Brussels Training Seminar Case Study Zagreb


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Brussels Training Seminar Case Study Zagreb

  1. 1. Croatian Case: In the midst of reform, seven years after the beginning <ul><li>Aleksa Bjeliš, rector </li></ul><ul><li>University of Zagreb, </li></ul><ul><li>Croatia </li></ul><ul><li>Tempus Training Seminar “ Promoting European Higher Education Reform : Contributions of the Bologna Process: Principles and Instruments“ , </li></ul><ul><li>Brussels, 14 April 2008 </li></ul>
  2. 2. R eform of Croatian highe r education system ; main stages - gradual introduction of ECTS; from 1997 on - introduction of binary system; 1997 - joining Bologna Declaration: 2001 - new legislation: 2003 – 2004 - implementation of Bologna study scheme: 2005 - development of corresponding national quality assurance system: from 2005 on - development of national qualification framework: from 2007 on - entering into the European mobility network: 2008 (expected)
  3. 3. Motivations for Bologna Process <ul><li>Entering into EHEA </li></ul><ul><li>Leaving the war and postwar period (hibernation and stagnation) </li></ul><ul><li>Confonting with worrying indicators: </li></ul><ul><li>- massification of HE </li></ul><ul><li>- large drop-out ( ~ 2/3) </li></ul><ul><li>- large ratios between the average real and nominal duration of studies (≥ 3/2) </li></ul>
  4. 4. <ul><li>Facts </li></ul><ul><li>Pre-Bologna HE system Bologna HE system </li></ul><ul><li>Undergraduate 4 (or 5 years) Bachelor 3 (or 4) </li></ul><ul><li>Graduate – Master 2 years Master 2 (or 1) </li></ul><ul><li>Doctoral 4 and more Doctoral 3 to 4 </li></ul>
  5. 5. <ul><li>Pre-Bologna Bologna (expectations) </li></ul><ul><li>Undergradute Bachelor Master Doctoral </li></ul><ul><li>Average study time: 6 - 8 years 1 1/2 1/20 </li></ul><ul><li>Completition of the </li></ul><ul><li>study: < 40 % 90% 90% 90% </li></ul><ul><li>Master (and doctoral) </li></ul><ul><li>- no statistics </li></ul><ul><li>- poor completition ( < 30 %) </li></ul>
  6. 6. BP should facilitate <ul><li>better employability </li></ul><ul><li>“ convertability” within European HE Area (and ERA) </li></ul><ul><li>increase of number of individuals holding university degree </li></ul><ul><li>improvement of quality of education </li></ul>
  7. 7. <ul><li>C hanges in the national legislations </li></ul><ul><li>(2003 – 2004) </li></ul><ul><li>Unity of research and higher education (particularly at universities) </li></ul><ul><li>University autonomy, integration within universities </li></ul><ul><li>Bologna study scheme </li></ul><ul><li>Binary HE system </li></ul><ul><li>National QA system </li></ul><ul><li>Lump sum funding of univerities </li></ul><ul><li>S till unresolved issues </li></ul>
  8. 8. - functional integration – still fragmentation to units (32 faculties and art academies) - ECTS full implementation - still not based on actual working load - new study system (2005) - parallelisms, no-intra university mobility - legal integration - stagnation <ul><li>I ntegration of the University </li></ul>
  9. 9. General obstacles <ul><li>Equipment, space </li></ul><ul><li>Teaching staff (unequal distribution at the university level) </li></ul><ul><li>Funding </li></ul><ul><li>But also </li></ul><ul><li>Readiness for change </li></ul><ul><li>Recognition of degree/competencies changes outside academia </li></ul>
  10. 10. <ul><li>Inclusion of Croatian institutions into </li></ul><ul><li>European Higher Education Area </li></ul><ul><li>- Diversification within the national HE system </li></ul><ul><li>- Research vs teaching universities </li></ul><ul><li>Doctoral studies, link to research and innovations </li></ul><ul><li>Regional role </li></ul>
  11. 11. <ul><li>Development of the Q uality A ssurance system </li></ul><ul><li>Introduc ing of objective evaluation procedures before accredi t ation decisions </li></ul><ul><li>Introduc ing of institution evaluations </li></ul><ul><li>Link with public and business sector </li></ul><ul><li>I ntroducing of quality culture </li></ul><ul><li>Bodies: strategic vs professional QA </li></ul>
  12. 12. <ul><li>M obility of students and lecturers </li></ul><ul><li>Internationalization of the University </li></ul><ul><li>Reorganization of curricula </li></ul><ul><li>Programmes in foreign languages </li></ul><ul><li>Further development of ECTS </li></ul>
  13. 13. <ul><li>R eform of postgraduate studies </li></ul><ul><li>Doctoral studies – part of the research framework (permanent work in research and final stage of HE) </li></ul><ul><li>Specialist studies – postgraduate or life long learning </li></ul><ul><li>Joint study programmes (national and international) </li></ul>
  14. 14. <ul><li>HE as public good </li></ul><ul><li>S tudents’ participation in study costs </li></ul><ul><li>E fficiency of study process </li></ul><ul><li>- S ocial and economic aspects of studies </li></ul>
  15. 15. <ul><li>Thank you! </li></ul><ul><li>Web site (together withTempus projects, strategic documents, etc) </li></ul><ul><li> </li></ul>