A comparison with the competencies of classroom education programme

2018 ◽  
Vol 5 (5) ◽  
pp. 67-71
Author(s):  
Aysegul Kubra Aktas ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Bologna Process ◽  
Education Programme ◽  
Constant Change ◽  
Classroom Education ◽  
Education In Turkey ◽  
The Bologna Process

Education has been adapting itself to the constant change and renewal of the world in every field. Higher education in Turkey also suffered from this situation and one of the steps taken to improve the quality of education must be included in the Bologna Process. This study examines the programme competencies of the undergraduate programmes of the classroom education in the seven selected universities, to make comparisons among the universities and to make arrangements. A case study was used in qualitative research methods. As a result, it was seen that there were mistakes in writing and expressing programme competences. Also, some of the universities have never implemented programme competencies, even when it is wrong to classify programme competencies into sub-dimensions as knowledge, skills and competence. Regulations can be made in terms of distribution in the sub-dimensions of language proficiency and competences in programme competencies, and seminars related to programme competencies can be given to universities.Keywords: Bologna Process, programme competencies, classroom education programme competencies, national qualifications framework for higher education in Turkey.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

2009 ◽  
Vol 1 (3) ◽  
pp. 319-332 ◽  
Author(s):  
Alejandra Boni ◽  
Jordi Peris ◽  
Estela López ◽  
Andrés Hueso
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
European Higher Education Area ◽  
European Higher Education ◽  
Deliberative Processes ◽  
University Degree ◽  
Development Engineering ◽  
The Bologna Process ◽  
Academic Year

In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.

A comparison with computer and instructional technology education program competencies

2018 ◽  
Vol 5 (5) ◽  
pp. 60-66
Author(s):  
Durmus Ziya Gorur ◽  
Mustafa Cem Babadogan
Keyword(s):  
Higher Education ◽  
Information System ◽  
Education Program ◽  
Bologna Process ◽  
National Qualifications Framework ◽  
Turkish Higher Education ◽  
Specific Order ◽  
Education In Turkey ◽  
The Bologna Process

The countries involved in the Bologna Process constitute the National Qualifications Framework for higher education in their own countries. National Qualifications Framework is a system in which the nationally and internationally recognised and associated competencies are structured in a specific order. In Turkey, ‘National Qualifications Framework for Higher Education in Turkey’ is constituted for increased transparency, recognition and mobility in higher education. The aim of this study is to research, regulate and improve the computer and instruction technologies education program competencies constituted within the National Qualifications Framework for Higher Education in Turkey in seven universities. The seven universities selected for the purpose of this study are selected to represent each region of Turkey. Regarding the competencies of the selected universities, it is seen that there is a general confusion about the writing of competencies and the writing of goals. Another mistake regarding the competencies is the false classification of competencies. In addition, there is no common attitude related to the writing of competencies. Therefore, in this study, a draft backbone regarding the writing of competencies in computer and instruction technologies education is tried to be created.Keywords: Bologna Process, Bologna information system, Turkish higher education competencies framework, computer and instruction technologies program competencies.

scholarly journals Reform of higher education in Poland. Context of the bologna process

2018 ◽  
Vol 6 (9) ◽  
pp. 23-31
Author(s):  
Y. A. Lisnevskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Teaching Staff ◽  
Higher Education System ◽  
Process Characteristics ◽  
Quality Of Higher Education ◽  
Leading Role ◽  
University Programs ◽  
The Bologna Process

The article presents the main directions of the transformation of the Polish higher education system to meet the growing needs of the national economy and the labor market. It is emphasized that the state reforms of higher education aimed at improving the quality of education and its orientation to the growing new society were carried out in line with the Bologna process. Characteristics of the most important principles for the creation of a single pan-European educational and scientific space are given. The process of creating state higher professional educational institutions, which have become an addition to universities and polytechnic institutions, has been considered, due to which the population’s access to free higher education has increased. The specific differences between the educational programs of Polish higher vocational schools and unified university programs are assessed. It is shown that, in accordance with the principles of building a unified European educational and scientific space in the country, unified university programs are divided into two- and then three-level cycles. Particular attention is paid to the functioning of the management systems of the process of improving the quality of higher education, presents an analysis of internal and external systems, as well as criteria for parametric evaluation of the quality of the learning process. The leading role of teaching staff in the formation of a quality culture of training is substantiated. The maxims of the teacher of the higher school are given. It is shown that the parametric assessment of the quality of teachers’ work contains both formal legal and thematic elements. Teachers of Polish universities are subject to parametric evaluation at least once every four years, the criteria and procedure for evaluation are defined in the charter of the training organization. Regardless of the official certification, each university teacher exercises self-evaluation with the help of a multi-criteria scale. It should be emphasized that the work of the university teacher on improving the quality of higher education is largely individual, and at the same time regulated by law, both national and EU. Legislation defines the rights, tasks and responsibilities of teachers and quality standards are defined in this area.

scholarly journals THE QUALITY OF UNIVERSITY STUDIES: MANAGEMENT ASPECT

2011 ◽  
Vol 3 (3) ◽  
pp. 4-7
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
University Education ◽  
Study Quality ◽  
University Management ◽  
Massification Of Higher Education ◽  
Higher Education Quality ◽  
The University ◽  
The Bologna Process

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.

scholarly journals LOS MAIN GOALS AND PRINCIPLES OF HIGHER EDUCATION SYSTEMS INTEGRATION IN EHEA COUNTRIES

2020 ◽  
pp. 19-39
Author(s):  
Nina Novikova ◽  
Konstantin Polyakov
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Educational Systems ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Internationalization Of Education ◽  
European Higher Education ◽  
The Bologna Process ◽  
Policy Forum

The authorsp rovide information on educational systems of the EU countries in the context of harmonization of educational systems of European Higher Education Area countries. The article discloses the main directions of education integration aimed at achieving general strategic goals set in Paris Communiqué and Statement of the Fifth Bologna Policy Forum, signed in Paris in 2018 during the Ministerial Conference and the Bologna Policy Forum. The problems of the internationalization of education, the basic principles of the integration of higher education and study programmes aimed at ensuring quality of training in European higher education area is considered. Particular attention is paid to existing approaches to guarantee the quality of higher education and the formation of quality assessment systems at the international, national and regional levels to create the conditions for sound quality management of education. The features of changes in foreign and Russian education related to the Bologna process and to the development of European integration in higher education are shown.

scholarly journals WEB-BASED INFORMATION SYSTEMS FOR SURVEYS OF THE QUALITY OF HIGHER EDUCATION (ROUNDUP)

2019 ◽  
Vol 30 (2) ◽  
pp. 311-314
Author(s):  
Kristina Kilova
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Bologna Process ◽  
The European Union ◽  
Web Based ◽  
Quality Of Higher Education ◽  
Use Of The Internet ◽  
Set Up ◽  
The Bologna Process

Strategic aim of the European Union is to build a competitive and dynamic economy based on knowledge and ensuring sustainable economic growth. In the context of the Lisbon agenda and the Bologna process, the main resource for achieving this goal is undoubtedly the quality of education. This makes the issue of the quality of higher education extremely relevant. In universities have been set up systems to manage the quality of higher education. As main criterion for assessing their work serve surveys giving feedback on the entire process performed. More intensive use of the Internet enables the creation and use of web-based information systems for surveys of the quality of higher education.

Critical voices against the Bologna Process in Turkey: Neo-liberal governance in higher education

2015 ◽  
Vol 52 ◽  
pp. 105-133 ◽  
Author(s):  
Ayhan Kaya
Keyword(s):  
Higher Education ◽  
Structural Changes ◽  
Bologna Process ◽  
Civil Society Organizations ◽  
Analysis Method ◽  
Governance In Higher Education ◽  
Education In Turkey ◽  
The Bologna Process ◽  
Depth Interviews ◽  
Made In

AbstractThis article analyzes critical voices raised against the Bologna Process by various stake-holders of higher education in Turkey, such as rectors, professors, international office staff, students, and civil society organizations. The data collected through in-depth interviews were analyzed using the discourse analysis method on the basis of the interlocutors’ reflections on the Bologna Process. It is claimed in the article that most universities in Turkey have attempted a process of internationalization and institutionalization, but that there have been several impediments during the implementation of the Bologna Process. Rising Euroskepticism in Turkey has also changed the process of Europeanization in the universities. It is revealed that the structural changes made in line with the Bologna Process are perceived by several different stake-holders as neo-liberal acts, and are presented as activities of internationalization, but not of Europeanization.

scholarly journals Standards and Performance Indicators in Higher Education in Romania

2013 ◽  
Vol 4 (4Bis) ◽  
Author(s):  
Roxana SARBU
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Bologna Process ◽  
Educational Services ◽  
Lisbon Strategy ◽  
High Quality ◽  
And Performance ◽  
Quality In Higher Education ◽  
The Bologna Process

The issue of quality in higher education has been given attention in the academic and legislative environment starting with the Bologna Process. Up to that moment, everyone considered it their duty as a professor to keep up a certain academic standard, which was in fact synonymous with a high quality of the message sent to the students in a manner assumed to be impeccable. It was normal then, as it is now, to present the latest developments in a given domain at the lecture, what you considered to be the most interesting aspects, and to assess whether you have reached your goal by the audience's reactions. It was normal to openly hold a lecture, to ask and be asked questions. However, society has evolved and certainties are needed nowadays instead of assumptions, as far as quality is concerned. The Bologna process has changed higher education not only in terms of structure, but also in terms of the place that quality assurance holds in the activity of a university. Together with the Bologna Process, the Lisbon Strategy has led to the development and consolidation of universities, with a view to instating a quality culture, to providing confidence in educational services, as well as transparency and a continuous enhancement of quality.

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