tempus project jet 18041 2003 tempus project jep 18041 2003 “introduction of ects at the b&h...

Tempus Project JET 18041 2003Tempus Project JET 18041 2003

Tempus Project JEP 18041 2003 “Introduction of ECTS at the B&H Universities”

Visit to Universities of East Sarajevo

Mostar“Dzemal Bijedic” University of Mostar

F. Maciel BarbosaFEUP

Oporto, 21st and 22nd November 2008


• Level of achieved reform in curricula harmonization according to Bologna process;

• Which degree structure is implemented at the University?

• Level of achieved reforms regarding the allocation of the ECTS credits to course units;

• General principles and tools used for allocation ECTS credits;

The objective of the visit was to The objective of the visit was to discuss the following topics:discuss the following topics:


• Are all degree programs ECTS based?

• Is it in alignment with the ECTS key features?

• Have credits been allocated to the all programs?

• How is the adequacy of this allocation guaranteed?

• How are credits related to the learning outcomes of the programs?

• How is the correlation between workload and credit allocation checked?


• How is balanced student workload guaranteed during each learning period in terms of learning, teaching and assessment activities?

• What mechanisms are used for revision of credit allocation and learning, teaching and assessment activities?

• How are the students involved in this process?

• Have clear and adequate outcomes been identified at the level of the study programs as whole and of each of its components?


• Is information on the programs (modules and/or course units) presented as described in the ECTS Users' Guide?

• Have ECTS Users’ Guide been published?

• Experience in student mobility?

• Which activities are preformed with aim of the promotion of the student and teaching mobility at the university?

• How are students advised about mobility?


• How are the key documents of ECTS used for mobility?

• Who is responsible for recognition and which are the procedures used?

• How is the quality of delivery of the study programmes and its components monitored?

• How is the updating of information regarding the degree programme organised and guaranteed?


• Is a diploma supplement issued to the students automatically?

• On which way are students involved in Bologna process at university?


University DimensionUniversity Dimension

East Sarajevo University 13 000 students

Mostar University 14 500 students “Dzemal Bijedic” University 7 500

students


UniversitiesUniversities EvaluationEvaluation

All Universities in B&H, were All Universities in B&H, were evaluated by European University evaluated by European University Association, in the period between Association, in the period between October 2003 and May 2004October 2003 and May 2004


Level of achieved reforms regarding the Level of achieved reforms regarding the allocation of the ECTS credits to course allocation of the ECTS credits to course

unitsunits I could observe that the Bologna I could observe that the Bologna

guidelines and the Bologna esprit are guidelines and the Bologna esprit are present in the restructuring of the present in the restructuring of the courses, either in the introduction of courses, either in the introduction of the ECTS either in the organization of the ECTS either in the organization of the learning processthe learning process



unitsunits It is clear from the new curriculum It is clear from the new curriculum

that the Learning outcomes that the Learning outcomes paradigm shift from teaching to paradigm shift from teaching to learninglearning


New basic educational building New basic educational building blockblock

Improve curriculum design & Improve curriculum design & progressionprogression

Emphasize link between teaching, Emphasize link between teaching, learning and assessmentlearning and assessment

Improve national/international Improve national/international transparency of qualificationstransparency of qualifications



unitsunits All the University have implemented All the University have implemented

the basic principles of the Bologna the basic principles of the Bologna process.process.

Three cycles have been introduced in Three cycles have been introduced in two Universitiestwo Universities

ECTS credits have been introducedECTS credits have been introduced


Determination of the student’s Determination of the student’s workloadworkload

The Universities approach in the ECTS The Universities approach in the ECTS implementation took into consideration implementation took into consideration the following:the following:

Promotion of ECTS principles and Promotion of ECTS principles and philosophy philosophy

Production of a short ECTS guide in local Production of a short ECTS guide in local languagelanguage

Cooperation with student organizationsCooperation with student organizations Participation in European networks and Participation in European networks and

TEMPUS projectsTEMPUS projects


Determination of the student’s Determination of the student’s workloadworkload

Continuous evaluation of the curricula Continuous evaluation of the curricula based on ECTS principles based on ECTS principles

Regional cooperation in the ECTS Regional cooperation in the ECTS implementationimplementation

Establishment of the quality system - TQM Establishment of the quality system - TQM (Total Quality Management) at the (Total Quality Management) at the UniversitiesUniversities

The basic step in ECTS implementation at The basic step in ECTS implementation at the University was the beginning of the the University was the beginning of the process of developing curricula in process of developing curricula in accordance with Bologna process. accordance with Bologna process.


Development of the Bologna curriculaDevelopment of the Bologna curricula

Defining the basic task of higher education and Defining the basic task of higher education and what it has to offer to the society as a wholewhat it has to offer to the society as a whole

Defining the Universities goals and the Defining the Universities goals and the competence for their realizationcompetence for their realization

Defining the curricula modelsDefining the curricula models Defining and adoption of courses development, Defining and adoption of courses development,

counting of student workload and defining the counting of student workload and defining the courses and modules contentcourses and modules content

Defining the way in which the curricula will be Defining the way in which the curricula will be developed and evaluateddeveloped and evaluated

Criteria for the accreditation of developed ones in Criteria for the accreditation of developed ones in the neighboring countries and Europe.the neighboring countries and Europe.


Bologna process - Goals of the Bologna process - Goals of the new structurenew structure

Reduce the difference between a formal Reduce the difference between a formal and real length of studying;and real length of studying;

Raise the consciousness and point out the Raise the consciousness and point out the student obligations as far as lectures and student obligations as far as lectures and exams are concerned;exams are concerned;

Conform to the market requirements; Conform to the market requirements; Increase the study attractiveness for new Increase the study attractiveness for new

students. students.



In order to reduce the difference In order to reduce the difference between a formal and real length of between a formal and real length of studying in development of new studying in development of new curricula the starting point was to curricula the starting point was to count total student workload and real count total student workload and real time necessary for passing the time necessary for passing the exams and finishing the entire study. exams and finishing the entire study.



Total time which a student has to spend Total time which a student has to spend for successful covering the teaching for successful covering the teaching material is included in the student material is included in the student workload. That means that we do not workload. That means that we do not include only the time spent on lessons, include only the time spent on lessons, seminars, field work and exercises, but seminars, field work and exercises, but also the time spent on studying the also the time spent on studying the material, i.e. learning by themselves and material, i.e. learning by themselves and e.g. on data processing after working in a e.g. on data processing after working in a laboratory, on evaluation and other laboratory, on evaluation and other knowledge tests. knowledge tests.


Introduction of new curricula based Introduction of new curricula based on ECTSon ECTS

It was necessary to be followed by It was necessary to be followed by the change of teaching methods and the change of teaching methods and work with students what sometimes work with students what sometimes is what is more difficult!!!!. is what is more difficult!!!!.


Basic changesBasic changes

decrease the number of students in groupsdecrease the number of students in groups to reduction lectures ex cathedrato reduction lectures ex cathedra to introduction of tutorial workto introduction of tutorial work to work through project teamsto work through project teams work through case studies, work through case studies, to more intensive usage of information to more intensive usage of information

technologytechnology


Information packages Information packages In order to make the choosing of a In order to make the choosing of a

certain study and later preparations certain study and later preparations for lessons and exams easier, all the for lessons and exams easier, all the Universities made their Information Universities made their Information packages with detailed information packages with detailed information about every single subjectabout every single subject


Information packages Information packages List of general and specific competences List of general and specific competences

(knowledge and skills) which are (knowledge and skills) which are developed by the concrete coursedeveloped by the concrete course

Number of hours of active lessons and Number of hours of active lessons and exercises, number of hours planned for exercises, number of hours planned for written works of students, number of hours written works of students, number of hours for preparation of exams and total number for preparation of exams and total number of hours necessary for taking a concrete of hours necessary for taking a concrete exam (workload)exam (workload)


Information packages Information packages Number of ECTS credits with an Number of ECTS credits with an

argumentationargumentation Course contentCourse content LiteratureLiterature Forms of a teaching process realizationForms of a teaching process realization Ways of evaluation i.e. taking an exam Ways of evaluation i.e. taking an exam Way of monitoring the quality and Way of monitoring the quality and

efficiency of courses executionefficiency of courses execution Preconditions for admission in the coursePreconditions for admission in the course


Diploma supplementDiploma supplement

Diploma contains biographical information, Diploma contains biographical information, information about the kind and length of a study information about the kind and length of a study and professional title. and professional title.

Diploma, except the statement that a student has Diploma, except the statement that a student has finished some study and achieved academic finished some study and achieved academic degree, mostly does not contain any other data degree, mostly does not contain any other data on the basis of which could be evaluated what on the basis of which could be evaluated what that academic degree represents. that academic degree represents.

Diploma supplement should contain data and Diploma supplement should contain data and regulations which are not mentioned in diploma, regulations which are not mentioned in diploma, and are important for understanding the program and are important for understanding the program of the finished study and achieved educational of the finished study and achieved educational level.level.


Students’ mobility and Students’ mobility and internationalizationinternationalization

Bologna Declaration insists also on Bologna Declaration insists also on the mobility of professors, associates the mobility of professors, associates and researchers. and researchers.

Numerous international organizations Numerous international organizations and some Universities have already and some Universities have already made the mechanisms which support made the mechanisms which support and encourage free mobility of all and encourage free mobility of all those who work in higher education those who work in higher education in the entire European areain the entire European area


Students’ mobility and Students’ mobility and internationalizationinternationalization

Mobility of young people, students, Mobility of young people, students, assistants and researchers is the EU assistants and researchers is the EU priority. priority.

Individual mobility becomes more Individual mobility becomes more important in the era of Internet and important in the era of Internet and economic globalization. economic globalization.

Existence of socioeconomic, language and Existence of socioeconomic, language and practical obstacles detains many practical obstacles detains many suggested academic and scientific visits. suggested academic and scientific visits.


ECTSECTS Development of the credits transfer Development of the credits transfer

system is a mean of achieving system is a mean of achieving maximal students’ mobility and maximal students’ mobility and introduction of diploma supplement, introduction of diploma supplement, to increase the international to increase the international comparativeness of qualificationscomparativeness of qualifications


Mobility and internationalizationMobility and internationalization

A common currency for measuring workload A common currency for measuring workload (ECTS) (ECTS)

A standardized format for the description of A standardized format for the description of curricula, including desired learning outcomes, curricula, including desired learning outcomes, teaching/learning approaches and assessment teaching/learning approaches and assessment methodsmethods

A standardized format for the description of A standardized format for the description of students curricular choices and achievements students curricular choices and achievements (ECTS Transcript of records)(ECTS Transcript of records)

Greater international visibilityGreater international visibility Comparable study programComparable study program


Quality and ECTSQuality and ECTS

Student evaluation of a teaching processStudent evaluation of a teaching process Analysis of teaching and evaluation methodsAnalysis of teaching and evaluation methods Analysis of the professional services functioningAnalysis of the professional services functioning Employers inquiryEmployers inquiry Graduated students inquiryGraduated students inquiry Analysis of the successfulness in taking examsAnalysis of the successfulness in taking exams Analysis of data about the candidates for the Analysis of data about the candidates for the

enrollment and those who are enrolled in the 1st enrollment and those who are enrolled in the 1st year of studyyear of study

Analysis of the students enrolled in other years of Analysis of the students enrolled in other years of studystudy

Analysis of the successfulness of finishing the Analysis of the successfulness of finishing the studystudy


QUALITY ASSURANCEQUALITY ASSURANCE

On-line students’ rating of teachers’ performanceOn-line students’ rating of teachers’ performance To set the system of regular teaching quality assessment To set the system of regular teaching quality assessment

Student’s evaluation of individual coursesStudent’s evaluation of individual courses Teachers’ perspective on quality in education at the facultyTeachers’ perspective on quality in education at the faculty To collect information on teaching quality from teachers’ To collect information on teaching quality from teachers’

perspectiveperspective All teachers should fill in the self-evaluation questionnaire All teachers should fill in the self-evaluation questionnaire

compatible with the students’ onecompatible with the students’ one Student perspective on quality in higher education at the Student perspective on quality in higher education at the

facultyfaculty To analyze the quality of student engagement and their To analyze the quality of student engagement and their

learning experience. learning experience.


ConclusionsConclusions

From my visits to the Universities of East From my visits to the Universities of East Sarajevo, Mostar and Sarajevo, Mostar and “Dzemal Bijedic” “Dzemal Bijedic” , I , I could observe that considerable work has could observe that considerable work has been done by the Universities staff and been done by the Universities staff and that the courses were restructured taking that the courses were restructured taking in account the guide lines of the Bologna in account the guide lines of the Bologna Process.Process.

There are however a lot of work that has There are however a lot of work that has to be done, to full implement the Bologna to be done, to full implement the Bologna Process. Process.



Since higher education system is decentralized, Since higher education system is decentralized, there is no common policy at the state level. there is no common policy at the state level.

Due to the political structure of Bosnia and Due to the political structure of Bosnia and Herzegovina, there are still a lack of legislation Herzegovina, there are still a lack of legislation namely about Quality Control and Programs namely about Quality Control and Programs Accreditation, that prevents the implementation Accreditation, that prevents the implementation of this two aspects of the Bologna Process. of this two aspects of the Bologna Process.

A procedure of adopting state Law on higher A procedure of adopting state Law on higher education is underway. education is underway.

There are no procedures defined to National There are no procedures defined to National Quality Control.Quality Control.



The lack of programs to incentive the The lack of programs to incentive the mobility of students either in their mobility of students either in their own country or to abroad is a very own country or to abroad is a very important limitation of this aspect of important limitation of this aspect of the Bologna Process. the Bologna Process.

The B&H Universities are not eligible The B&H Universities are not eligible to EU mobility programs. to EU mobility programs.

The students are not encouraged to The students are not encouraged to mobility.mobility.


Thank you very much for Thank you very much for your attention!!!!your attention!!!!

QuestionsQuestions??

tempus project jet 18041 2003 tempus project jep 18041 2003 “introduction of ects at the b&h...

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