- •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.
1. Describe the important developments relating to the Bologna process, including legislative reforms, since Bergen.
Since Bergen, a number of significant developments have taken place. The Institute of Technology Act 2006 was passed and brings responsibility for these institutions (as with the universities) under the Higher Education Authority. Other developments include the continued implementation of the National Framework of Qualifications, the establishment of the Irish Universities Quality Board on a legal basis and the QA reviews undertaken of the Irish Universities and HETAC.
ИСЛАНДИЯ
1. Describe the important developments relating to the Bologna Process,
Including legislative reforms, since Bergen.
On 1 July 2006 a new law on Higher Education Institutions (HEIs) no. 63/2006 was adopted by the Icelandic parliament replacing the framework law on universities no. 136/1997. The new framework law stipulate the accreditation, quality assurance (QA) and general running of HEIs that fall under the jurisdiction of the Ministry of Education, Science and Culture. The law was prepared in cooperation and consultation with all main stakeholders, i.e. the Higher Education Institutions, students and the social partners.
Although there were no legal obstacles in Iceland in implementing the Bologna process before the new law of 2006 was adopted, it strengthens the legal basis for the implementation.
According to the new law the issue of the Diploma Supplement (DS) in English is automatic and compulsory, the 3 cycle structure is confirmed, as well as compulsory adoption of the European Credit Transfer System (ECTS) and a National Qualification Framework (NQF) has already been issued based on the Framework for Qualifications of the European Higher Education Area.
Six HEIs in Iceland come under the auspices of the Ministry of Education, Science and Culture and fall under the new law; three public and three private (government dependent). Two HEIs fall under the Ministry of Agriculture.
A complete regulation framework according the new law is being implemented, i.e.
regulations concerning QA, accreditation of HEIs limited to specific fields of study in
accordance with definitions by OECD.s Frascati manual and the NQF.
Specific law on public HEIs is under preparation and will be put before parliament in 2007- 2008 to replace law no. 41/1999 on the University of Iceland as well as law no. 137/1997 on the Iceland University of Education and law no. 40/1999 on the University of Akureyri.
ИСПАНИЯ
1. Describe the important developments relating to the Bologna Process,
Including legislative reforms, since Bergen.
The Spanish Government has concluded its project to reform the Organic Law of
Universities (LOU). This reform project is now at an advanced stage of parliamentary procedure and has been initially passed by Parliament on 14th December 2006 and it is expected to be definitively passed at the beginning of next Spring. On 26th September 2006, the Spanish Ministry of Education and Science presented a detailed working paper on the Organisation of Higher Education in Spain based on the guidelines put forward by the EHEA. On 14th November, this proposal was the object of a favourable report by the University Coordination Council, the highest Spanish consultative body on university matters. The LOU confirms the cyclic structure, improves the mobility and the EHEA principles and increments the coordination among the Government and the Autonomous Communities.
The Ministry of Education and Science has set aside funding for universities for the 2006-2007 academic year to promote student and teacher mobility in the new postgraduate programmes. During the 2006-2007 academic year, around 1,000 ECTS-based Masters degrees (Bolonia) are underway. The call for deciding which master degrees will be offered in the 2007-2008 academic year is open until 31st March 2007.
Funding for visiting teachers has targeted official Masters degrees and quality-certified doctorate degrees and encourages the participation of teachers from other universities. At least 50% of foreign teachers must come from countries which have signed the EHEA agreement.
Funding for students on Masters degrees and quality-certified doctorate degrees also
encourages studying these degrees or at least part of them in other universities, including those in the Erasmus-Mundus programme.
ИТАЛИЯ