- •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.
Soon after the Bologna Declaration in 1999, Swiss higher education institutions (Universities and Universities of Applied Sciences) recognised the importance of this reform process and set up project organisations. The authorities of the Universities passed legally binding “Bologna Directives” in 20031, those of the Universities of Applied Sciences in 20022. In 2005, the Federal Universities of Applied Sciences Act has been revised according to the new study structure3.
The legal bases for the two sectors are mutually compatible so that the reforms are well interconnected and consistent across the entire tertiary education sector. For all HEIs, the new system is based on a first cycle (bachelor) comprising 180 ECTS credits and a second cycle comprising 90 or 120 ECTS credits. An agreement regarding pathways between different types of HEIs is currently being prepared by the Rectors’ Conferences.
The implementation of the Bologna process has made considerable progress in the last
years. In autumn 2006, all first-year students (except for medicine) started their studies within a bachelor programme. As of autumn 2007, all first year medical students will also enter bachelor programmes.
The implementation of the Bologna process at Swiss institutions should be seen in the
wider context of the far-reaching reforms currently under way for the entire higher education sector that is expected to be in place by 2012 at the latest. Their main goals are to improve the position of Swiss higher education in the international context, to simplify the highly complex mechanisms of cooperation between federal and cantonal authorities in steering the higher education system, as well as to enhance transparency and efficiency
regarding institutional cooperation and allocation of resources.
ШВЕЦИЯ
1. Describe the important developments relating to the Bologna Process,
Including legislative reforms, since Bergen.
Прим. The Ministry has changed name several times the last years, but in this report it will be referred to as the Ministry for Education and Research or the Ministry.
In June 2005 the former Swedish Government presented proposals in order to reform the Swedish higher education system along the lines of the Bologna Process (Government bill 2004/05:162, New world – new university). The bill was adopted by the Parliament in February 2006. Changes in the Higher Education Act and Higher Education Ordinance have been decided and issued according to the decision in Parliament.
The reform mainly concerns a new structure for educational programmes, courses and
degrees. The reform covers the whole system for higher education and will come into
effect starting July 1 2007.
These are some of the main characteristics of the reform:
· Higher education degrees and courses will be divided into three cycles.
· All degree descriptions have been reviewed and the degrees have been placed at
either first, second or third level2. The new degree descriptions are based on the
expected learning outcomes of the student and related to the Qualifications
Framework of the Bologna Process. The higher education institutions (HEIs)
should also specify the learning outcomes at the conclusion of each course.
· A new two-year Master’s Degree will be introduced within the second cycle.
· The credit system has been reformed and the new system will be in line with the
European Credit Transfer System (ECTS).
· Diploma Supplement will be introduced also for the third cycle.
There are no indications of changes in the reform because of the new Government that
came into power in October 2006.
РОССИЯ
Main achievements since Bergen