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Bringing change through educational reform in the Western Balkan countries
The Bologna Process
and the Western Balkan countries
Crossing Minds and Borders in the Western Balkan Countries,
Sarajevo, 11 March 2010
Zenan Šabanac, ERISEE
„Building on our rich and diverse European
cultural heritage, we are developing an EHEA
based on institutional autonomy, academic
freedom, equal opportunities and democratic
principles that will facilitate mobility, increase
employability and strengthen Europe’s
attractiveness and competitiveness.“
Ministers responsible for Higher Education in the countries participating
in the Bologna Process,
London Communiqué, May 2007
A Short History
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Magna Charta Universitatum (1988)
Sorbonne Declaration (1998) (4 countries)
Bologna Declaration (1999) (29 countries)
Prague (2001) (+ Croatia, Cyprus and Turkey )
Berlin (2003) (+ Albania, Andorra, Bosnia and Herzegovina,
Holy See, Russia, Serbia and Montenegro, Macedonia)
Bergen (2005) (+ Azerbaijan, Armenia, Georgia, Moldova,
Ukraine)
London (2007) (+ Montenegro)
Leuven/Louvain-la-Neuve (2009)
Budapest and Vienna (11 – 12 March 2010)
10 Bologna Process Action Lines
Established in the Bologna Declaration of 1999:
1. Adoption of a system of easily readable and comparable degrees
2. Adoption of a system essentially based on two cycles
3. Establishment of a system of credits
4. Promotion of mobility
5. Promotion of European co-operation in quality assurance
6. Promotion of the European dimension in higher education
Added after the Prague Ministerial summit of 2001:
7. Focus on lifelong learning
8. Inclusion of higher education institutions and students
9. Promotion of the attractiveness of the European Higher Education
Area
Added after the Berlin Ministerial summit of 2003:
10. Doctoral studies and the synergy between the European Higher
Education Area and the European Research Area
Priorities for the next decade
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Social dimension: equitable access and completion
Lifelong learning (+ NQFs)
Employability
Student-centred learning and the teaching mission of higher
education
Education, research and innovation
International openness
Mobility (at least 20% by 2020)
Data collection
Multidimensional transparency tools
Funding
Bologna Process and WBC
(general remarks)
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Opportunity for rebuilding and reinvigorating higher
education systems
Slow progress
Curricula reforms and development of new study
programmes
Leagal reforms
Master studies integrated into regular studies
“integrated” university
Stage of implementation of the
1st & 2nd cycle
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Albania 97,3% students
Bosnia and Herzegovina 70%
Croatia 75,8%
Macedonia 65%
Montenegro 100%
Serbia 89%
Stage of implementation of the
3rd cycle
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Albania (international expertise needed, 60 ECTS of
teaching)
B&H (180 ECTS, internationally supported projects, doctoral
studies start from 2011/12),
Croatia (71 3rd cycle study programmes offered in 2007/08,
ECTS introduced, approx. 1/3 taught courses and 2/3
independent rersearch)
Macedonia (180 ECTS, internationally supported projects)
Montenegro (180 ECTS, at the moment less than 1% of
total no. of students enroled in 3rd cycle)
Serbia (minimum 180 ECTS, first doctoral students enroled
in 2007/08)
Percentage of GDP spent on
research
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Albania (no data)
B&H (0,1%)
Croatia (1%)
Macedonia (no exact data, less than
1%)
Montenegro (0,3%)
Serbia (0,41%)
Implementation of NQFs
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NQFs prepared
include generic descriptors
include ECTS ranges
Quality Assurance
Albania (Public Acreditation Agency for HE and Accreditation
Council, member of CEE Network of QAA and Int. QA Network INQAAHE)
 B&H (Agency for Development of HE and QA established in Dec.
2008)
 Croatia (Agency for Science and HE, member of CEE Network of
QAA)
 Macedonia (Agency for Evaluation of the HE, member of CEE
Network of QAA)
 Montenegro (Council of HE – Commission for External Evaluation)
 Serbia (Commission for Accreditation and Quality Assessment,
member of INQAAHE)
Except Croatia and Macedonia there is low level of international and
student participation in the system of external QA.
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Diploma Supplement, LRC and
ECTS implementation
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DS 100% implementation
Legislation comply with the LRC (except
B&H)
ENIC centers established (except Albania)
From 75% to 100% programmes are linked
with ECTS (proper understanding and
use???)
Lifelong Learning
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no nationally established procedures to
recognise prior learning for access to
HE (except Montenegro)
priority “under construction”
Mobility
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Low mobility
Administartive obstacles (visas)
Financial obstacles
Tempus, Erasmus Mundus, DAAD,
CEEPUS
Joint Degrees
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No legal obstacles to establish joint programmes
Less than 25% institutions and study
programmes involved in joint degrees
JD mainly in Humanities and Social Sciencies
(Europen studies, Democracy and Human Rights,
Management, Gender Studies, Economy, Social
Work), then in Agriculture, Veterinary Medicine,
Engineering and Biomedicine
Further challenges
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Structural reform of universities
(“integration”)
QA, NQF, LLL
Implementation of 3rd cycle
Financing
Increasing mobility
...and opportunities
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Regional and international cooperation
Joint programmes
Academic and student exchange
THANK YOU!