1. Higher education policy development of the Republic of Moldova Ana GUŢU Prime Vice-Recteur Free International University of Moldova

2. Essential values of the universitas europea, called today to contribute at the formation of a new universality, a new humanism, are already defined: Essential values of the universitas europea, called today to contribute at the formation of a new universality, a new humanism, are already defined: freedom of thought and research, freedom of thought and research, Didactic, scientific and organizational autonomy, Didactic, scientific and organizational autonomy, democratic participation and societal responsability, democratic participation and societal responsability, innovation and transparency. innovation and transparency.

3. The mission of the university Pope Alexander IV to the University from Paris, who declared in april, 1255 that the university should be dedicated to „researching, teaching and the education of the students associated in complete freedom with their teachers sharing common love for knowledge” (Alexander IV, 1958: p.602). Pope Alexander IV to the University from Paris, who declared in april, 1255 that the university should be dedicated to „researching, teaching and the education of the students associated in complete freedom with their teachers sharing common love for knowledge” (Alexander IV, 1958: p.602).

4. Bologna Process, after 8 years from it’s start, had a succes realised not only on the base of interstate treaties, but a succes formed by the universities and education ministries. Bologna Process, after 8 years from it’s start, had a succes realised not only on the base of interstate treaties, but a succes formed by the universities and education ministries. The European academic community fixed concrete objectives and realized them in a short period of time, operating with transformations in higher education systems, in universities ’ organization, in curricula’s design, elements that had a significant impact over the society through the students. The European academic community fixed concrete objectives and realized them in a short period of time, operating with transformations in higher education systems, in universities ’ organization, in curricula’s design, elements that had a significant impact over the society through the students.

5. New Bologna Strategies – (after 2010): At institutional/national level: Reorientation of the university curricula contents over different age categories (demographic problem) – the wide access assurance at higher education studies. Reorientation of the university curricula contents over different age categories (demographic problem) – the wide access assurance at higher education studies. The development at the university level of some activities network, documents, organizational entities for the academic integrity promotion (Declaration from Bucharest, 2004) The development at the university level of some activities network, documents, organizational entities for the academic integrity promotion (Declaration from Bucharest, 2004)

6. The quality pentalateral THE QUALITY OF ACADEMIC PROCESS’ Relevance Standards Excellenc y Financial efficiency Academic integrity Transfor- mation

7. Legislative cadre after RM’s adhesion at the Bologna Process, in may 2005 Education law from 1995, law amendments from may 2005. The establishment of the 2 university cycles – Bachelor degree and Master Degree. Education law from 1995, law amendments from may 2005. The establishment of the 2 university cycles – Bachelor degree and Master Degree. Education Code Project elaborated and prezented to the Government. Education Code Project elaborated and prezented to the Government. The list of the professional formation domains at the Bachelor Degree cycle, adopted by the Parliament in may 2005, the Plan-cadre elaborated by the Ministry of Education, the government decision about the organization of the Master Degree studies adopted in december 2007 The list of the professional formation domains at the Bachelor Degree cycle, adopted by the Parliament in may 2005, the Plan-cadre elaborated by the Ministry of Education, the government decision about the organization of the Master Degree studies adopted in december 2007 The national guide of theTransferable Credits in base of ECTS adopted by ME in 2005 The national guide of theTransferable Credits in base of ECTS adopted by ME in 2005

8. Deficiencies in legislation The lack of a clear and exhaustive legislation in higher education domain The lack of a clear and exhaustive legislation in higher education domain The existing incoherence between normative documents that regulates the higher education system activity from RM (Doctor’s degree problem) The existing incoherence between normative documents that regulates the higher education system activity from RM (Doctor’s degree problem)

9. Macro – institutional deficiencies The Ministry of Education does not assume the responsibility for the management competences of the university research, this function being fulfilled by the Academy of Sciences of RM and CNAA The Ministry of Education does not assume the responsibility for the management competences of the university research, this function being fulfilled by the Academy of Sciences of RM and CNAA Too many higher education institutions – 14 state inst. and 16 private inst. – for 3 mln 300 thousand inhabitants Too many higher education institutions – 14 state inst. and 16 private inst. – for 3 mln 300 thousand inhabitants Insufficient financing of the higher education institutions Insufficient financing of the higher education institutions

10. Intra – institutional deficiencies A high number of students in series and flaws A high number of students in series and flaws Directions and university curricula in one. Directions and university curricula in one. Education process centered on teacher not student Education process centered on teacher not student The lack of quality management systems based on transparency, anonymous surveys and participatory activities of the students The lack of quality management systems based on transparency, anonymous surveys and participatory activities of the students

11. The university centered on the student „The student has to be the outset in the organization of the higher education and in the formation of the university, not the teacher’s knowledge. The university has to be the institutional projection of the student and the two it’s dimensions are: it’s improvement ability to obtain knowledge and the necessities fulfillment of the student in specific knowledge for life” (Ortega y Casset, 1930: p.86). „The student has to be the outset in the organization of the higher education and in the formation of the university, not the teacher’s knowledge. The university has to be the institutional projection of the student and the two it’s dimensions are: it’s improvement ability to obtain knowledge and the necessities fulfillment of the student in specific knowledge for life” (Ortega y Casset, 1930: p.86).

12. Solutions Permanent dialogue between ME and higher education institutions in the spirit of the Recomandation No 1762 of PACE concerning the academic freedom. Permanent dialogue between ME and higher education institutions in the spirit of the Recomandation No 1762 of PACE concerning the academic freedom. (Parlamentary Assembly. Recommandation 1762 (2006).//http://assembly. Coe.int/docuemnts/adoptedtext/ta06 (Parlamentary Assembly. Recommandation 1762 (2006).//http://assembly. Coe.int/docuemnts/adoptedtext/ta06 Art. 4. The assembly of PACE rreaffirms the right to academic freedom and autonomy Art 11. Subsidiarity, transparency and quality assurance are preconditions.

13. Solutions The adoption of the Education Code in spirit of the adopted documents at the Bologna, Praga,Berlin, Bergen, London, Louvain- la Neuve meetings of higher education ministers and others. european regulator documents The adoption of the Education Code in spirit of the adopted documents at the Bologna, Praga,Berlin, Bergen, London, Louvain- la Neuve meetings of higher education ministers and others. european regulator documents The augmentation of the role of the Rectors Council from RM The augmentation of the role of the Rectors Council from RM

14. Solutions The creation of the National Agency of the Quality Evaluation in the Higher Education and Research The creation of the National Agency of the Quality Evaluation in the Higher Education and Research The transfer of the management competences of the research from Academy of Sciences to ME and renaming it in Ministry of Education and Research The transfer of the management competences of the research from Academy of Sciences to ME and renaming it in Ministry of Education and Research The unification of some public higher education institutions The unification of some public higher education institutions The suspension of activity of some higher education institutions The suspension of activity of some higher education institutions

15. Recommendations Wide emissions în in mass media about the progression of the higher education reform. Wide emissions în in mass media about the progression of the higher education reform.

16. Recommendations Concentration of the universities efforts in promotion and correct interpretation of Bologna reform among students and teachers. Concentration of the universities efforts in promotion and correct interpretation of Bologna reform among students and teachers.

17. Recommendations The dynamization of the interactive communications between universities and ME by the creation of an university experts and governmental cadres network responsable for Bologna reform. The dynamization of the interactive communications between universities and ME by the creation of an university experts and governmental cadres network responsable for Bologna reform.

18. Le due Torri

19. „The university is the promoter of the european humanist traditions, it’s permanent care is the universal cognoscibility for the realisation of it’s vocation through the politic and geographic borders transcendence” (Magna Charta Universitatum, 1998). „The university is the promoter of the european humanist traditions, it’s permanent care is the universal cognoscibility for the realisation of it’s vocation through the politic and geographic borders transcendence” (Magna Charta Universitatum, 1998).

20. Sources AIU Horizons, mai 2007, vol.2-3. AIU Horizons, mai 2007, vol.2-3. AIU Horizons, octobre 2007, No- 13-14, p. 14-17 AIU Horizons, octobre 2007, No- 13-14, p. 14-17 Comité Directeur de l’Enseignement supérieur et de la Recherche(CDESR), 7-ème session plénière, Strasbourg, 6 – 7 mars 2008, « L’université entre humanisme et marché: redéfinir ses valeurs et fonctions pour le XXI-e siècle. Rapport et Conclusions de la Conférence de lancement (Strasbourg 20-21 novembre 2007). Comité Directeur de l’Enseignement supérieur et de la Recherche(CDESR), 7-ème session plénière, Strasbourg, 6 – 7 mars 2008, « L’université entre humanisme et marché: redéfinir ses valeurs et fonctions pour le XXI-e siècle. Rapport et Conclusions de la Conférence de lancement (Strasbourg 20-21 novembre 2007). Declaraţia de la Bucureşti despre Valorile şi Principiile Etice ale învăţământului Superior din Europa, adoptată în cadrul Conferinţei Internaţionale “Dimensiunile Etice şi Morale ale învăţământului Superior şi ştiinţei din Europa 2-5 septembrie 2004, Bucureşti, România; http://www.almamater.md/articles/879/index.html, consultat la 10 septembrie 2007. Declaraţia de la Bucureşti despre Valorile şi Principiile Etice ale învăţământului Superior din Europa, adoptată în cadrul Conferinţei Internaţionale “Dimensiunile Etice şi Morale ale învăţământului Superior şi ştiinţei din Europa 2-5 septembrie 2004, Bucureşti, România; http://www.almamater.md/articles/879/index.html, consultat la 10 septembrie 2007. http://www.almamater.md/articles/879/index.html Higher Education Governance between democratic culture, academic aspirations and market forces. Synopses of presentations. Strasbourg, 22-23 september 2005. Higher Education Governance between democratic culture, academic aspirations and market forces. Synopses of presentations. Strasbourg, 22-23 september 2005.

21. Sources Harvey L. and Green D. Defining quality. In Assessment and Evaluation in Higher Education, 18 (1), 1993. Harvey L. and Green D. Defining quality. In Assessment and Evaluation in Higher Education, 18 (1), 1993. Il ruolo delle Universita nello Spazio Europeo dell’Instruzione e della Ricerca. Sapienza Universita di Roma, 22 giugno 2007. Il ruolo delle Universita nello Spazio Europeo dell’Instruzione e della Ricerca. Sapienza Universita di Roma, 22 giugno 2007. Olsen J. P.and Gornitzka A. Comprendre la signification du changement dans la gouvernance de l’université. Organisation et performances de l'université. In: AIU Horizons fevrier 2006, Vol.11.4-12.1, p.1,2,10. Olsen J. P.and Gornitzka A. Comprendre la signification du changement dans la gouvernance de l’université. Organisation et performances de l'université. In: AIU Horizons fevrier 2006, Vol.11.4-12.1, p.1,2,10. Ortega y Casset J. Mision de la Universidad. In : Revista de Occidente, First Edition, Madrid, 1930. Ortega y Casset J. Mision de la Universidad. In : Revista de Occidente, First Edition, Madrid, 1930. Magna Charta Universitatum. Bologna, Italia, settembre, 1998. http://www3.unibo.it/avl/charta/charta.htm, consultat la 3 septembrie 2007 Magna Charta Universitatum. Bologna, Italia, settembre, 1998. http://www3.unibo.it/avl/charta/charta.htm, consultat la 3 septembrie 2007http://www3.unibo.it/avl/charta/charta.htm Alexander IV. Letter to the University of paris, on the April 14, 1255. In: Introdaction. Bullarium Diplomatum. Vol.III, Torino, 1958. Alexander IV. Letter to the University of paris, on the April 14, 1255. In: Introdaction. Bullarium Diplomatum. Vol.III, Torino, 1958. London Communique, May 18. http://www.cicic.ca/docs/bologna/2007LondonCommunique.e n.pdf, consultat la 25 mai 2007. London Communique, May 18. http://www.cicic.ca/docs/bologna/2007LondonCommunique.e n.pdf, consultat la 25 mai 2007. http://www.cicic.ca/docs/bologna/2007LondonCommunique.e n.pdf http://www.cicic.ca/docs/bologna/2007LondonCommunique.e n.pdf

22. Thank you for your attention! Ana GUTU Prim- Vicerector Free International University of Moldova www.ulim.md agutu@ulim.md Personal site : www.anagutu.netwww.anagutu.net