Higher Education in Central Asia and Bologna type reforms Ms Indra - - PowerPoint PPT Presentation

Higher Education in Central Asia and Bologna type reforms

Ms Indra Dedze Project Coordinator, Academic Dept. of the Latvian University

Bologna process

• The main objective of the Bologna Process since its

inception in 1999, is to ensure more comparable, compatible and coherent systems of higher education in Europe, by developing European Higher Education Area (EHEA). Currently it is implemented in 47 countries.

• Priorities EHEA are following:

* to provide quality higher education for all; * to enhance graduates' employability; * to strengthen mobility as a means for better learning.

Source: EHEA.INFO

Bologna action lines

• Quqlification frameworks/ three cycle system
• Mobility
• Quality assurance
• Joint degrees
• Recognition
• Social dimension
• Lifelong learning
• Employability

Source: EHEA.INFO

Qualifications Frameworks / Three-Cycle System

• Qualifications frameworks describe the qualifications
• f an education system and how they interlink.

National qualifications frameworks describe what learners should know, understand and be able to do

• n the basis of a given qualification as well as how

learners can move from one qualification to another within a system.

• National qualifications frameworks are developed to

be compatible with the overarching framework of qualification of the EHEA and consists of three cycles (e.g. bachelor, master, doctorate).

Source: EHEA.INFO

Three-Cycle System (Doctoral education)

• Regarding doctoral education, Ministers made the

following statements: – Doctoral level qualifications need to be fully aligned with the EHEA overarching framework for qualifications using the outcomes-based approach. – Core component of doctoral training is the advancement of knowledge through original research. – The normal workload of the third cycle in most countries corresponds to 3-4 years full time. – Doctoral programmes should promote interdisciplinary training and the development of transferable skills to meet the needs of the wider labour market. – More doctoral candidates should be encouraged to take up research careers within the EHEA. – Participants in third cycle programmes are considered both students and early stage researchers.

Source: EHEA.INFO

Tertiary education in CA Gross enrollment ratio (%)

10 20 30 40 50 60 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Gross enrolment ratio (%) Kyrgyzstan Kazakhstan Tajikistan Uzbekistan

Source: UIS UNESCO

HE in Tajikistan

HE in Tajikistan consists of three levels, each of which can be attended either free of charge (on a budget-funded basis) or on a contractual basis (fee-based): − the Bachelor degree (darajai bakalavr), with studies lasting not less than four years except for medicine (no less than five years); − the Master degree (darajai magistr), with studies lasting not less than two years. − the specialist degree (darajai mutakhassis), with studies lasting not less than five years. − postgraduate courses leading to a Candidate of Science diploma (aspirantura), three years. − Doctor of Science (doctorontura), threeyears. Recently - alternative doctoral programmes of Ph.D.

Source: EC HEI, 2011

HE in Kazakhstan

In accordance with the Law on Education (2007) the following levels and qualificationshave been set up:

• Bachelor programme (Bakalavriat), not less than four

years.

• Magistratura is based on Master programmes in two

areas: Scientific-pedagogic education, two years of study; Profile, a minimum of one year of studies.

• doctoral studies (Doctorantura) comprise preparing a

Doctor of Philosophy (Ph.D), lasts at least three years.

Source: EC HEI, 2012

HE in Uzbekistan

The reforms in the higher education sector of the country have resulted in a switch to a two level structure:

• Bachelor programme, four years,
• Master programmes, two years.

According to the President's Resolution of July 24, 2012 the existed two-stage postgraduate education (two scientific degrees “Fanlar Nomzodi” and “Fanlar Doktori”) would be replaced by a single level of Doctor of Sciences.

Source: EC HEI, 2012

HE in Kyrgyzstan

The following educational programmes are delivered by higher education institutions in Kyrgyzstan:

• Bachelor (bakalavr),
• Master (magistr),
• specialist programmes (specialist)
• Aspirantura, (Licentiate) and
• Doctorantura (Ph.D).

Source: EC HEI, 2012

HE in Turkmenistan

University studies consist of five-year programmes except for medicine and some programmes in arts which last for six years. After three years of additional studies, graduates can

• btain the degree of ‘Candidate of Science’, followed by

a ‘Doctor of Sciences’ through supervised research.

Source: EC HEI, 2012

Number of students and HEI

Country Number of students Total number of HEI number of private HEI Tajikistan (2010) 155 000 30 Kazakhstan (2011) 610 000 146 73 Uzbekistan (2011) 272 114 75 Kyrgyzstan (2011) 239 208 54 21 Turkmenistan (2011) 24 Source: EC HEI, 2011, 2012

Number of projects supported under Tempus IV with the participation of Central Asian institutions

Source: EC HEI, 2011, 2012

Year KZ KG TJ TR UZ 2008 (1st call for proposals) 10 4 2 1 3 2009 (2nd calls for proposals) 3 3 3 1 4 2010 (3rd call for proposals) 3 3 3 3 3 2011 (4th call for proposals) 9 4 6 N/A 4 2012 (5th call for proposals) 8 7 N/A N/A N/A

Mobility

"Mobility of staff, students and graduates is one of the core elements of the Bologna Process, creating opportunities for personal growth, developing international cooperation between individuals and institutions, enhancing the quality of higher education and research, and giving substance to the European dimension".

Source: London Communiqué, May 2007

Mobility in Central Asia Erasmus Mundus was initiated in January 2004, extending the geographical scope of the Erasmus programme to non-European states. The project focused less on institutional reform and more on student and academic staff mobility, facilitated through joint higher education programmes and individual scholarships. Between 2007 and 2009, projects involving Central Asian institutions were selected six times for Erasmus Mundus External Cooperation Window (ECW) support, amounting to two projects per year.

Source: Axyonova, 2013

Number of students and scholars from Central Asia supported under Erasmus Mundus in 2007-2009

Source: EC HEI, 2011, 2012

Year KZ KG TJ TR UZ Joint Degrees 10 8 2 2 24 Partnerships 176 127 54 41 140

Erasmus Mundus in Central Asia In 2009, Erasmus Mundus was restructured to incorporate three Actions: (1)joint master’s and doctoral programmes and individual scholarships for participating in them; (2)partnership with third country higher education institutions and mobility scholarships (formerly ECW); and (3) projects promoting Europe as a destination for education. Between 2009 and 2012, 14 partnership projects that included Central Asia were supported under the current programme phase. Since 2007, over 60 universities across the region, mainly from Kazakhstan and Uzbekistan, have been involved in Erasmus Mundus partnerships.

Source: Axyonova, 2013

Student mobility in CA – incoming foreign students

0,00 2,00 4,00 6,00 8,00 10,00 12,00 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Inbound mobility rate (%) Kazakhstan Kyrgyzstan Tajikistan Uzbekistan

Source: UIS UNESCO

Number of CA students studying abroad

5000 10000 15000 20000 25000 30000 35000 40000 45000 50000 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Number of students

Kazakhstan Kyrgyzstan Tajikistan Turkmenistan Uzbekistan

Source: UIS UNESCO

Bologna process in CA (Source: EC HEI, 2011, 2012)

Country Bologna signatory country Three cycle system ECTS Bologna Diploma Suppl. Tajikistan No implemented by ad hoc groups Extensive but gradual introduction 75% of HEI or lower, are using ECTS Various references are used to define the credits Another type Kazakhstan Since 20102 Extensive but gradual introduction 75% of HEI are using ECTS 1 ECTS = 40 – 50 h Issued in most HEI Uzbekistan No particular mechanism Another three- cycle structure Another credit system Another type Kyrgyzstan No implemented by ad hoc groups Extensive but gradual introduction 75% of HEI or lower, are using ECTS 1 ECTS = 20 – 30 h Partial and gradual introduction Turkmenistan No particular mechanism No three-cycle structure No credit system Another type

Conclusions

• Tempus and Erasmus Mundus programs in CA

countries were successful, considering the number of partnership projects;

• Bologna type reforms in CA works better on Bachelor’s

and Master’s level;

• Bologna type reforms in CA should be based on local

needs;

• Higher education institutional reform implementation

should focus on what is achievable within the constraints

• f a fairly limited budget the education sector.

References

EC (2012). ‘Education and Research’, EuropeAid, 3 European Commission, September 2012, EC HEI (2012) Higher Education in Uzbekistan, European Commission EC HEI (2012) Higher Education in Kazakhsatn, European Commission EC HEI (2012) Higher Education in Kyrgyzatan, European Commission EC HEI (2011) Higher Education in Tajikistan, European Commission EC HEI (2012) Higher Education in Turkmenistan, European Commission EHEA.INFO http://www.ehea.info Vera Axyonova (2013). The EU Education Initiative for Central Asia five years on: lessons learnt? EUCAM, No 30. UIS UNESCO http://www.uis.unesco.org/DataCentre

Thank you!

Indra Dedze University of Latvia e-mail: indra@lanet.lv