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Implementing Bologna Process in Croatia – the Role of Agency for Science and Higher Education Moscow, 11 November 2011.

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Presentation on theme: "Implementing Bologna Process in Croatia – the Role of Agency for Science and Higher Education Moscow, 11 November 2011."— Presentation transcript:

1 Implementing Bologna Process in Croatia – the Role of Agency for Science and Higher Education Moscow, 11 November 2011

2 Overview The context of Higher Education in Croatia ASHE- role and activities Experts

3 The context of Higher Education in Croatia The main stakeholders: MSES - Ministry of Science, Education and Sports ASHE - Agency for Science and Higher Education NCHE - National Council for Higher Education NCS - National Council for Science SU - Students’ Union Rectors’ conference HEIs

4 2001 - Croatia signed Bologna declaration 2003 - Act on the Scientific Activity and Higher Education 2005 - Accreditation of Study Programmes according to Bologna process MSES - Education Sector Development Plan 2005-2010 2006 - ESG were adopted in Croatia 2006 - Establishment of QA Units at HEIs 2009 - Quality Assurance Act 2011 - 3 new Acts on HE and science ( in procedure)

5 ashe Croatian HE before 2004 Problems – within the HE system Very long time required to graduate – the average of 7.5 years for pre-Bologna graduates (2005-2010 Development Plan) Very high drop-out rate (only 33% of enrolled students graduate) Limited mobility Practically no clearly defined outcomes nor programme objectives Problems – caused by the issues within the system as well as the higher education policies Employers not satisfied with students’ competences (Further Bologna, 2006) Weak competitiveness at the European level Weak educational structure of the population

6 ashe Education System Development Plan 2005 -2010 Priorities in higher education: –Improve quality and efficiency of education. Objectives: Establish a quality assurance system for higher education in the Republic of Croatia by 2006 By 2010, decrease the drop-out rate to 50% and decrease the graduation time to 6,5 years (at universities)

7 ashe Scheme of studies in Croatia Undergraduate (univ.bacc), 3-4 years 180-240 ECTS Graduate (mag./dr. profession, spec), 1-2 years 60-120 ECTS bodova Postgraduate university (, 3 years ECTS number regulated by university Postgraduate professional (spec), 1-2 years Graduate professional (spec.profession), 1-2 years 60-120 ECTS Undergraduate professional (baccalareus/baccalaurea) 3-4 years 180-240 ECTS bodova (pristup.profession) <3 god. <180 ECTS PROFESSIONAL STUDYUNIVERSITY STUDYYEAR 1. 2. 3. 4. 5. 6. 7. 8. Min. 300 ECTS UNIVERSITIESUNIVERSITIES (OF APPLIED SCIENCE) & UNIVERSITY COLLEGES OF APPLIED SCIENCES INSTITUTION

8 ashe Croatian universities

9 ashe Croatian polytechnics

10 ashe Croatian colleges

11 ashe Bologna in numbers 2005 - 3+2+3 – restructuring 2005 - 828 programmes accredited – undergraduate, graduate and professional – with the help of international reviewers and an IT system 2005 – first generation of Bologna students enrolled 2005-2009 - 102 doctoral and 175 postgraduate professional programmes accredited Until now – 1272 accredited Bologna study programmes

12 ashe development of CQF implementation of State Matura establishment of new HEIs ( around 30 new HEIs, mostly private colleges and public polytechnics) development of QA system (institutional, national level) Other achievements in the reform of HE system

13 ashe Resourcing of higher education Increase over 47% in HE state budget 2004- 2008 (almost 12% annual increase) Additional €400 million secured in loans since 2004 for construction of new campuses in 6 cities (Zagreb, Rijeka, Split, Zadar, Osijek, Dubrovnik) Over 2566 (20%) new full-time equivalent positions opened 2004-2009 Increased regional development of higher education system in cooperation with the Development and Employment Fund

14 ashe 2009 Quality Assurance Act New and enhanced role of ASHE Establishment of new higher education institutions – completely changed – a system of “mentorship” introduced Quantitative accreditation criteria –Teacher/ student ratio– 1/30 –Students/ space ratio – 1/1,26 m2

15 ashe Agency for Science and Higher Education Established in 2005 2009 – redefinition of its role (Quality Assurance Act) and strengthening of its independence Unifies various activities related to the science and higher education system

16 ashe Organizational structure

17 ashe ASHE activities 1.QA Role 2.Collecting and analysing data on the system of science and HE 3.National ENIC/NARIC Office 4.Central Applications Office 5.Support to work of various bodies 6.International cooperation

18 ashe QA Role (2009…) ASHE QA activities Initial accreditation Re-accreditation Thematic evaluation Audit

19 ashe ASHE QA activities ASHE activities Self - assessment Peer review Site visit Publication of a report Follow-up procedure Re- accreditation +++++ Thematic evaluation ++ Possible, not compulsory + Not formaly, but a negative outcome is followed up by re-accreditation Audit+++++

20 ashe ASHE QA activities  5-year cycles  All public and private HEIs + scientific organisations established and/or financed by the State  Checking fulfilment of necessary conditions prescribed by the Ordinance + quality assessment on the basis of established criteria  Quality assessment affects the amount of financing from the state budget  20 HEIs are currently being re-accredited Re-accreditation

21 ashe ASHE QA activities Focus on a single segment of activities of a HEI or evaluation of activities of similar evaluation subjects Outcome: a review report with an assessment; if the assessment is negative, ASHE can launch a re- accreditation procedure Currently in procedure – thematic evaluation of public research institutes Thematic evaluation

22 ashe ASHE QA activities Audit CARDS 2003 project in 2006/08 – audit pilot project ASHE developed audit model Seminars for HEIs In-house seminars for ASHE staff Develop & promote quality culture Audit manual Currently in procedure (from 2010) – audit of Croatian HEIs

23 ashe Transparency tools External quality assurance procedures in line with the ESG, as well as European and international best practices Foreign reviewers in the review panels Business representatives and students included in the Management Board, Accreditation Council and review panels An NGO representative included as a member of the Accreditation Council Public reports

24 ashe Goals Integration of the Croatian science and higher education system with the European systems Integration with the European Higher Education Area Improved mobility Improved quality Recognisability and credibility of Croatian higher education qualifications Access of persons with foreign higher education qualifications to the Croatian labour market Equitable access to higher education system

25 ashe Working with experts Test for credibility of QA procedures Sharing of good practice Leading improvements Valuable experience in professional development Capacity building

26 ashe The audit team consists of: 2 representatives of HEIs (1 domestic, 1 foreign) 1 representative of a scientific institute or the business sector 1 student representative 1 representative of ASHE

27 ashe Criteria for experts selection (audit): good knowledge of higher education, science and quality assurance good knowledge of quality assurance systems participation in seminars for audit experts organised by ASHE (on-line seminars for foreign experts) successful completion of seminar for audit experts/certificate; database of audit experts participation in additional trainings for audit experts experience in audit

28 ashe Requirements for foreign experts – re-accreditation: Competences in the discipline Good knowledge of English language Good oral and written communication skills Teamwork Non-conflict of interest and confidentiality

29 ashe Education Audit (procedure, standards, criteria, outcome) –Basic training (Seminar+workshop→certificate →inclusion in database) –Additional training –On-line seminars Re-accreditation –1 day prior to site-visit (procedure, standards, criteria, outcome, preparation for site-visit)

30 ashe Preparations for the site visit Panel Reads the documents Explores the web Reflects on all issues Shares initial impressions/findings (on the meetings) Asks for additional documents (evidences) Puts a programme together (who to see, where to go) Plans for the interview sessions

31 ashe What happens during the site visit? The review panel Holds interviews Checks documents Collects evidence Forms collective judgments Makes QA recommendations Holds an exit meeting/provides oral feedback to the institution

32 ashe Expressing the conclusions Avoid unjustified and overly prescriptive statements Consider the form and tone of the conclusions Identify both commendable practices and areas for improvement Provide firm evidence for conclusions Avoid too diplomatic, indirect tone

33 ashe Exit Meeting with the leaders of the institution the final assessment is not delivered brief oral report – general impressions presented by the panel chair

34 ashe Report within 1 month after the site-visit written by the chair of the expert panel all members should take notes during the site-visit and cooperate in producing of the report Report style (public document) Recommendation Adoption of the report Audit follow-up → Final report

35 ashe An institution’s expectations of the agency’s report The report is an external opinion substantiated by evidence a set of recommendations timely well structured The report is NOT just what the institution wrote unsubstantiated prescriptive of the solutions late hard to follow

36 ashe Lessons learned Involvement of all stakeholders in implementing changes and carrying out activities Bring about changes– “bottom-up initiatives” International good practice – but implemented in the national context (“no recipe”) Fair and equitable treatment of all stakeholders (public, private, new or traditional higher education institutions) Continuing education of employees/stakeholders

37 ashe Thank you for your attention!

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