- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Adoption of a system of easily readable and comparable degrees
- •2. System based on two main cycles
- •3. Establishment of a system of credits
- •4. Promotion of mobility
- •5. Promotion of European cooperation in quality assurance
- •6. Promotion of European dimensions in higher education
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Main achievements since Bergen
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Progress made since the Ministers’ Meeting in Bergen
- •1. Describe the important developments relating to the Bologna process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen.
- •1. Describe the important developments relating to the Bologna Process,
- •Including legislative reforms, since Bergen.
- •1. Give a brief description of important Bologna Process developments concerning the Bologna process, including legislative reforms
- •2. Give a short description of the after-Bergen amendments in structure of public authorities responsible for higher education, main agencies/bodies in higher education and their competencies.
- •3. Describe any changes that have occurred at the institutional level since the Bergen conference.
- •4. Give a brief description of the structure which follows up the implementation of the Bologna Process in your country.
- •5. Give a brief description of measures to involve students and trade union staff in the management of heIs.
- •6. Give a brief description of providing cooperation between representatives of business and social stakeholders as a part of the Bologna process.
- •7. Give a brief description of achievements reached in the introduction of the first and second cycles of learning.
- •8. Give a brief description of achievements reached in the implementation of postgraduate study
- •9. Give a brief description of measures taken to ensure accessibility between the first and second cycles, and the second and third cycles.
- •10. Briefly describe the current stage tuning the national framework of qualifications to make it closer to the framework of qualifications in the European Higher Education Area.
- •11. What steps are being taken to increase the employment opportunities of graduates with bachelor’s qualifications?
- •12. The degree of compliance of the national quality assurance system with the Standards and Guidelines for quality assurance in the European Higher Education Area?
- •In the last two years, the following measures have been implemented to ensure compliance:
- •13. Give a brief description of the quality assurance system applied in your country.
- •14. Give a brief description of the student participation in the national quality assurance system.
- •15. Give a brief description of the level of international participation in the national quality assurance system.
- •16. Describe the current stage of implementation of the Diploma Supplements in your country.
- •17. Describe the stage of implementation of the main principles of the Agreement and later supplementary documents.
- •18. Describe the credit (units) and accumulation systems current in your country.
- •19. Has a national plan been developed in your country to enhance the quality of the foreign qualifications recognition process? If so, give a brief description of this plan and append a copy.
- •20. Describe any procedures for recognition of prior learning, including formal and informal learning paths.
- •21. What legislative and other measures have been taken by your country to encourage higher education institutions to develop flexible and lifelong learning paths?
- •22. Describe the legislative status of double diplomas in your country.
- •25. Describe any measures which promote equality of access to higher education in your country
- •26. Describe any measures to help students facing social or economic difficulties to complete their studies.
- •27. Describe any measures taken in your country to improve student mobility
- •28. Are mobility loans and grants genuinely available in your country? If not, describe any measures that have been taken to increase mobility grants and loans.
- •29. Describe any measures taken to remove obstacles to student mobility and encourage full use of mobility programmes.
- •30. Describe any special measures taken in your country to improve faculty mobility.
- •31. Describe any measures taken to remove obstacles to faculty mobility and encourage full use of mobility programmes.
- •32. Describe any activities taken by your country to promote the attractiveness of the ehea.
- •33. Give indications of the main challenges ahead for your country.
4. Promotion of mobility
The mobility among the students and staff is not high as there are legal and programmatic barriers that hinder the process. The existing academic programmes strongly regulate the transfer of students from one profession to another by a special government decree which sets certain limitations. The effects of the implementation of ECTS and DS to promote the mobility of the transfer of students to foreign universities based on bilateral agreements is limited, and not all of the European mechanisms (ERASMUS) promoting the international mobility of students function in Armenia.
The MoES encourages cooperation directly between HEIs. According to the statistics, about 10% of university professional staff and students are involved in various mobility programmes each year.
5. Promotion of European cooperation in quality assurance
According to the Law on Higher and Postgraduate Education, a special unit of the MoES conducts licensing and accreditation of private HEIs. A working group was formed by the MoES that will develop a national quality assurance system according to the European recommendations. It is planned to create an independent quality assurance agency.
The universities themselves are aware of the importance of creating internal mechanisms for quality assurance and institutional improvement. They are becoming increasingly introspective and analytical about their strengths and weaknesses and the need to develop a culture of constant improvement through periodic evaluation.
6. Promotion of European dimensions in higher education
New research centers were created in several universities. The staffs of the centres are also involved in the teaching process. Graduate programmes such as art studies, theology, social work, and humanitarian professions are newly opened and expanded
Life Long Learning Some elements of life long learning as defined by the Law on Higher and Postgraduate Education of Armenia are available as supplementary postgraduate programmes based on earned professional education and do not lead to a formal credential. The purposes of these programmes are to improve qualifications and to bring skills up to date. Internal corporate training with a similar purpose is also organized. Additionally, there are several nongovernmental organizations for adult learning. The development of distance learning and elearning with the introduction of ECTS at the universities will largely promote learning opportunities for all ages, including continuing education, correspondence courses, and recreational activities.
Participation of students and higher education institutions in the Bologna Process
The Ministry has supported the initiative of student unions to create a national student union that will apply for membership to ESIB. The students are actively represented in university governance. Groups were formed in all universities to encourage the Bologna process within each institution. Several universities are members of EUA.
Doctoral studies as the 3rd Bologna cycle
Doctoral studies are defined by the Law on Higher and Postgraduate Education as the 3rd Bologna cycle. It is intended to increase academic programmes and duration of studies to make them comparable with the 3rd Bologna cycle.
БЕЛЬГИЯ (фламандская община)