1/39 5/16/2008Aybar Ertepınar IMPLEMENTATION of The BOLOGNA PROCESS in TURKEY Baku Seminar Council of Europe May 26-27, 2008 Aybar Ertepinar.

5/16/20085/16/2008 Aybar ErtepınarAybar Ertepınar 11/39/39

IMPLEMENTATION of IMPLEMENTATION of

The BOLOGNA PROCESSThe BOLOGNA PROCESS

in TURKEYin TURKEY

Baku SeminarBaku Seminar

Council of EuropeCouncil of Europe

May 26-27, 2008May 26-27, 2008

Aybar ErtepinarAybar Ertepinar


The Council of Higher Education (CoHE) The Council of Higher Education (CoHE) of Turkeyof Turkey

• Non-political constitutional bodyNon-political constitutional body

• Autonomous supreme corporate public body with Autonomous supreme corporate public body with juristic personality juristic personality

• Governs all higher educationGoverns all higher education

• Directs the activities of the institutions of higher Directs the activities of the institutions of higher educationeducation..

• Responsible for the planning, coordination, governance Responsible for the planning, coordination, governance and supervision of higher education within the and supervision of higher education within the provisions set forth in the Constitution (Articles 130 provisions set forth in the Constitution (Articles 130 and 131) and the Higher Education Law (Law No. 2547).and 131) and the Higher Education Law (Law No. 2547).


Main Functions and Duties of the CoHEMain Functions and Duties of the CoHE

• tto prepare short and long-term plans for the o prepare short and long-term plans for the establishment, development, and establishment, development, and realization of educational activities of the realization of educational activities of the higher educational institutions,higher educational institutions,

• tto promote continual cooperation and o promote continual cooperation and coordination among the institutions of coordination among the institutions of higher education,higher education,

• tto ensure the establishment and o ensure the establishment and development of the higher education development of the higher education institutions in conformity with the institutions in conformity with the objectives and principles set forth by law, objectives and principles set forth by law,

• tto ensure the effective use of the resources o ensure the effective use of the resources allotted to the universitiesallotted to the universities


Structure ofStructure of the the Higher Education (HE)Higher Education (HE) SystemSystem

• HE system is defined as all post-HE system is defined as all post-secondary programmes with a duration secondary programmes with a duration of at least two years.of at least two years.

• Unitary system consisting of universitiesUnitary system consisting of universities– State UniversitiesState Universities– Foundation Universities (non-profitFoundation Universities (non-profit,, private) private)


Total Number of Students in Total Number of Students in HEHE

about about 2,500,0002,500,000


Total number of academic staff in HE Total number of academic staff in HE 90,00090,000

(numbers are rounded)(numbers are rounded)Prof.Prof. 13,00013,000Assoc. ProfAssoc. Prof 6,5006,500Asst. Prof.Asst. Prof.16,00016,000InstructorInstructor15,00015,000Language InstructorLanguage Instructor6,5006,500Research AssistantsResearch Assistants33,00033,000


The Bologna Process The Bologna Process &&

TurkeyTurkey

•Turkey joined B.P. at Prag Turkey joined B.P. at Prag ministerial meeting in 2001ministerial meeting in 2001


• Adoption of a system essentially based on Adoption of a system essentially based on two main cyclestwo main cycles

• Establishment of a system of creditsEstablishment of a system of credits• Promotion of mobilityPromotion of mobility• Promotion of European cooperation in Promotion of European cooperation in

quality assurancequality assurance• Promotion of the European dimensions in Promotion of the European dimensions in

higher educationhigher education• Adoption of a system of easily readable and Adoption of a system of easily readable and

comparable degreescomparable degrees

The six objectives of the Bologna ProcessThe six objectives of the Bologna Process(before Prag)(before Prag)


3 new action lines added at Prag3 new action lines added at Prag

• Life longLife long learning(LLL)learning(LLL)

• (Active participation of the(Active participation of the)) Higher education institutions and Higher education institutions and

students students • Promoting the attractiveness of the Promoting the attractiveness of the

European Higher Education European Higher Education Area(EHEA)Area(EHEA)


... and the last action line added ... and the last action line added in Berlin (2003)in Berlin (2003)

European Higher Education Area European Higher Education Area and European Research Area and European Research Area (the two pillars of the knowledge (the two pillars of the knowledge based society) and, hence, the based society) and, hence, the new cycle:new cycle:

• The third cycle (Ph.D.)The third cycle (Ph.D.)


The degree structure at HE The degree structure at HE level in level in TurkeyTurkey

- Short cycle (two-year, post secondary)Short cycle (two-year, post secondary)

and already in accordance with the B.P. before and already in accordance with the B.P. before joining the B.P.,joining the B.P.,

•First cycleFirst cycle (Bachelor’s) (Bachelor’s)•Second cycleSecond cycle (Master’s) (Master’s)•Third cycleThird cycle (Ph.D.) (Ph.D.)


Earlier experience similar toEarlier experience similar to

ECTS and DSECTS and DS

The experience of METU from 1956 to The experience of METU from 1956 to 1987 about the course credit system 1987 about the course credit system (taking into account all the student load)(taking into account all the student load) for the course, and transcripts giving those for the course, and transcripts giving those details (GPA, CGPA), and other HEIs details (GPA, CGPA), and other HEIs following it in 1970’s and 1980’s (but with following it in 1970’s and 1980’s (but with a new credit system, not comparable with a new credit system, not comparable with ECS) ECS)


Developments onDevelopments on Diploma SupplementDiploma Supplement (DS) (DS)

• A national DS templateA national DS template– in line with the model suggested by in line with the model suggested by the the

relevant bodiesrelevant bodies

• DS in TurkeyDS in Turkey– mandatory at all HEIs since the end of mandatory at all HEIs since the end of

2005-2006 academic year 2005-2006 academic year – includes ECTS credits,includes ECTS credits,– issued to students in issued to students in 2 languages: one in 2 languages: one in

Turkish and one in Turkish and one in EnglishEnglish//GermanGerman//FrenchFrench, , upon request, upon request, first copy being free of chargefirst copy being free of charge


Student MobilityStudent Mobility

• about 4,500 students participated in about 4,500 students participated in the Erasmus programme in 2006-2007the Erasmus programme in 2006-2007

• demand was much higherdemand was much higher

• National Agency of Turkey is expecting National Agency of Turkey is expecting a significant increase in their budgeta significant increase in their budget

• outgoing more than incomingoutgoing more than incoming


Units/Committees established for Units/Committees established for the implementation of the B.P.the implementation of the B.P.

as of December 2007as of December 2007

• aa permanent unit (EU & Int’l Relations permanent unit (EU & Int’l Relations Office, EUIRO) has been established Office, EUIRO) has been established within CoHE within CoHE

• Bologna Process Policy committees Bologna Process Policy committees for action lines/group of action lines:for action lines/group of action lines:

• Strategy Development CommitteeStrategy Development Committee (national level-by CoHE)(national level-by CoHE)


cont’dcont’d

– YÖDEK-national levelYÖDEK-national level (initiated by (initiated by thethe

CoHE and IUC)CoHE and IUC)

• Committee for Academic Committee for Academic Assessment and Quality Assessment and Quality Improvement at HEIs, an Improvement at HEIs, an independent national QA authority independent national QA authority responsible for accreditation of responsible for accreditation of national external QA agenciesnational external QA agencies


cont’dcont’d

– ADEK- institutional levelADEK- institutional level

((institutional cinstitutional committee for ommittee for aacademic cademic aassessment and ssessment and qquality uality iimprovement)mprovement)

– Committee for NQF for HECommittee for NQF for HE (national level, (national level, by CoHE)by CoHE)

– Committee for EUROSTUDENT ProjectCommittee for EUROSTUDENT Project (national level, by CoHE)(national level, by CoHE)

– National Team of Bologna Experts including one National Team of Bologna Experts including one student (for promoting action linesstudent (for promoting action lines, EC funded, , EC funded, funding distributed by the TR National Agency for funding distributed by the TR National Agency for LLP, SPOLLP, SPO))


Developments on Developments on Quality AssuranceQuality Assurance

• National Regulation for Academic Assessment National Regulation for Academic Assessment and Quality Improvement at HEIsand Quality Improvement at HEIs

• In line with the standards and guidelines of In line with the standards and guidelines of

ENQAENQA

• Embodies 5 key elements of assessment Embodies 5 key elements of assessment system listed in Berlin Communiquésystem listed in Berlin Communiqué::

internal assessment,internal assessment, external review, external review, participation of student, participation of student, publication of resultspublication of results,, international participation.international participation.


cont’dcont’d

• ““Committee for Academic Assessment Committee for Academic Assessment and Quality Improvement at HEIs” and Quality Improvement at HEIs” (YÖDEK)(YÖDEK)

– iindependentndependent– nnot a legal entity yet- work on the way.ot a legal entity yet- work on the way.

Note: not a member of EQAR yet!...


cont’dcont’d

• 9 members elected by the Interuniversity 9 members elected by the Interuniversity Board (Board (IUCIUC) and one student member ) and one student member appointed by the national student unionappointed by the national student union

• 40 HEIs out of then 78 40 HEIs out of then 78 (total number of HEIs at that (total number of HEIs at that

date)date) have already completed their self-have already completed their self-assessment reports and first internal assessment reports and first internal assessment of all universities as well as the assessment of all universities as well as the external assessment of some external assessment of some have have bebernrn completedcompleted, but not , but not publishedpublished..

• All the strategic development plans, including All the strategic development plans, including CoHE, have been evaluated by an external CoHE, have been evaluated by an external expert.expert.


• oone student appointed by the NSC as a ne student appointed by the NSC as a full member of the national QA agency, full member of the national QA agency, YÖDEKYÖDEK

• uuniversitiesniversities required to include one required to include one representative from therepresentative from their ir student union student union in their “Academic Assessment and in their “Academic Assessment and Quality Improvement Board (Quality Improvement Board (ADEKADEK)” as )” as a full membera full member

• sstudents participate tudents participate and enjoy the same and enjoy the same privileges privileges in in internal/internal/external evaluation external evaluation teams as the other teams as the other team team members members

SStudent Participationtudent Participation NQA NQA


IInternational Participation in QAnternational Participation in QA as of Fall as of Fall 20072007

• ABET ABET (USA)(USA)

42 engineering programmes of 4 universities 42 engineering programmes of 4 universities

• EUA EUA Institutional Evaluation Programme:Institutional Evaluation Programme: 12 universities were evaluated and 5 universities 12 universities were evaluated and 5 universities appliedapplied

Quality Culture ProjectQuality Culture Project

3 universities in 13 universities in 1stst phase phase 1 university in 21 university in 2ndnd phase phase 2 universities in 32 universities in 3rdrd phase phase


Student ParticipationStudent Participation in Bologna in Bologna ProcessProcess

• ““Regulation on Student Councils of Higher Regulation on Student Councils of Higher Education Institutions and the National Education Institutions and the National Student Council of Higher Education Student Council of Higher Education Institutions in Turkey”Institutions in Turkey” eenacted by CoHE nacted by CoHE on on September 20, 2005 September 20, 2005

aa national-level student council national-level student council has has been established the same yearbeen established the same year

ccomplete bottom-up organizational omplete bottom-up organizational process and distribution of power process and distribution of power in the in the most democratic manner starting from most democratic manner starting from the departments/programme/major level the departments/programme/major level at the bottom to the higher education at the bottom to the higher education institution and the national level at the institution and the national level at the top.top.


cont’dcont’d

• President of university student union can attendPresident of university student union can attend::

tthe Senate and the Executive Board meetings of he Senate and the Executive Board meetings of the university if student-related issues are in the the university if student-related issues are in the agenda of the meetingsagenda of the meetings

tthe General Board of CoHE and the Interuniversity he General Board of CoHE and the Interuniversity Board meetings upon the invitation of the Board meetings upon the invitation of the President of CoHE if student related issues are to President of CoHE if student related issues are to be discussed in the meetingbe discussed in the meeting

change in the HE Law is required to give voting change in the HE Law is required to give voting rights to the students in these boards rights to the students in these boards


Developments on Developments on National Qualifications Framework for National Qualifications Framework for

HEHE

• The Core Committee for the NQF for HE The Core Committee for the NQF for HE established established ((by CoHE on May 26, 2006by CoHE on May 26, 2006))– llevel descriptorevel descriptors prepared,s prepared,– feedbacks from universitiesfeedbacks from universities received (end of received (end of

summer 2007)summer 2007)– ready for implementation by the IUC and CoHE ready for implementation by the IUC and CoHE

• CConference in onference in FFall 200all 2007 (Muğla University)7 (Muğla University)– wwith the support of the Council ith the support of the Council of of Europe, Europe, – wwith the participation of experts from the ith the participation of experts from the CoECoE


Cont’dCont’d

• the Engineering and Education the Engineering and Education Faculties and programmes in Faculties and programmes in these faculties started their NQF these faculties started their NQF implementation work, in Fall 2007implementation work, in Fall 2007

ImplementationImplementation


Cont’dCont’d

• vvalidation of non-formal or informal alidation of non-formal or informal competences for access purposes will competences for access purposes will be out of scope of the Turkish NQF for be out of scope of the Turkish NQF for HE due to the lack of a favorable legal HE due to the lack of a favorable legal framework for the time being.framework for the time being.


Developments onDevelopments on Joint DegreesJoint Degrees

• No legal obstacleNo legal obstacles existeds existed– Universities can set up and carry Universities can set up and carry

out joint degree programmes out joint degree programmes through bilateral protocolsthrough bilateral protocols

– Encouragement neededEncouragement needed


Cont’dCont’d• December 28, 2006 - Regulation on December 28, 2006 - Regulation on

international joint/dual degree international joint/dual degree programmes in higher education. programmes in higher education.

– Encourages the establishment and Encourages the establishment and provision of international joint provision of international joint programmes in Turkey in two ways: programmes in Turkey in two ways:

•Providing extra income for faculty Providing extra income for faculty and and staffstaff•Attracting students to the first Attracting students to the first cycle joint/dual programmescycle joint/dual programmes


Developments onDevelopments on Recognition of Degrees and StudyRecognition of Degrees and Study

PeriodsPeriodsLisbon Recognition Convention (LRC):Lisbon Recognition Convention (LRC):

• Ratification process of LRC has been Ratification process of LRC has been completedcompleted

– approved by the Law No. 5463 of February 23, 2006, approved by the Law No. 5463 of February 23, 2006, and ratified by the Cabinet Decision No. 2006/11158.and ratified by the Cabinet Decision No. 2006/11158.

– came into force on came into force on March 1, 2007March 1, 2007

• Adoption of the five basic principles of LRC by Adoption of the five basic principles of LRC by the Decision of CoHE dated April 13, 2006the Decision of CoHE dated April 13, 2006

• ReservationReservation on Article IV.8 of the Convention on Article IV.8 of the Convention regarding the access condition of non-regarding the access condition of non-traditional qualificationstraditional qualifications


New Developments onNew Developments on Recognition of Degrees and Study Recognition of Degrees and Study

(Cont’d)(Cont’d)

• nnecessary amendments in line with the ecessary amendments in line with the LRC and its supplementary texts in the LRC and its supplementary texts in the “Regulation on Recognition of Foreign “Regulation on Recognition of Foreign Higher Education Qualifications”Higher Education Qualifications”

• nnew regulation was adopted on May ew regulation was adopted on May 2007 and published in the Official 2007 and published in the Official Journal.Journal.


LIFE-LONG LEARNING(LIFE-LONG LEARNING(LLLLLL)) • -some universities started granting professional experience -some universities started granting professional experience

a limited number of course- credit in some of their second a limited number of course- credit in some of their second cyle programmescyle programmes

• -almost all the HEIs have “continuous education centres” -almost all the HEIs have “continuous education centres” contributing to LLL ( offer seminars, conferences and contributing to LLL ( offer seminars, conferences and refresher courses to professionals and public at large)refresher courses to professionals and public at large)

• ““Second University” project carried out by Anadolu Second University” project carried out by Anadolu University(since 2001) The project enables the Associate University(since 2001) The project enables the Associate and the Bachelor degree holders and undergraduate and the Bachelor degree holders and undergraduate students to be admitted to the distance-learning students to be admitted to the distance-learning programmes of AnadoluUniversity without any entrance programmes of AnadoluUniversity without any entrance exam.. The Bachelor degree holders can apply to both two- exam.. The Bachelor degree holders can apply to both two- or four-year distance-learning programmes, while the or four-year distance-learning programmes, while the Associate degreeholders can be admitted only to the two-Associate degreeholders can be admitted only to the two-year distance-learning programmes. (current enrollment: year distance-learning programmes. (current enrollment: 40,000)40,000)


Cont’d LLLCont’d LLLButBut

• the validation of non-formal or the validation of non-formal or informal competences is not informal competences is not applicable in Turkey for acces to any applicable in Turkey for acces to any cycle due to the lack of a favourable cycle due to the lack of a favourable legal framework. legal framework.

• It is not likely that this concept will It is not likely that this concept will appear in the strategic agenda of HE appear in the strategic agenda of HE in a foreseeable future.in a foreseeable future.


Third Cycle(Ph.D.)Third Cycle(Ph.D.)BERGEN Communiqué, Article 3, para. 1 (2005)

• “To achieve these objectives, doctoral level qualifications need to be fully aligned with the EHEA overarching framework for qualifications using the outcomes-based approach. The core component of doctoral training is the advancement of knowledge through original research. Considering the need for structured doctoral programmes and the need for transparent supervision and assessment, we note that the normal workload of the third cycle in most countries would correspond to 3-4 years full time. We urge universities to ensure that their doctoral programmes promote interdisciplinary training and the development of transferable skills, thus meeting the needs of the wider employment market.


cont’d cont’d BERGEN Communiqué, Article 3, para. 1 (2005)

We need to achieve an overall increase in the numbers of doctoral candidates taking up research careerswithin the EHEA. We consider participants in third cycle programmes both as students and as early stage researchers. We charge the Bologna Follow-up Group with inviting the European University Association, together with other interested partners, to prepare a report under the responsibility of the Follow-up Group on the further development of the basic principles for doctoral programmes, to be presented to Ministers in 2007. Overregulation of doctoral programmes must be avoided.”


Third Cycle in TurkeyThird Cycle in Turkey• all structured, all offered by universitiesall structured, all offered by universities

• Normally 8 semesters,Normally 8 semesters,

• minimum of 7 courses(over 2minimum of 7 courses(over 2nd cyle) andnd cyle) and

• dissertation based on original researchdissertation based on original research

• most students employed by the most students employed by the universityduring their work, some on universityduring their work, some on scholarships scholarships

• NQF level descriptors(of the core committee) fully aligned with the EQF using the outcomes-based approach.


BOLOGNA SCORECARD BOLOGNA SCORECARD 2007- TURKEY2007- TURKEY

Degree System Quality Assurance Recognition LLL Joint

1 2 3 4 5 6 7 8 9 10 11 12

Impl Acc NQF ESG Ext Stud Int DS LRC ECTS LLL JD

TURKEYTURKEY 5 5 3 5 4 4 3 4 4 5 3 5

20072007

Bologna Bologna Countries Countries

Mean ScoreMean Score

4.14.1 4.54.5 2.92.9 4.24.2 4.24.2 4.04.0 3.53.5 4.14.1 4.04.0 4.24.2 3.73.7 4.64.6


STILL AHEADSTILL AHEADfor the entire Bologna Family for the entire Bologna Family • The process is dynamic and is subject to new The process is dynamic and is subject to new

developments at all times (whatever the developments at all times (whatever the EHEA and ERA needs to make its member EHEA and ERA needs to make its member States the most competetive knowlege-based States the most competetive knowlege-based society and knowledge-based economy). society and knowledge-based economy).

... new action lines ??? ... new action lines ???

... new indicators within the existing ... new indicators within the existing action action lines ??? lines ???

... Bologna beyond 2010 ???????... ?.. ... Bologna beyond 2010 ???????... ?.. for Turkey, before 2010for Turkey, before 2010• NQA to become a legal entity NQA to become a legal entity • Become a member of EQARBecome a member of EQAR• Sources of funding for external review for QASources of funding for external review for QA• NQF in line with EQF to be fully implementedNQF in line with EQF to be fully implemented• LLLLLL

Aybar ErtepınarAybar Ertepınar 3939/39/39

Thank youThank you

forforyour patience !your patience !

1/39 5/16/2008Aybar Ertepınar IMPLEMENTATION of The BOLOGNA PROCESS in TURKEY Baku Seminar Council of Europe May 26-27, 2008 Aybar Ertepinar.

Documents

higher education institutions

aybar ertepnar structure

aybar ertepnar adoption

higher education adoption

aybar ertepnar implementation

aybar ertepinar slide

higher education law

prag slide