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T.C. Yükseköğretim Kurulu
Prof. Dr. Selda ÖnderoğluBologna Expert
Hacettepe University
BOLOGNA PROCESS AND TURKISH HIGHER
EDUCATION
NIHA,ANKARA20 January 2011
outline
• EU Progress report 2010- main findings on education
• Turkey-Developments in Higher Education with regards to Bologna Process
EU progress report 2010
• There has been some progress in the area of education, training and youth.
• The Ministry of National Education adopted its strategic plan 2010–2014 including targetsand performance indicators for the implementation of Turkey’s reform agenda in line withkey EU standards, including the European Qualification Framework.
• Turkey is at an advanced stage of implementing the Bologna Process recommendations.However, there are a number of challenges ahead. These are recognition of qualifications,quality assurance and establishment of a national qualifications framework based on theEuropean Qualifications Framework (EQF).
• The Lifelong Learning and Youth in Action programmes continue to attract grant applications
• In the area of culture, Turkish operators continued to participate in the Culture programme,although as project co-organisers and not as lead applicants.
Bologna ProcessCommitment to achieve European Higher Education Area as a key way to promote citizens‘ mobility and employability and Europe‘s overall Development.Higher Education reform Include many active players at European and each Bologna country level.
Bologna Process: Bologna Declaration, 1999 (29 countries)
Prague, 2001 (Turkey’s Participation)
Berlin, 2003
Bergen, 2005
London, 2007
Leuven, 2009 (47 countries)
Bucharest 2010….
Bologna Action LinesEasily readable and comparable degreesTwo (three) cycle structureUse of credits - European Credit Transfer System (ECTS)MobilityCooperation in quality assuranceEuropean dimensionLifelong learningInvolvement of students (social dimension)Attractiveness and competitiveness of the European Higher
Education Area (EHEA)Synergy between EHEA and European Research Area (ERA)
Bologna Process Key Concepts
Flexible/individual learning paths, formal/non-formal/informal learning, higher education institutions, learning outcomes, mobility, linking education and research, European& National Qualifications Framework, new skills and competences,partnership, recognition of prior learning, students/learners, workload,student-centered learning, employability, employers and employees, Quality assurance, Achievement of European
Higher Education Area (EHEA) by 2010.
Now : Bologna beyond 2010...........
Main themes of Bologna process
Recognition (ECTS/DS, programme &learning outcomes)
Qualifications Framework (NQF, competences)
Quality Assurance (National QA Agency, QA Agencies at main study fields level)
Social dimension (students’ involvement)
Implementation of Bologna Process in Turkey
Managed by the Council of Higher Education (CoHE)Dissemination-implementation:National Team of • Bologna Promoters/Experts project; currently• 5th phase (2009-2011)Members of the team– teaching staff from different
universities+One Student Representative (total 16)Activities: national and regional conferences, university
conferences, meetings, workshops, university site-visits, counselling services to universities upon request.
Also Dissemination to all stakeholders of HE.
www.yok.gov.tr
Implementation at university level
Bologna Coordination Commissions at institutional level since 2008 Realization Dissemination Monitoring Evaluation of Bologna Reforms in HEI’s
Other considered issues; student involvement in administration, quality improvement, academic mobility, changes and reforms in curriculum
Higher Education in Turkey-some figures
Turkish Higher Education was unified in 1982 (Law 2547)Two Types of Universities designated by the law;
State Universities 102Foundation Universities 52
Total number : 154 universities (2010)Offer: undergraduate-masters- doctoral programmesTotal Number of Students 3.529.334 Total Ph.D Students 44.407 Total Master Degree Students 139.463 Total Number of Academics 105.427 OSYM 2009-2010 Statistics
Main themes of Bologna process
Recognition (ECTS/DS, programme &learning outcomes)
Qualifications Framework (NQF, competences)
Quality Assurance (National QA Agency, QA Agencies at main study fields level)
Social dimension (students’ involvement)
Recognition
Diploma Equivalency (Recognition of Degrees)Recognition of degrees and periods of studies from foreign
countries has been conducted by Diploma Equivalency Unit in cooperation with ENIC/NARIC Centre within CoHE.
Lisbon Recognition Convention has been effective in Turkey since 1st March 2007
Joint Programmes/DegreesUniversities set up and carry out joint degree programmes through bilateral protocols CoHE supports and encourages new cooperations
RecognitionEuropean Credit Transfer and accumulation System
(ECTS)
Common credit system based on learning outcomes (student workload)
Beginning of studies in universities: 2001Difficulties in student workload, learning outcomes because: Mostly teacher based education (learning objectives)Used as credit transfer in mobility of students (Erasmus)Turkish Universities’ credit system is based on contact hours Two universities use ECTS as their credit system.Two universities awarded ECTS label (2010)
DİPLOMA SUPPLEMENT
• Part of Europass,
• Turkish National Europass Center was established in Vocational
Qualifications Institute in 2008.
• Diploma Supplement studies in Turkey began in 2001 (CoHE)
• Since 2005-2006 academic year must be given by universities to all the
graduates.
• İn 2009 and 2010 11 Turkish universities are awarded to Diploma
Supplement Label.
•
Qualifications:European Qualifications Framework (EQF)National Qualifications Framework (NQF)
EQF: Meta – framework which is a new approach to European cooperation in the field of qualifications; based on learning outcomes reference levels/descriptors spanning all forms of qualifications.
NQF: Each Bologna country works for the establishment of national qualifications framework to elaborate 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…
Why Qualifications Frameworks? For transparency, flexibility and mobility of learners
and workforce in a country and Europe (formal , non formal, informal learning)
Qualifications:National Qualifications Framework (NQF) for Higher Education
Coordination: Turkish Higher Education CouncilAgenda: Preparation 2006-2009
Consultation Jan. 2009 – March 2009 Final Decision for NQF for HE– January 2010 Main study fields’ Qualifications (ISCED97) Establishment of related bodies , regulations Studies at study programme level (universities, departments) for curriculum development
(re- design), learning outcomes (LO) – 2012 Self certification studies – 2015
Learning Outcomes (LO)
Statements of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning.
Outcome approach: Results are more important than how they are acquired
A shift from intentions of teacher (aims of a module/course) to achievement of learner,
From teacher based education to student based learningImportant for recognition (from duration of studies to results
achieved),More relevant to labour market, more flexible for Lifelong
Learning (LLL)• [learning outcomes are formulated by academic staff]
For Sustainable development and quality improvement of a Programme in a university
Learning environment
Feedback from graduates
Feedback from employers
studentsurvey
PROGRAMME
students
New student
graduateTeaching staffretim elemanı
semoctuo
Fe
edb
ack
from
stu
de
nts
Graduateİn labourmarket
National Qualifications Framework(NQF) in Turkey
• At national level: system of all qualifications (gained through all learning pathways)
• National Authority: Vocational Qualification Institute (VQA)• The work has begun for the establishment of NQF by VQA,
CoHE and Ministry of National Education (MoNE)• Consultation with different stakeholders ( Ministry of Labour
and Social Security, Employer and employee associations etc.)
www.myk.gov.tr
NQF Preparation Commission
Quality Assurance
National QA Agency for Higher Education: high accelerated effort at present, draft for the establishment of “National Agency for QA” is ready.
Work is carried out by CoHE.Structure: Autonomous body (association formed by the
universities)Tasks: Institutional/programme evaluation, rules for self/peer/external evaluation procedures,
Register for QA agencies.
Quality assurance
At present: universities are responsible for their programmes’ QA (initial accrediation by CoHE).
QA studies at engineering, science and letters, medicine, education faculties: yes.
Examples of good practice are presented within the framework of Bologna experts project activities.
Engineering (MUDEK) : Deans Council- autonomous QA agency for engineering programmes – accredited by the CoHE and European Engineering QA agency- has begun to evaluate engineering study programmes.
Psycology Accrediation agency: approved by CoHE
quality assurance at programme level
Some Observations :Education Committees at university and faculty level: yesWritten regulations for access to programmes, evaluation procedures: yesObjectives of the course: yes, but general definitionsSyllabus: for some courses (depends upon the motivation of
that teaching staff/university)Feedback from students: low
Social Dimension (students)
Commission for Disabled Students was established Focus on questions addressed to students in the Bologna
Coordination Commission Forms (inspired by stocktaking reports 2009)
National and regional meetings with the students concerning the Bologna Process and Social Dimension (November 2009, Nevşehir, May 14, 2010 Antalya, December 3, 2010 Ankara)
Participated to EUROSTUDENT III and IV projects (feedback from students& information about their social situation)
EUROSTUDENTIV:July 2011 (www.eurostudent.odtu.edu.tr)
Eurostudent IV• Rate of students who come from rural areas is low• Rate of students whose fathers are blue-collar worker is high• Average monthly expenses of students is 390 euro• Rate of students who are supported by their family or government is high• The mean age of students’ is high with respect to other countries• There are some problems about providing facilities to disabled students • Number of students who have child/children is low • Number of students whose age are over the 30 is low • Number of students with migrant origin is low • More importance should be given to foreign language teaching in education
system• Number of students who work at regular income jobs before entering the
university is low.
STRENGTHS
Degrees, access to a higher cycle is clear in TR HE system, less blurred areasTop priority areas on CoHE’s agenda; NQF,Joint programmes etc.Enough human resources in universities to guide/coordinate the program
and learning outcome studiesTR-NQF support development of progression routes between
qualifications, wide participation in NQF studies with different stakeholders
Autonomy at university/programme/course level: flexible training methods/paths
Qualifications in most HE levels have both academic and vocational profiles (yet studies are not complete)
Some remarks-work to be done
Work still to be done for vocational higher education qualifications
Integrating the studies – fit/overlap of studies in different institutions at national level (Min. Of national Education and Vocational Qualifications Authority)
Implementation of NQF to study programmes: Resistance from old universities,
Newly established universities - infrastructural issues are their main concern
OPPORTUNITIES
Young university system so can be modified/designed easily in accordance with Bologna rules,Top priority area on CoHE’s agenda; High interest in business associations, professional bodies. Their data about analysis and development of qualifications will help the Bologna workAcceleration in good coordination between Ministry of National Education,
Vocational Qualifications Authority and business associationsTool for the recognition of qualifications gained through nonformal/informal
educationTool for lifelong learning opportunity to peopleAcceleration in QA studies:Regulation for the establishment of national QA
Agency is readyTransparancy, accountability, flexibility of the Turkish higher education system according to demands of globalisation
OBSTACLES
Lack of information on student centered learning and LO approach in study programmes, Resistance to change
Lack of coordination between institutions Changes in regulations of different governmental organizations affecting
the development/implementation of NQF – Shared goals and mutual confidence needed,
Implementation of NQF to study programmes: Resistance from old universities,
High number of newly established universitiesQualifications in all HE levels have both academic and vocational profiles
Projects• HEGESCO- HIGHER EDUCATION AS A GENERATOR OF STRATEGIC
COMPETENCES “Which competences are required by higher education graduates in order to be better equipped for the world of work and active citizenship?” “How should higher education institutions best contribute to the development of these competences?” 2007-2009, 6 partner countries ; Turkey: Hacettepe University
www.hegesco.org
• DEHEMS – DEVELOPMENT OF HIGHER EDUCATION MANAGEMENT SYSTEMS“ How does higher education management take into account employability data and surveys?”“ How much higher education management is and should be evidence based driven?”2009-2012, 6 partner countries, Turkey: Hacettepe University
www.dehems-project.eu
Bologna Process is a change of paradigm: from staff centered to learner centered teaching, learning and assessment (from input to output based) has to be implemented at institutional and subject area level.• At Programme level :
achievements of learner is basic, helps better understanding of qualifications, helps not to stick to “ duration” in terms of recognition helps transparancy, accountibility, recognition, mobility
• High demand for higher education
• More education –
training pathways with the development in ICT
Global
isat
ion
Global
isat
ion
•Variability of higher education institutions
•Decreasing state funding
•İncrease in expectations from universities in terms of service,education and research
GLOBAL TRENDS IN HIGHER EDUCATION
Challenges for HE in the 21st Century?
• Competition at national and international levels• Need for autonomy and accountability• Decreasing state funding• Increasing number of undergraduate students (massification)• Need for upgrading research and teaching infrastructure• Need for restructuring educational programmes• Need for sustainable quality improvement
accountability
Effective usage ofsources
Current agenda of Turkish universities
PerformanceBased budget
Priorities in institutionalStrategies
Bologna Process
Law 5018
YÖDEK
Why Bologna process is important for us
It presents important and valuable tools to the countries to reorganise/develop their higher education systems, thus to increase the quality of their HE systems.
It is an opportunity to develop HE programmes in accordance with the changing needs of today.
Objective: To make the Turkish HE system transparent and easily readible not only within the country but also internationally.Recognised internationally.
We need: autonomuos learners, flexible graduates!….
