1. Implementing the Bologna Process The Experience of Hungary Baku, 21 April 2005

2. 2 The National Context Achievements  Thousands of students - expansion of higher education  Excellent talents, prize winners  Traditions of education and research  New University Centers to serve regional needs (mergers) Weaknesses  Higher education expansion is not accompanied by emphasis on quality  The current course structure is inflexible and does not support mobility  The financing system does not provide sufficient freedom for competitiveness  The infrastructure is inadequate for the changing demand  The current payment system does not provide incentives for excellence  Funding for research is far below the EU average

3. 3 Number of students in Hungary 1990-2003

4. 4 Hungarian UNIVERSITAS Programme A long-term strategy for reform and investment Objectives n Provide high quality teaching and research, competitive knowledge and skills also by international standards n Increase support for students and international mobility n Ensure equal access right n Introduce performance based funding and payment schemes for lecturers/researchers n Create the conditions for good quality teaching and research also in the infrastructure n Strengthen links between higher education and the economy

5. 5 Pillars of the Hungarian UNIVERSITAS Programme (2004) a I. Joining the European Higher Education Area II. Extending students’ rights and financial support for mobility III. Institutional management and finance reform IV. Infrastructure investment programme involving private investors (PPP) V. Research and Development Programme with increased funding

6. 6 Implementing Bologna n Legislative reform: the Bologna objectives, new steering and funding mechanisms (to provide both for public and private institutions), new governance structures for institutions n A large number of programmes and support schemes n The latecomer’s symptom n Student Participation National Follow-up Structure National Bologna Board Ministry of Education The Hungarian Rectors’ Conference National Accreditation Subject Specific Steering Groups Board Higher Education Research Council National Union of Students

7. 7 Aspects Vital to the Implementation of the Bologna Process Degree structure: Adoption of a system essentially based on two main cycles „All Ministers commit themselves to having started the implementation of the two cycle system by 2005.(…) Ministers encourage the member States to elaborate a framework of comparable and compatible qualifications for their higher education systems, which should seek to describe qualifications in terms of workload, level, learning outcomes, competences and profile. They also undertake to elaborate an overarching framework of qualifications for the European Higher Education Area. (…) First cycle degrees should give access, in the sense of the Lisbon Recognition Convention, to second cycle programmes. Second cycle degrees should give access to doctoral studies.(…)” Berlin Communiqué

8. 8 The two cycle system n Duration and orientation of programmes – which subjects should not be covered by the new system n Employability – the National Qualifications Framework with an outcomes based approach may be helpful n A unique opportunity to revise pedagogical concepts (focus on the learner) n Qualification frameworks and their relevance to curriculum development and recognition n Access to HE n Progression from one cycle to the next

9. 9 6 semester/ 180 credit Doctoral studies (PhD) Unified Programmes (unchanged) 3-4 semester/ 90-120 credit Master 6 semester/ 180 (+30) credit Bachelor 4 semester/ 120 credit Higher Vocational Programmes The three cycle system ( The new course structure )

10. 10 Implementing the new course structure Challenges for institutions n Structural changes and quality n The pace of reforms –changeover from the old system to the new n Dividing teaching content between Bachelor and Master level n Extra administrative burden (e.g. implementing ECTS) n The value of a Bachelors degree n The binary system Some comformity is needed but NO Straightjackets! A national debate to prepare n Students n Staff n Employers Tracing the career path of graduates National coordination groups to develop new curricula at subject level

11. 11 Master Programmes Challenges: n Distinction between professional and research Masters n One step at a time approach n Too narrow fields – a lot of specializations n Consecutive approach n Interdisciplinary programmes n Funding Joint Degrees n No legal obstacles – growing interest among the institutions (inter-university cooperation)

12. 12 Curriculum Reform n Implementing learning outcomes –the experience of the Tuning Project n The National Qualification Framework – yet criteria are defined by the Accreditation Board –subject specific standards are still input oriented

13. 13 National Frameworks of Qualifications Descriptors of qualifications and learning outcomes Dublin descriptors (generic)  Knowledge and understanding  applying knowledge and understanding  making judgements  communication skills  learning skills n Not subject specific

14. 14 Recognition „Ministers underline the importance of the Lisbon Recognition Convention, which should be ratified by all countries participating in the Bologna Process, and call on the ENIC and NARIC networks along with the competent National Authorities to further the implementation of the Convention. They set the objective that every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. It should be issued in a widely spoken European language. They appeal to institutions and employers to make full use of the Diploma Supplement, so as to take advantage of the improved transparency and flexibility of the higher education degree systems, for fostering employability and facilitating academic recognition for further studies.”

15. 15 Student Mobility Measures to support and increase mobility: n State support for studies at European institutions n New system of loans for students – also for foreign studies n A comprehensive programme for building new infrastructure ECTS n The credit accumulation and transfer system has been implemented (legal provisions) Moving from contact hours to student workload is still an issue A further challenge is assigning credits to courses in the new system.

16. 16 The Diploma Supplement n Legal basis – the DS must be issued in Hungarian and in English n the majority of institutions are able to comply n a student record system on the institutional level n new national student data software has been developed Issues: n DS needs strong ICT background n comprehensive translation work n centralized storing of student data n Integrating learning outcomes into the Diploma Supplement n Direct link between the DS, the correct implementation of ECTS, the modularization of programmes and a new style QF n Mutual trust and confidence – there is no identical content

17. 17 QUALITY Enhancement and Quality Assurance “the quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area.” “the primary responsibility for quality assurance in higher education lies with each institution itself and this provides the basis for real accountability of the academic system within the national quality framework.” The Berlin Communiqué

18. 18 Implementing Quality The Bologna Process as an opportunity to reflect upon the quality of education, research and services provided by HE n guidelines, criteria and processes in the QA mechanisms - external QA processes n the practices of HE institutions (curricula, teaching approach, staffing, etc.), self-evaluation n resources and scope of autonomy - the realization that greater autonomy brings about better and more coherent QA practices n changes in the internal governance of the institutions, granting autonomy n the participation of students (success rates, drop out rates and career choices) n a set of measures to support quality improvement: e.g. part of any salary increase is linked to performance, normative research funding is tied to performance indicators n changes in the methodology of programme accreditation (and not evaluation) – from input and structure to output n the debate between evaluation v. accreditation and programme v. institutional focus

19. 19 SUCCESS FACTORS n Bologna and other higher education reforms (the “trigger effect” n A synergy between top-down and bottom-up approaches (an impetus to strategic planning) n The role of guidance, support and regulations at national level n The timing and pace of reforms (speed and fine- tuning) n The reaction of the labour market to the new degrees n The future of the binary system