1. Tempus Project JET 18041 2003 Tempus Project JEP 18041 2003 “Introduction of ECTS at the B&H Universities” Visit to Universities of East Sarajevo Mostar “Dzemal Bijedic” University of Mostar F. Maciel Barbosa FEUP Oporto, 21st and 22nd November 2008

2. Tempus Project JET 18041 2003 Level of achieved reform in curricula harmonization according to Bologna process; Which degree structure is implemented at the University? Level of achieved reforms regarding the allocation of the ECTS credits to course units; General principles and tools used for allocation ECTS credits; The objective of the visit was to discuss the following topics:

3. Tempus Project JET 18041 2003 Are all degree programs ECTS based? Is it in alignment with the ECTS key features? Have credits been allocated to the all programs? How is the adequacy of this allocation guaranteed? How are credits related to the learning outcomes of the programs? How is the correlation between workload and credit allocation checked?

4. Tempus Project JET 18041 2003 How is balanced student workload guaranteed during each learning period in terms of learning, teaching and assessment activities? What mechanisms are used for revision of credit allocation and learning, teaching and assessment activities? How are the students involved in this process? Have clear and adequate outcomes been identified at the level of the study programs as whole and of each of its components?

5. Tempus Project JET 18041 2003 Is information on the programs (modules and/or course units) presented as described in the ECTS Users' Guide? Have ECTS Users’ Guide been published? Experience in student mobility? Which activities are preformed with aim of the promotion of the student and teaching mobility at the university? How are students advised about mobility?

6. Tempus Project JET 18041 2003 How are the key documents of ECTS used for mobility? Who is responsible for recognition and which are the procedures used? How is the quality of delivery of the study programmes and its components monitored? How is the updating of information regarding the degree programme organised and guaranteed?

7. Tempus Project JET 18041 2003 Is a diploma supplement issued to the students automatically? On which way are students involved in Bologna process at university?

8. Tempus Project JET 18041 2003 University Dimension East Sarajevo University 13 000 students Mostar University 14 500 students “Dzemal Bijedic” University 7 500 students

9. Tempus Project JET 18041 2003 Universities Evaluation All Universities in B&H, were evaluated by European University Association, in the period between October 2003 and May 2004 All Universities in B&H, were evaluated by European University Association, in the period between October 2003 and May 2004

10. Tempus Project JET 18041 2003 Level of achieved reforms regarding the allocation of the ECTS credits to course units I could observe that the Bologna guidelines and the Bologna esprit are present in the restructuring of the courses, either in the introduction of the ECTS either in the organization of the learning process I could observe that the Bologna guidelines and the Bologna esprit are present in the restructuring of the courses, either in the introduction of the ECTS either in the organization of the learning process

11. Tempus Project JET 18041 2003 Level of achieved reforms regarding the allocation of the ECTS credits to course units It is clear from the new curriculum that the Learning outcomes paradigm shift from teaching to learning It is clear from the new curriculum that the Learning outcomes paradigm shift from teaching to learning

12. Tempus Project JET 18041 2003 New basic educational building block Improve curriculum design & progression Improve curriculum design & progression Emphasize link between teaching, learning and assessment Emphasize link between teaching, learning and assessment Improve national/international transparency of qualifications Improve national/international transparency of qualifications

13. Tempus Project JET 18041 2003 Level of achieved reforms regarding the allocation of the ECTS credits to course units All the University have implemented the basic principles of the Bologna process. All the University have implemented the basic principles of the Bologna process. Three cycles have been introduced in two Universities Three cycles have been introduced in two Universities ECTS credits have been introduced ECTS credits have been introduced

14. Tempus Project JET 18041 2003 Determination of the student’s workload The Universities approach in the ECTS implementation took into consideration the following: The Universities approach in the ECTS implementation took into consideration the following: Promotion of ECTS principles and philosophy Promotion of ECTS principles and philosophy Production of a short ECTS guide in local language Production of a short ECTS guide in local language Cooperation with student organizations Cooperation with student organizations Participation in European networks and TEMPUS projects Participation in European networks and TEMPUS projects

15. Tempus Project JET 18041 2003 Determination of the student’s workload Continuous evaluation of the curricula based on ECTS principles Continuous evaluation of the curricula based on ECTS principles Regional cooperation in the ECTS implementation Regional cooperation in the ECTS implementation Establishment of the quality system - TQM (Total Quality Management) at the Universities Establishment of the quality system - TQM (Total Quality Management) at the Universities The basic step in ECTS implementation at the University was the beginning of the process of developing curricula in accordance with Bologna process. The basic step in ECTS implementation at the University was the beginning of the process of developing curricula in accordance with Bologna process.

16. Tempus Project JET 18041 2003 Development of the Bologna curricula Defining the basic task of higher education and what it has to offer to the society as a whole Defining the basic task of higher education and what it has to offer to the society as a whole Defining the Universities goals and the competence for their realization Defining the Universities goals and the competence for their realization Defining the curricula models Defining the curricula models Defining and adoption of courses development, counting of student workload and defining the courses and modules content Defining and adoption of courses development, counting of student workload and defining the courses and modules content Defining the way in which the curricula will be developed and evaluated Defining the way in which the curricula will be developed and evaluated Criteria for the accreditation of developed ones in the neighboring countries and Europe. Criteria for the accreditation of developed ones in the neighboring countries and Europe.

17. Tempus Project JET 18041 2003 Bologna process - Goals of the new structure Reduce the difference between a formal and real length of studying; Reduce the difference between a formal and real length of studying; Raise the consciousness and point out the student obligations as far as lectures and exams are concerned; Raise the consciousness and point out the student obligations as far as lectures and exams are concerned; Conform to the market requirements; Conform to the market requirements; Increase the study attractiveness for new students. Increase the study attractiveness for new students.

18. Tempus Project JET 18041 2003 Bologna process - Goals of the new structure In order to reduce the difference between a formal and real length of studying in development of new curricula the starting point was to count total student workload and real time necessary for passing the exams and finishing the entire study. In order to reduce the difference between a formal and real length of studying in development of new curricula the starting point was to count total student workload and real time necessary for passing the exams and finishing the entire study.

19. Tempus Project JET 18041 2003 Bologna process - Goals of the new structure Total time which a student has to spend for successful covering the teaching material is included in the student workload. That means that we do not include only the time spent on lessons, seminars, field work and exercises, but also the time spent on studying the material, i.e. learning by themselves and e.g. on data processing after working in a laboratory, on evaluation and other knowledge tests. Total time which a student has to spend for successful covering the teaching material is included in the student workload. That means that we do not include only the time spent on lessons, seminars, field work and exercises, but also the time spent on studying the material, i.e. learning by themselves and e.g. on data processing after working in a laboratory, on evaluation and other knowledge tests.

20. Tempus Project JET 18041 2003 Introduction of new curricula based on ECTS It was necessary to be followed by the change of teaching methods and work with students what sometimes is what is more difficult!!!!. It was necessary to be followed by the change of teaching methods and work with students what sometimes is what is more difficult!!!!.

21. Tempus Project JET 18041 2003 Basic changes decrease the number of students in groups decrease the number of students in groups to reduction lectures ex cathedra to reduction lectures ex cathedra to introduction of tutorial work to introduction of tutorial work to work through project teams to work through project teams work through case studies, work through case studies, to more intensive usage of information technology to more intensive usage of information technology

22. Tempus Project JET 18041 2003 Information packages In order to make the choosing of a certain study and later preparations for lessons and exams easier, all the Universities made their Information packages with detailed information about every single subject In order to make the choosing of a certain study and later preparations for lessons and exams easier, all the Universities made their Information packages with detailed information about every single subject

23. Tempus Project JET 18041 2003 Information packages List of general and specific competences (knowledge and skills) which are developed by the concrete course List of general and specific competences (knowledge and skills) which are developed by the concrete course Number of hours of active lessons and exercises, number of hours planned for written works of students, number of hours for preparation of exams and total number of hours necessary for taking a concrete exam (workload) Number of hours of active lessons and exercises, number of hours planned for written works of students, number of hours for preparation of exams and total number of hours necessary for taking a concrete exam (workload)

24. Tempus Project JET 18041 2003 Information packages Number of ECTS credits with an argumentation Number of ECTS credits with an argumentation Course content Course content Literature Literature Forms of a teaching process realization Forms of a teaching process realization Ways of evaluation i.e. taking an exam Ways of evaluation i.e. taking an exam Way of monitoring the quality and efficiency of courses execution Way of monitoring the quality and efficiency of courses execution Preconditions for admission in the course Preconditions for admission in the course

25. Tempus Project JET 18041 2003 Diploma supplement Diploma contains biographical information, information about the kind and length of a study and professional title. Diploma contains biographical information, information about the kind and length of a study and professional title. Diploma, except the statement that a student has finished some study and achieved academic degree, mostly does not contain any other data on the basis of which could be evaluated what that academic degree represents. Diploma, except the statement that a student has finished some study and achieved academic degree, mostly does not contain any other data on the basis of which could be evaluated what that academic degree represents. Diploma supplement should contain data and regulations which are not mentioned in diploma, and are important for understanding the program of the finished study and achieved educational level. Diploma supplement should contain data and regulations which are not mentioned in diploma, and are important for understanding the program of the finished study and achieved educational level.

26. Tempus Project JET 18041 2003 Students’ mobility and internationalization Bologna Declaration insists also on the mobility of professors, associates and researchers. Bologna Declaration insists also on the mobility of professors, associates and researchers. Numerous international organizations and some Universities have already made the mechanisms which support and encourage free mobility of all those who work in higher education in the entire European area Numerous international organizations and some Universities have already made the mechanisms which support and encourage free mobility of all those who work in higher education in the entire European area

27. Tempus Project JET 18041 2003 Students’ mobility and internationalization Mobility of young people, students, assistants and researchers is the EU priority. Mobility of young people, students, assistants and researchers is the EU priority. Individual mobility becomes more important in the era of Internet and economic globalization. Individual mobility becomes more important in the era of Internet and economic globalization. Existence of socioeconomic, language and practical obstacles detains many suggested academic and scientific visits. Existence of socioeconomic, language and practical obstacles detains many suggested academic and scientific visits.

28. Tempus Project JET 18041 2003 ECTS Development of the credits transfer system is a mean of achieving maximal students’ mobility and introduction of diploma supplement, to increase the international comparativeness of qualifications Development of the credits transfer system is a mean of achieving maximal students’ mobility and introduction of diploma supplement, to increase the international comparativeness of qualifications

29. Tempus Project JET 18041 2003 Mobility and internationalization A common currency for measuring workload (ECTS) A common currency for measuring workload (ECTS) A standardized format for the description of curricula, including desired learning outcomes, teaching/learning approaches and assessment methods A standardized format for the description of curricula, including desired learning outcomes, teaching/learning approaches and assessment methods A standardized format for the description of students curricular choices and achievements (ECTS Transcript of records) A standardized format for the description of students curricular choices and achievements (ECTS Transcript of records) Greater international visibility Greater international visibility Comparable study program Comparable study program

30. Tempus Project JET 18041 2003 Quality and ECTS Student evaluation of a teaching process Student evaluation of a teaching process Analysis of teaching and evaluation methods Analysis of teaching and evaluation methods Analysis of the professional services functioning Analysis of the professional services functioning Employers inquiry Employers inquiry Graduated students inquiry Graduated students inquiry Analysis of the successfulness in taking exams Analysis of the successfulness in taking exams Analysis of data about the candidates for the enrollment and those who are enrolled in the 1st year of study Analysis of data about the candidates for the enrollment and those who are enrolled in the 1st year of study Analysis of the students enrolled in other years of study Analysis of the students enrolled in other years of study Analysis of the successfulness of finishing the study Analysis of the successfulness of finishing the study

31. Tempus Project JET 18041 2003 QUALITY ASSURANCE On-line students’ rating of teachers’ performance On-line students’ rating of teachers’ performance To set the system of regular teaching quality assessment Student’s evaluation of individual courses To set the system of regular teaching quality assessment Student’s evaluation of individual courses Teachers’ perspective on quality in education at the faculty Teachers’ perspective on quality in education at the faculty To collect information on teaching quality from teachers’ perspective To collect information on teaching quality from teachers’ perspective All teachers should fill in the self-evaluation questionnaire compatible with the students’ one All teachers should fill in the self-evaluation questionnaire compatible with the students’ one Student perspective on quality in higher education at the faculty Student perspective on quality in higher education at the faculty To analyze the quality of student engagement and their learning experience. To analyze the quality of student engagement and their learning experience.

32. Tempus Project JET 18041 2003 Conclusions From my visits to the Universities of East Sarajevo, Mostar and “Dzemal Bijedic”, I could observe that considerable work has been done by the Universities staff and that the courses were restructured taking in account the guide lines of the Bologna Process. From my visits to the Universities of East Sarajevo, Mostar and “Dzemal Bijedic”, I could observe that considerable work has been done by the Universities staff and that the courses were restructured taking in account the guide lines of the Bologna Process. There are however a lot of work that has to be done, to full implement the Bologna Process. There are however a lot of work that has to be done, to full implement the Bologna Process.

33. Tempus Project JET 18041 2003 Conclusions Since higher education system is decentralized, there is no common policy at the state level. Since higher education system is decentralized, there is no common policy at the state level. Due to the political structure of Bosnia and Herzegovina, there are still a lack of legislation namely about Quality Control and Programs Accreditation, that prevents the implementation of this two aspects of the Bologna Process. Due to the political structure of Bosnia and Herzegovina, there are still a lack of legislation namely about Quality Control and Programs Accreditation, that prevents the implementation of this two aspects of the Bologna Process. A procedure of adopting state Law on higher education is underway. A procedure of adopting state Law on higher education is underway. There are no procedures defined to National Quality Control. There are no procedures defined to National Quality Control.

34. Tempus Project JET 18041 2003 Conclusions The lack of programs to incentive the mobility of students either in their own country or to abroad is a very important limitation of this aspect of the Bologna Process. The lack of programs to incentive the mobility of students either in their own country or to abroad is a very important limitation of this aspect of the Bologna Process. The B&H Universities are not eligible to EU mobility programs. The B&H Universities are not eligible to EU mobility programs. The students are not encouraged to mobility. The students are not encouraged to mobility.

35. Tempus Project JET 18041 2003 Thank you very much for your attention!!!! Thank you very much for your attention!!!! Questions? Questions?