuania and Latvia
Latvian Higher Education
The system of higher education in Latvia is binary.
In Latvia exist university type and non-university type
higher education institutions.
Since the 1991 there is established a difference
between academic and professional study programmes.
While the non-university type institutions run professional
programmes, the university type programmes often offer both
academic and professional ones.
Latvian Higher Education
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Bachelor degree is awarded after completion of the
first stage of studies. Duration of Bachelor
programmes may be 3 to 4 years or 120-160
Latviann credit points (180-240 ECTS credits).
Maģistrs degree is awarded after the second stage of
academic higher education. The duration of master
level studies can vary from 1 to 2 years i. e. 40-80
Latvian credit points (60-120 ECTS credits).
In medicine and dentistry (6 and 5 years of studies
respectively) bachelor and master degrees are not
applied. Degrees in medicine and dentistry, however,
are considered equal to master.
Latvian Higher Education
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Since 2000 the HEI provides award of professional bachelor
degree (if the total duration of programme is no less than 4 years, 160
Latvian credits, 240 ECTS) and professional master degree (if the total
duration of programme is no less than 5 years - 200 Latvian credit
points, 300 ECTS).
In transition period there are both university-type and nonuniversity type professional higher education programmes in Latvia:
University-type professional programmes (ISCED Level 5A) are based
upon an academic degree. The graduates of these programmes are
eligible for further academic studies.
non-university type professional higher education programmes (ISCED
Level 5B) are of at least four-year duration and they can be organised
in two cycles having a college programme and Level IV professional
qualification as the first cycle.
Latvian Higher Education
College programmes are of at least 2 year duration.
In a number of professional fields it is possible to use a
college programme as the first cycle in one's studies towards a
V level professional qualification.
College programmes are currently being established at
both the existing higher education institutions and at the former
institutions of post-secondary vocational education. The fields in
which college education programmes are first being established
are engineering, computer science, business administration,
nursing, and law.
However, the main aim of establishing college programmes
was to train specialists at IV qualification level for the labour
market.
Latvian Higher Education
Doctoral studies last three to four or years of full-time studies.
Since 1998 a switch has been carried out from the former two-tier
doctoral degree system to a one-tier doctoral degree system.
The second-level doctoral degree habilitēts doktors is not any more
awarded since 2000. Until the end of 1999 habilitēts doktors
degree used to be a formal prerequisite for a full professorship.
Since 2000 new procedures for selection of full professors require
that the pretender must be holder of degree Doktors and must
possess a sufficient scientific and pedagogical competence.
Bologna scorecard: Latvia (I)
Latvia was a signatory of the Bologna Declaration since 1999.
Key developments since 2005 include:
 adopting new accreditation regulations which promote internal
and external quality assurance;
 and outcomes-based curricula;
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increasing research funding and staff salaries;
 introducing financial incentives for students to study science and
engineering;
 drafting a new higher education law to address recent Bologna
developments, including a national qualifications framework,
flexible learning paths, recognition of prior learning and joint
degrees;
 switching fully from a national credit accumulation system to
ECTS.
Bologna scorecard: Latvia (II)
Future challenges include:
 fully embedding the learning outcomes approach;
 developing a comprehensive internal quality system;
 fully integrating short cycle qualifications into the first
cycle;
 increasing the number of doctoral graduates;
 increasing inward staff and student mobility;
 recognising prior learning;
 providing greater financial support to students and
staff.
Elaborating of qualifications frameworks (I)
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while striving for unitary HE system in Latvia,
a more professional and a more academic profile
of degrees will be kept;
professional profile degrees should include competencies that
ensure ability of holders to research and innovation;
academic profile degrees should include competencies that
ensure employability using transversal skills and knowledge in
the academic field;
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
Elaborating of qualifications frameworks (II)
Descriptions have been created for:
 Short-cycle (college) higher education;
 Bachelor (academic and professional profile);
 Master (academic and professional profile);
 Doctor;
Next steps:
 Giving the descriptions a legal status,
 Starting work at inter-institutional and programme
level
Bologna scorecard: Estonia and Latvia
Estonian Education scheme
Estonian Higher Education
The higher education system is binary and consists of universities
and
professional higher education institutions.
In 2003 the government of Estonia put forward a reform: to adopt
system
based on two main cycles: Baccalaureate- Magistrates (3+2).
Since the academic year 2002/2003, the general structure of
higher education is divided into two main cycles, following the
undergraduate-graduate model:
 the first cycle is the bachelor level;
 the second is the master level.
Estonian Higher Education
For some specialities, the study programmes have been integrated
into a single long cycle, following the master level qualification.
The highest stage at universities is doctoral studies. The nominal
length of studies is three to four years.
Professional higher education programmes are at the first level
of higher education and correspond to the bachelor level
programmes. The usual duration of studies is three to four years.
Bologna scorecard: Estonia
Estonia was a signatory of the Bologna Declaration
since 1999.
Key developments since 2005 include:
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adoption by Parliament of a new higher education
strategy for 2006-2016;
preparing an internationalisation strategy for
higher education 2006-2015;
improving recognition procedures;
undertaking an extensive survey on student
social and economic conditions;
Bologna scorecard: Estonia (II)
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preparing legislation on joint degrees and learning
outcomes-based programme development;
taking part in an EU project focusing on quality
improvement and the development of student
support systems;
develop a national qualifications framework by
autumn 2007;
support the full implementation of ECTS, based on
learning outcomes, by the 2009-2010 academic year.
Bologna scorecard: Estonia (III)
Future challenges include:
 preparing for a decrease in the student
population due to the downward
demographic trend;
 strengthening the international dimension of
higher education institutions;
 ensuring appropriate funding for sustainable
and competitive higher education.
All Bologna Process
countries
Green (5) ,
Light green (4),
Yellow (3),
Orange (2),
Red(1)
Cooperation on mutual academic transparency
and recognition of qualifications: Baltic case
Considering that a follow-up to the ratification of the
Lisbon Convention the Governments of the Republic of Latvia
Estonia and Lithuania signed an Agreement on the Academic
Recognition of Educational Qualifications in the Baltic
Educational Space.
The agreement states: Latvia, Estonia and Lithuania agree
to recognise each other’s higher education qualifications and
qualifications giving access to higher education.
The qualifications awarded after completion of study
programmes, which are recognised in the home country and
states that a higher education qualification or a qualification
providing access to higher education shall give its holder the
same rights in the all Baltic states.
Cooperation on mutual academic transparency
and recognition of qualifications: Baltic case
The recognition of periods of study abroad is
based on the following principles:
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each State shall recognise the periods of study completed within
the framework of a higher education programme in the other
States;
in cases when periods of study have been completed according
to previous Agreements among higher education institutions, a
full credit transfer shall be granted;
in all other cases the parties should look towards transfer of
maximum credits relevant to the programme.
Cooperation on mutual academic transparency
and recognition of qualifications: Baltic case
The academic recognition of higher education
qualifications awarded in other States should
facilitate recognition of these qualifications also for
professional purposes.
When the professional activity is regulated by
national or international legislation binding to a State;
the appropriate legislation applies to the professional
recognition.
This creates the preconditions for continuing
adult studies and lifelong learning in Baltic countries.
Cooperation on mutual academic transparency
and recognition of qualifications: Baltic case
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To the National Academic Recognition Information
Centres (ENIC/NARIC centres) has been ascribed to:
provide the higher education institutions and/or
employers with the relevant information regarding
educational systems, and qualifications awarded in
other states;
evaluate the qualifications awarded in other parties;
provide and regularly renew information about state
recognised higher education institutions and
programmes.
Thank You for patience
Regional collaboration – how to use
synergy effect:
 Joint degree programmes;
 Mutual participation in doctoral committees;
 Teaching in common international
 language;
 Mutual students mobility;
 Staff exchange,
 Publication of joint scientific journals;
 Participation in study programmes evaluation