T.C. Yükseköğretim Kurulu

1. T.C. Yükseköğretim Kurulu BOLOGNA PROCESS AND TURKISH HIGHER EDUCATION NIHA,ANKARA 20 January 2011 Prof. Dr. Selda Önderoğlu Bologna Expert Hacettepe University

2. outline • EU Progress report 2010- main findings on education • Turkey-Developments in Higher Education with regards to Bologna Process

3. 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 targets and performance indicators for the implementation of Turkey’s reform agenda in line with key 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 the European 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.

4. Bologna Process Commitment to achieve EuropeanHigherEducationArea as a key way to promote citizens‘ mobility and employability and Europe‘s overall Development. HigherEducation reform Includemanyactiveplayers at Europeanandeach Bologna countrylevel. • Bologna Process: Bologna Declaration, 1999 (29 countries) • Prague, 2001 (Turkey’s Participation) • Berlin, 2003 • Bergen, 2005 • London, 2007 • Leuven, 2009 (47 countries) • Bucharest 2010….

5. Bologna Action Lines • Easily readable and comparable degrees • Two (three) cycle structure • Use of credits - EuropeanCreditTransferSystem (ECTS) • Mobility • Cooperation in quality assurance • European dimension • Lifelong learning • Involvement of students (socialdimension) • Attractiveness and competitiveness of the EuropeanHigherEducationArea (EHEA) • Synergybetween EHEA and EuropeanResearchArea (ERA)

6. 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, Qualityassurance, Achievement of EuropeanHigherEducationArea (EHEA) by 2010. Now : Bologna beyond 2010...........

7. 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 fieldslevel) • Socialdimension(students’ involvement)

8. Implementation of Bologna Process in Turkey • Managed by theCouncil of HigherEducation (CoHE) • Dissemination-implementation:National Team of • Bologna Promoters/Expertsproject; currently • 5th phase (2009-2011) • Members of theteam– teaching staff from different universities+One Student Representative(total 16) • Activities: nationalandregional conferences, university conferences, meetings, workshops, university site-visits, counselling services to universities upon request. • AlsoDisseminationtoallstakeholders of HE. www.yok.gov.tr

9. Implementation at university level • Bologna Coordination Commissions at institutional level since 2008 • Realization • Dissemination • Monitoring • Evaluation of Bologna Reforms in HEI’s • Otherconsideredissues; studentinvolvement in administration, qualityimprovement, academicmobility, changesandreforms in curriculum

10. 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 102 • Foundation Universities 52 • Total number : 154 universities (2010) • Offer: undergraduate-masters- doctoral programmes • Total 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

11. 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 fieldslevel) • Socialdimension(students’ involvement)

12. Recognition Diploma Equivalency (Recognition of Degrees) • Recognition of degrees and periods of studies from foreigncountries has been conducted by Diploma EquivalencyUnit in cooperationwithENIC/NARICCentrewithinCoHE. • LisbonRecognitionConventionhas been effective in Turkey since 1st March 2007 JointProgrammes/Degrees Universities set upand carry out joint degree programmes through bilateral protocols CoHEsupportsandencouragesnewcooperations

13. RecognitionEuropean Credit Transfer and accumulation System(ECTS) • Commoncreditsystembased on learningoutcomes (studentworkload) • Beginning of studies in universities: 2001 • Difficulties in student workload, learning outcomes because: Mostly teacher based education (learning objectives) • Used as credit transfer in mobility of students (Erasmus) • TurkishUniversities’ creditsystem is based on contacthours • Twouniversitiesuse ECTS as theircreditsystem. • Twouniversitiesawarded ECTS label (2010)

14. 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.

15. Qualifications:European Qualifications Framework (EQF)National Qualifications Framework (NQF) • EQF: Meta – frameworkwhich is a new approach to Europeancooperation in the field of qualifications; based on learning outcomesreference levels/descriptors spanning all forms ofqualifications. • NQF: Each Bologna countryworksfortheestablishment of nationalqualificationsframework 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 learnersandworkforce in a countryandEurope (formal , nonformal, informallearning)

16. Qualifications:National Qualifications Framework (NQF) for Higher Education • Coordination: Turkish Higher Education Council • Agenda: 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), learningoutcomes (LO) – 2012 Self certification studies – 2015

17. 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 educationto student based learning • Important for recognition (fromduration of studiestoresultsachieved), • More relevant to labour market, more flexible for LifelongLearning (LLL) • [learning outcomes are formulated by academic staff]

18. ForSustainabledevelopmentandqualityimprovement of a Programme in a university PROGRAMME students s e m o c t u o Teaching staffretim elemanı New student graduate Feedback from students Graduate İn labour market student survey Learning environment Feedback from graduates Feedback from employers

19. 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

20. NQF Preparation Commission

21. Quality Assurance • National QA AgencyforHigherEducation: highaccelerated effort at present, draft for the establishment of “National Agency for QA” is ready. • Work is carried out by CoHE. • Structure: Autonomous body (associationformedbytheuniversities) • Tasks: Institutional/programme evaluation, rules for self/peer/external evaluationprocedures, Register for QA agencies.

22. Quality assurance • At present: universitiesareresponsiblefortheirprogrammes’ QA (initialaccrediationbyCoHE). • 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) : DeansCouncil- autonomous QA agencyforengineeringprogrammes – accreditedbytheCoHEandEuropeanEngineering QA agency- has beguntoevaluateengineering study programmes. • PsycologyAccrediationagency: approvedbyCoHE

23. quality assurance at programme level • Some Observations : • Education Committees at university and faculty level: yes • Written regulations for access to programmes, evaluation procedures: yes • Objectives of the course: yes, but general definitions • Syllabus: for some courses (depends upon the motivation of that teaching staff/university) • Feedback from students: low

24. 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)

25. 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.

26. STRENGTHS • Degrees, accessto a highercycle is clear in TR HE system, lessblurredareas • Top priorityareas on CoHE’sagenda; NQF,Jointprogrammesetc. • Enoughhumanresources in universitiestoguide/coordinatethe program andlearningoutcomestudies • TR-NQF support development of progression routes between qualifications, wideparticipation in NQF studieswithdifferentstakeholders • Autonomy at university/programme/courselevel: flexibletrainingmethods/paths • Qualifications in most HE levelshavebothacademicandvocationalprofiles (yet studiesare not complete)

27. Some remarks-work to be done • Workstillto be done forvocationalhighereducation qualifications • Integratingthestudies – fit/overlap of studies in differentinstitutions at nationallevel (Min. Of nationalEducationandVocationalQualificationsAuthority) • Implementation of NQF to study programmes: Resistancefromolduniversities, • Newlyestablisheduniversities - infrastructuralissuesaretheirmainconcern

28. OPPORTUNITIES • Younguniversitysystemso can be modified/designedeasily in accordancewith Bologna rules,Top priorityarea on CoHE’sagenda; • Highinterest in businessassociations, professionalbodies. Their data aboutanalysisanddevelopment of qualificationswillhelpthe Bologna work • Acceleration in goodcoordinationbetweenMinistry of NationalEducation, VocationalQualificationsAuthorityandbusinessassociations • Toolfortherecognition of qualificationsgainedthroughnonformal/informaleducation • Toolforlifelonglearningopportunitytopeople • Acceleration in QA studies:Regulationfortheestablishment of national QA Agency is ready • Transparancy, accountability, flexibility of theTurkish highereducationsystemaccordingtodemands of globalisation

29. OBSTACLES • Lack of information on studentcenteredlearningand LO approach in study programmes, Resistancetochange • Lack of coordinationbetweeninstitutions • Changes in regulations of differentgovernmentalorganizationsaffectingthedevelopment/implementation of NQF – Shared goals and mutual confidenceneeded, • Implementation of NQF to study programmes: Resistancefromolduniversities, • Highnumber of newlyestablisheduniversities • Qualifications in all HE levelshavebothacademicandvocational profiles

30. 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

31. 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 atinstitutional 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

32. GLOBAL TRENDS IN HIGHER EDUCATION Globalisation • Variability of higher education institutions • Decreasing state funding • İncrease in expectations from universities in terms of service,education and research • High demand for higher education • More education –training pathways with the development in ICT

33. Challengesfor HE in the 21st Century? • Competition at nationalandinternationallevels • Needforautonomyandaccountability • Decreasingstatefunding • Increasingnumber of undergraduatestudents (massification) • Needforupgradingresearchandteachinginfrastructure • Needforrestructuringeducationalprogrammes • Needforsustainablequalityimprovement

34. Performance Based budget Bologna Process accountability Current agenda of Turkish universities YÖDEK Law 5018 Effective usage of sources Priorities in institutional Strategies

35. 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!….

36. Thank you for your kind attention!... sonderog@hacettepe.edu.tr