1. Bologna Process in Finland (Observations on the Bologna Process in Russia) Dr. Carita Blomqvist Head of Unit Recognition and international comparability of qualifications

2. For learning and competence Focus Degree structures/cycles Types of higher education institutions Credits Transparency tools: Diploma Supplement and National Qualifications Framework Quality Assurance Discussion on similarities/differences

3. For learning and competence Implementation in Finland: Cycles Higher education: universities and polytechnics Both award Bachelor and Master degrees Two-cycle degree system (Bachelor + Master) was adopted by Finnish universities in 2005. Bachelor degree had existed also before, but earlier it was not compulsory for a student to take the degree. At polytechnics, Master degrees became permanent in 2005 after a trial period. Before that, only Bachelor degrees had existed. Third cycle refers to the doctoral studies. Doctoral degrees are awarded only by universities.

4. For learning and competence Russia: degrees and diplomas Higher education: universities, academies and institutes (also parallel sector of municipal higher education establishments) Intermediate diploma: at least 2 years Bakalavr diploma: 4 years Specialist diploma: 5 years Magistr diploma: 2 years Doctoral programs: kandidat nauk (3 years), doktor nauk (min. 5 years after kandidat nauk) Non-university level tertiary/post-secondary education: 2- 5 years

5. For learning and competence Implementation in Finland: credits In higher education studies have been measured in credits since the 1970s The adoption of the ECTS system, first as a tool in student exchange and international co-operation, was easy In 2005 (legislation): a new credit system which is fully compatible with the ECTS system was adopted both at universities and polytechnics The workload for one study year is 60 credits (approximately 1600 hours of student work)

6. For learning and competence Implementation in Russia: credits New Federal Government Standards of Higher Professional Education: under these standards, clearly defined credit units are awarded to all qualifications Bakalavr: 240 credit units Specialist diploma: 300 credit units Magister: 120 credit units Credit units used only in new standards

7. For learning and competence Transparency Tools: Diploma Supplement (DS) Higher education institutions adopted the DS early: in 1995 legislation required that HEIs issue DS on request to their graduates Since 2005 HEIs issue DS automatically, free of charge, and in English DS corresponds to the EU/Council of Europe/ UNESCO format ENIC/NARIC provides support, training and national instructions as well as co-ordinates updating the “Information on the national higher education system”

8. For learning and competence Annex to the Diploma in Russia Some similarities to the Council of Europe/UNESCO model, but not identical Lacking from the Russian model: level, program requirements/learning outcomes, grading, information about access to next levels and information on the national higher education system Supplements can be given in a foreign language, but there is no legislative basis

9. For learning and competence Transparency Tools: National Qualifications Framework Proposal for Higher Education Qualifications Framework (HEQF) in 2005: 1st cycle, 2nd cycle and 3rd cycle degrees and their descriptors 2008 the Ministry of Education appointed a national committee to prepare a National Qualifications Framework (NQF) describing all qualifications and other learning. The HEQF proposal was integrated in the proposal for the NQF. Proposal for the legislation was submitted to the Parliament in 2012 Proposal: 8 levels (similar to the European Qualifications Framework), national perspective

10. For learning and competence Academic recognition of foreign qualifications in Finland Lisbon Recognition Convention, LRC (Council of Europe/UNESCO) has been ratified and it came into force in 2004 Compliance between the LRC and national legislation received thorough review Higher education institutions have the competence (make decisions) concerning access and admissions There are centralized student admission services to support higher education institutions

11. For learning and competence Academic recognition of foreign qualifications Russia Lisbon Recognition Convention, LRC (Council of Europe/UNESCO) has been ratified and it came into force in 2000 Recognition system and process is centralized (no distinction between academic and professional recognition) Some higher education institutions (appr. 30) will have an opportunity to make decisions concerning recognition of foreign qualifications from September 2013 onwards

12. For learning and competence Quality Assurance in Finland Quality assurance at higher education institutions Main responsibility for quality and continuous improvement of education Establishment of QA system Regular participation in external evaluations and audits; results are public Ministry of Education and Culture: Steering Decision-making FINHEEC/Finnish Higher Education Evaluation Council: Audits of QA systems of higher education institutions: assesses whether the quality system of a higher education institution is fit for purpose and functioning and whether it complies with the agreed criteria Other (thematic) evaluations

13. For learning and competence Quality Assurance in Russia The state educational standard: Set of nationally recognized requirements laid down by the State which determines a mandatory minimum for the contents of educational programs, the maximum work loads assigned to students, as well as general course loads and requirements to be met by graduated

14. For learning and competence Quality Assurance in Russia/Process Licensing Assessment of the compliance of educational facilities, laboratory equipment, expertise of teaching staff, and teaching materials with state requirements and the issuing of a duly worded authorization. Licensed institution is granted the right to carry out educational programs in relevant fields of study and at corresponding levels of education. State accreditation Formal recognition of the status of an education establishment by the state according to its type and kind (college, institute, academy, university), confirmation of education programs level and quality of graduates’ preparation relative to the state educational standards. The accreditation procedure includes both a self-evaluation and a peer review. State accreditation is applicable to state educational establishments and to private institutions. Accreditation allows the institution to issue state recognized diplomas.

15. For learning and competence Evaluation of the Bologna Process implementation in Finland/FINHEEC Evaluation of the degree reform (2011) The implementation of the Bologna Process in Finland from an international perspective (2012) Main results: Fully achieved: ECTS, polytechnic Master (different profile from university Master)

16. For learning and competence Evaluation of the Bologna Process implementation in Finland/FINHEEC Main results: Partly achieved: two-cycle degree structure, the status of university Bachelor, implementation of the Master's Degree Programs, increasing domestic and international mobility, defining the scope of studies to better reflect the actual workload of students, strengthening the competence-based approach Unachieved: reducing total study times

17. For learning and competence Thank you for your attention! More information about Finland: www.minedu.fi www.oph.fi/recognition www.kka.fi