Implementing the Bologna Process

The Experience of Hungary

Baku, 21 April 2005

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

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Number of students in Hungary 1990-2003

Students in tertiary education 1990-2003

0

50

100

150

200

250

300

350

400

450

thousa

nd PhD, DLA

Postgrad. specialsationprogrammesCollege-programmes

University-programmes

Accredited vocationalprogrammes

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Hungarian UNIVERSITAS Programme A long-term strategy for reform and

investment

Objectives Provide high quality teaching and research, competitive

knowledge and skills also by international standards Increase support for students and international mobility Ensure equal access right Introduce performance based funding and payment

schemes for lecturers/researchers Create the conditions for good quality teaching and

research also in the infrastructure Strengthen links between higher education and the

economy

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Pillars of the Hungarian UNIVERSITAS

Programme (2004)a

I. Joining the European Higher Education AreaII. Extending students’ rights and financial

support for mobilityIII. Institutional management and finance reformIV. Infrastructure investment programme

involving private investors (PPP)V. Research and Development Programme with

increased funding

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Implementing Bologna Legislative reform: the Bologna objectives, new

steering and funding mechanisms (to provide both for public and private institutions), new governance structures for institutions

A large number of programmes and support schemes The latecomer’s symptom Student Participation

National Follow-up StructureNational Bologna BoardMinistry of Education The Hungarian Rectors’

ConferenceNational Accreditation Subject Specific Steering

Groups

Board Higher Education Research

Council

National Union of Students

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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

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The two cycle system

Duration and orientation of programmes – which subjects should not be covered by the new system

Employability – the National Qualifications Framework with an outcomes based approach may be helpful

A unique opportunity to revise pedagogical concepts (focus on the learner)

Qualification frameworks and their relevance to curriculum development and recognition

Access to HE Progression from one cycle to the next

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6 semester/ 180 creditDoctoral studies(PhD)

U

nifi

ed

P

rog

ram

mes

(un

ch

an

ged

)

3-4 semester/ 90-120 credit

Master

6 semester/ 180 (+30) credit

Bachelor

4 semester/ 120 creditHigher

Vocational Programmes

The three cycle system(The new course structure)

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Implementing the new course structure

Challenges for institutions Structural changes and quality The pace of reforms –changeover from the old system to

the new Dividing teaching content between Bachelor and Master

level Extra administrative burden (e.g. implementing ECTS) The value of a Bachelors degree The binary systemSome comformity is needed but NO Straightjackets!A national debate to prepare Students Staff EmployersTracing the career path of graduatesNational coordination groups to develop new curricula at

subject level

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Master Programmes

Challenges: Distinction between professional and research

Masters One step at a time approach Too narrow fields – a lot of specializations Consecutive approach Interdisciplinary programmes Funding Joint Degrees No legal obstacles – growing interest among the

institutions (inter-university cooperation)

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Curriculum Reform

Implementing learning outcomes –the experience of the Tuning Project

The National Qualification Framework – yet criteria are defined by the Accreditation Board –subject specific standards are still input oriented

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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

Not subject specific

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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.”

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Student Mobility

Measures to support and increase mobility: State support for studies at European institutions New system of loans for students – also for foreign studies A comprehensive programme for building new

infrastructure ECTS 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. 

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The Diploma Supplement

Legal basis – the DS must be issued in Hungarian and in English

the majority of institutions are able to comply a student record system on the institutional level new national student data software has been

developedIssues: DS needs strong ICT background comprehensive translation work centralized storing of student data Integrating learning outcomes into the Diploma

Supplement Direct link between the DS, the correct

implementation of ECTS, the modularization of programmes and a new style QF

Mutual trust and confidence – there is no identical content

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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

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Implementing QualityThe Bologna Process as an opportunity to reflect upon the quality of

education, research and services provided by HE  guidelines, criteria and processes in the QA mechanisms - external

QA processes the practices of HE institutions (curricula, teaching approach,

staffing, etc.), self-evaluation resources and scope of autonomy - the realization that greater

autonomy brings about better and more coherent QA practices changes in the internal governance of the institutions, granting

autonomy the participation of students (success rates, drop out rates and

career choices)   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

changes in the methodology of programme accreditation (and not evaluation) – from input and structure to output

the debate between evaluation v. accreditation and programme v. institutional focus

 

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SUCCESS FACTORS Bologna and other higher education

reforms (the “trigger effect” A synergy between top-down and bottom-up

approaches (an impetus to strategic planning)

The role of guidance, support and regulations at national level

The timing and pace of reforms (speed and fine-tuning)

The reaction of the labour market to the new degrees

The future of the binary system