1. BOLOGNA PROCESS AND TURKISH HIGHER EDUCATION
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 European Higher Education Area
as a key way to promote citizens‘ mobility and
employability and Europe‘s overall Development.
Higher Education reform
Include many active players at
European and each Bologna country level.
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 - European Credit Transfer System (ECTS)
Mobility
Cooperation in quality assurance
European dimension
Lifelong learning
Involvement of students (social dimension)
Attractiveness and competitiveness of the European Higher Education Area (EHEA)
Synergy between EHEA and European Research Area (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, Quality assurance, Achievement of European Higher Education Area (EHEA)
by 2010.
Now : Bologna beyond

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 fields level)
Social dimension (students’ involvement)

8. Implementation of Bologna Process in Turkey
Managed by the Council of Higher Education (CoHE)
Dissemination-implementation:National Team of
Bologna Promoters/Experts project; currently
5th phase ( )
Members of the team– teaching staff from different universities+One Student Representative (total 16)
Activities: national and regional conferences, university conferences, meetings, workshops, university site-visits, counselling services to universities upon request.
Also Dissemination to all stakeholders of HE.

9. Implementation at university level
Bologna Coordination Commissions at institutional level since 2008
Realization
Dissemination
Monitoring
Evaluation of Bologna Reforms in HEI’s
Other considered issues; student involvement in administration, quality improvement, academic mobility, changes and reforms 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
Total Ph.D Students
Total Master Degree Students
Total Number of Academics
OSYM 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 fields level)
Social dimension (students’ involvement)

12. Recognition Diploma Equivalency (Recognition of Degrees)
Recognition of degrees and periods of studies from foreign countries has been conducted by Diploma Equivalency Unit in cooperation with ENIC/NARIC Centre within CoHE.
Lisbon Recognition Convention has been effective in Turkey since 1st March 2007
Joint Programmes/Degrees
Universities set up and carry out joint degree programmes through bilateral protocols
CoHE supports and encourages new cooperations

13. Recognition European Credit Transfer and accumulation System (ECTS)
Common credit system based on learning outcomes (student workload)
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)
Turkish Universities’ credit system is based on contact hours
Two universities use ECTS as their credit system.
Two universities awarded 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 academic year must be given by universities to all the graduates.
İn 2009 and Turkish universities are awarded to Diploma Supplement Label.

15. Qualifications: European Qualifications Framework (EQF) National Qualifications Framework (NQF)
EQF: Meta – framework which is a new approach to European cooperation in the field of qualifications; based on learning outcomes reference levels/descriptors spanning all forms of qualifications.
NQF: Each Bologna country works for the establishment of national qualifications framework 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 learners and workforce in a country and Europe (formal , non formal, informal learning)

16. Coordination: Turkish Higher Education Council
Qualifications: National Qualifications Framework (NQF) for Higher Education
Coordination: Turkish Higher Education Council
Agenda: Preparation
Consultation Jan – 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), learning outcomes (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 education to student based learning
Important for recognition (from duration of studies to results achieved),
More relevant to labour market, more flexible for Lifelong Learning (LLL)
[learning outcomes are formulated by academic staff]

18. Feedback from students
For Sustainable development and quality improvement of a Programme in a university
PROGRAMME
students s e m o c t u
Teaching staffretim elemanı
New
student
graduate
Feedback from students
Graduate
İn labour
market
student
survey
Learning
environment
Bölüm/Program bazında. Dış ve iç paydaş gereksinimlerine göre program hedefleri belirleniyor. Tasarlanan sistemin, öngörülen çıktılara ulaşıp ulaşamadığı, periyodik olarak öğrencilerden alınan değerlendirmelerle sürekli iyileştiriliyor.
Benzer biçimde, program hedefleri de, mezunlar ve dış paydaşlardan alınan değerlendirmelerle, sürekli iyileştiriliyor.
Feedback from graduates
Feedback from employers 18

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.)

20. NQF Preparation Commission
VQA
CoHE
MoNE

21. Quality Assurance
National QA Agency for Higher Education: high accelerated effort at present, draft for the establishment of “National Agency for QA” is ready.
Work is carried out by CoHE.
Structure: Autonomous body (association formed by the universities)
Tasks: Institutional/programme evaluation,
rules for self/peer/external evaluation procedures,
Register for QA agencies.

22. Quality assurance
At present: universities are responsible for their programmes’ QA (initial accrediation by CoHE).
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) : Deans Council- autonomous QA agency for engineering programmes – accredited by the CoHE and European Engineering QA agency- has begun to evaluate engineering study programmes.
Psycology Accrediation agency: approved by CoHE

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 (

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, access to a higher cycle is clear in TR HE system,
less blurred areas
Top priority areas on CoHE’s agenda; NQF,Joint programmes etc.
Enough human resources in universities to guide/coordinate the program and learning outcome studies
TR-NQF support development of progression routes between qualifications, wide participation in NQF studies with different stakeholders
Autonomy at university/programme/course level: flexible training methods/paths
Qualifications in most HE levels have both academic and vocational profiles (yet studies are not complete)

27. Some remarks-work to be done
Work still to be done for vocational higher education
qualifications
Integrating the studies – fit/overlap of studies in different institutions at national level (Min. Of national Education and Vocational Qualifications Authority)
Implementation of NQF to study programmes: Resistance from old universities,
Newly established universities - infrastructural issues are their main concern

28. OPPORTUNITIES
Young university system so can be modified/designed easily in
accordance with Bologna rules,Top priority area on CoHE’s agenda;
High interest in business associations, professional bodies. Their
data about analysis and development of qualifications will help the Bologna work
Acceleration in good coordination between Ministry of National Education, Vocational Qualifications Authority and business associations
Tool for the recognition of qualifications gained through nonformal/informal education
Tool for lifelong learning opportunity to people
Acceleration in QA studies:Regulation for the establishment of national QA Agency is ready
Transparancy, accountability, flexibility of the Turkish
higher education system according to demands of
globalisation

29. OBSTACLES
Lack of information on student centered learning and LO approach in study programmes, Resistance to change
Lack of coordination between institutions
Changes in regulations of different governmental organizations affecting the development/implementation of NQF – Shared goals and mutual confidence needed,
Implementation of NQF to study programmes: Resistance from old universities,
High number of newly established universities
Qualifications in all HE levels have both academic and vocational
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?”
, 6 partner countries ; Turkey: Hacettepe University
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?”
, 6 partner countries, Turkey: Hacettepe University

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 at institutional 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 32

33. Challenges for HE in the 21st Century?
Competition at national and international levels
Need for autonomy and accountability
Decreasing state funding
Increasing number of undergraduate students (massification)
Need for upgrading research and teaching infrastructure
Need for restructuring educational programmes
Need for sustainable quality improvement

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

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