National Report regarding the Bologna Process implementation Bosnia and Herzegovina

Transcription

1 National Report regarding the Bologna Process implementation Bosnia and Herzegovina

2 1 Part 1.0 BFUG Data Collection: administrative information For which country do you fill in the questionnaire? Bosnia and Herzegovina Name(s) of the responsible BFUG member(s) Mag. Aida Duric Head of Department for EU Integration and International Cooperation, Sector for Education, Ministry of Civil Affairs of Bosnia and Herzegovina Prof.dr. Petar Maric Dean of the Faculty of Electrical Engineering, University of Banja Luka address of the responsible BFUG member(s) Contributors to the report Government representatives = Ministry of Civil Affairs of Bosnia and Herzegovina in cooperation with relevant education ministries, Agency for Development of Higher Education and Quality Assurance in Bosnia and Herzegovina, Center for Information and Recognition of Qualification in Higher Education Contributors to the report Employer representatives = Contributors to the report Student representatives = included through Rector s Conference of Bosnia and Herzegovina Contributors to the report Academic and other staff representatives = Rector s Conference of Bosnia and Herzegovina in close cooperation with universities and the Bologna experts Group Contributors to the report Other (please specify) =

3 1 Part 1.1 BFUG Data Collection on Context and Structures 1. Do your steering documents for higher education policy explicitly take account of demographic projections for your country? 2. How do these projections affect higher education policy planning? These demographic projections are used for determination of the total number of students that will be enrolled in some study programmes at entity and cantonal levels. N.B There are 14 governments in the country -1 national, 2 entity-level, 10 cantonal and Brcko District. This means that there are 14 different ministries/departments dealing with education in Bosnia and Herzegovina, including: the state-level Ministry of Civil Affairs of BiH, two entity level ministries of education (Federal Ministry of Education and Science and Ministry of Education and Culture RS), 10 cantonal ministries of education, and the education department within the Government of Brcko District. At national level, education policies are coordinated by the Ministry of Civil Affairs of Bosnia and Herzegovina in consultation with other relevant ministries. In FBiH, the main function of the Federal Ministry of Education and Science is to coordinate activities among the ten cantonal ministries of education. However, the Federal Ministry Education and Science does not have constitutional authority to create and implement higher education policies. According to the Constitution of BIH (Article 3 of the Constitution of BIH), direct jurisdiction for education is at the cantonal level in Federation of BIH (10 cantons), entity level in Republic of Srpska, and Brcko district (Article 1 of the Statute of Brcko District BIH, Official Gazette of Brcko District, No 17-08). 3. Which of the following statements correspond to your higher education system? Higher education institutions can be either academically or professionally oriented Higher education institutions are only academically oriented Higher education institutions are either public or private All higher education institutions are public 4. What is the number of institutions in the categories identified? In accordance with the evidence of the Agency for Development of Higher Education and Quality Assurance in Bosnia and Herzegovina ( there are 10 public and 27 private higher education insttitutions in Bosnia and Herzegovina. 5. GENERAL DATA ON HIGHER EDUCATION SYSTEMS 5.1. Please provide the (approximate) percentages of first cycle study programmes across the following categories: 180 ECTS = ECTS = 60 Other number of ECTS = Please provide the (approximate) percentage of the total number of first cycle students enrolled in programmes of the following length: 180 ECTS = ECTS = 60 Other number of ECTS = Do degree programmes exist outside the typical Bologna ECTS first cycle model (and/or calculated in years rather than credits)? These may include integrated/long programmes leading either to a first or a second cycle degree.

4 In which study fields do these study programmes exist? Medical group of sciences in accordance with the Framework Law on Higher Education in Bosnia and Herzegovina, shall be valuated up to 360 ECTS. These study programmes exist only at public Universities because students who were enrolled in the studies before the reforms of Higher education have to have a possibility to complete their studies What is the typical length of these degree programmes outside the Bologna ECTS model? Medical group of sciences in accordance with the Framework Law on Higher Education in Bosnia and Herzegovina, shall be valuated up to 360 ECTS. Students who were enrolled in the studies before the reforms of Higher education have to have a possibility to complete their studies in length 4 to 5 years What (approximate) percentage of all students studying for a first degree (including students enrolled in the Bologna cycle structures) is enrolled in these programmes? No data available, but possible approximate 7% - 10% 5.7. Please provide the (approximate) percentage of second cycle (master) programmes of the following length: ECTS = ECTS = ECTS = 35 Other = Please provide the percentages of the total number of second cycle students enrolled in programmes of the following length ECTS = ECTS = ECTS = 35 Other = Do second cycle degree programmes exist in your country outside the typical Bologna model (i.e. other than ECTS and/or calculated in years rather than credits)? What is the typical length of these second cycle programmes outside the typical Bologna model? Typical lenght is 2 years + defence of master thesis What percentage of all second cycle students is enrolled in these programmes? In which study fields to these programmes exist? All study fields Please provide any additional relevant comments for consideration regarding general data on your country's higher education system.

5 3 General data on higher education statistics are available at the web page -Agency for Statistics in Bosnia and Herzegovina, but in their annual reports there is no data available on specific data required in this questionnaire. N.B Specific data required in this specific questionnaire are accomplished by the Ministry of Civil Affairs (MCA)of Bosnia and Herzegovina Sector for Education on the basis of free assessment made in accordance with consultations with certain relevant institutions. 6. PROGRESSION BETWEEN CYCLES 6.1. What percentage of first cycle programmes give access to at least one second cycle programme? In accordance with the Framework Law on Higher Education in Bosnia and Herzegovina Please provide a source for this information. Framework Law on HE in Bosnia and Herzegovina 6.2. What percentage of first cycle students continue to study in a second cycle programme after graduation from the first cycle (within two years)? No official data available; See N.B 18 [III.7] Please provide the source for this information. MCA free assesment in cooperation with relevant instit What are the requirements for holders of a first cycle degree to access a second cycle programme? All students (Scale 1) Yes No Some No answer All students (Scale 2) Yes No Some No answer Holders of a first degree from a different study field (Scale 1) Yes No Some No answer Holders of a first degree from a different study field (Scale 2) Yes No Some No answer Holders of a first degree from a different higher education institution (Scale 1) Holders of a first degree from a different higher education institution (Scale 2) When you selected 'some' in any of the answers above, please explain. These specific requirements are competences of Higher Education Institutions. Yes No Some No answer Yes No Some No answer 6.4. What percentage of all second cycle programmes give access without further studies to third cycle studies? Please provide a source for this information.

6 4 Framework Law on HE in B&H 6.5. What percentage of second cycle graduates eventually enter into a third cycle programme? There are only very few study programmes in accordance with Bologna at this moment developed in B&H that offers the third cycle. More likely it is 0 10 % Is it possible for first cycle graduates to enter a third cycle programme without a second cycle degree? Under which criteria is this possible? 6.7. What percentage of third cycle students enter into that cycle without a second cycle qualification? Framework Law in HE In B%H 6.8. Please provide any additional relevant comments for consideration regarding the progression between cycles. Progression between cycles is to certain extend described in the Framework Law in Higher Education in Bosnia and Herzegovina. Qualification Framework is yet to be developed in Bosnia and Herzegovina, Basis for Qualification Framework in Bosnia and Herzegovina is adopted in March LINKING BOLOGNA AND NON-BOLOGNA PROGRAMMES 7.1. Is access to degree programmes outside the typical Bologna model organised in a different manner than for Bologna first cycle programmes? Please explain the differences Is access to the second cycle specifically regulated for students holding a degree from a programme outside the typical Bologna model? Please specify how it is regulated Is it possible for graduates of a first cycle degree outside the typical Bologna model to enter a third cycle programme without a second cycle degree? Please specify for which graduates. 8. DEVELOPMENT OF THIRD CYCLE PROGRAMMES 8.1. What types of doctoral programmes exist in your higher education system? (These may include, but are not restricted to, traditional supervision-based doctoral education, structured doctoral programmes, professional doctoral programmes etc).

7 5 There are very few higher education institutions in Bosnia and Herzegovina which have developed doctoral studies in accordance with Bologna principles. For the time being majority of doctoral programmes are still traditionally supervision-based and structured doctoral programmes Do doctoral and/or graduate schools exist in your higher education system? What are the main features of these schools and how many doctoral schools are there? 8.3. Is the length of full-time third cycle (PhD) study programmes defined in your steering documents? Please specify the number of years. Three years and is valued as 180 ECTS What is the average length (in years) of full-time third cycle (PhD) study programmes? Are doctoral studies included in your country s qualifications framework? It is included in Basis of Qualification Framework in Bosnia and Herzegovina officially approved by the Council of Ministers of Bosnia and Herzegovina as well as in the Framework for Higher Education Qualifications in Bosnia and Herzegovina Are ECTS credits used in doctoral programmes? In accordance with the Framework Law of Higher Education in Bosnia and Herzegovina is valued as 180 ECTS Please provide any additional relevant comments for consideration regarding development of third cycle programmes. There are very few new doctoral programmes developed. These still need to be developed broadly and many higher education institutions in Bosnia and Herzegovina have been intensively working on it. Former educational results are recognised in third cycle programs. In some cases it reduces the length of third cycle study. 9. TREATMENT OF SHORT CYCLE HIGHER EDUCATION PROGRAMMES 9.1. In your system, do short cycle programmes linked to the first cycle of higher education exist? 9.2. How are short cycle higher education programmes linked to the Bologna structures? Please tick the most appropriate case(s) for your country. Holders of short cycle qualifications when continuing their studies in the same field towards a bachelor degree... gain full credit for their previous studies gain full credit, but only if there is agreement between the institution providing the short cycle programme and the institution where the bachelor programme is taught gain full credit for their previous studies but in professional bachelor programmes only gain substantial (>50%) credit for their previous studies gain some (<50%) credit for their previous studies gain little (<5%) or no credit for their previous studies

8 Are short cycle programmes legally considered to be an integral part of your higher education system? 9.4. Please provide any additional relevant comments for consideration regarding the treatment of short cycle higher education programmes. 10. INTERNATIONAL JOINT DEGREES AND PROGRAMMES Does national higher education legislation mention joint degrees? Please provide a reference to the legislation and/or cite the relevant articles. Framework Law on Higher Education in Bosnia and Herzegovina does not explicitly mention international joint degrees and programmes, but does stipulate institutional autonomy of higher education institutions relating, among other, to the conclusion of agreements with other higher education institutions abroad Art Does higher education legislation allow: Establishing joint programmes Yes No Legislation not clear Legislation doesn't mention joint degrees No answer Awarding joint degrees Yes No Legislation not clear Legislation doesn't mention joint degrees No answer Please estimate the percentage of institutions in your country that award joint degrees / are involved in at least one joint programme. Award joint degrees > % > 50-75% > 25-50% > 10-25% > 5-10% > 0-5% 0% No answer Participate in joint programmes > % > 50-75% > 25-50% > 10-25% > 5-10% > 0-5% 0% No answer Please estimate the percentage of students in your country that graduated in the academic year 2009/10 with a joint degree < 10% > % > 5-7.5% > 2.5-5% > 0-2.5% 0% No answer from a joint programme < 10% > % > 5-7.5% > 2.5-5% > 0-2.5% 0% No answer Do you have information about study fields in which joint programmes / joint degrees are most common? Please explain briefly Please provide any additional relevant comments for consideration regarding your joint degrees and programmes. Some private and public institutions in Bosnia and Herzegovina award join degrees and organize joint programmes.

9 1 Part 1.2 BFUG Data Collection on student-centred learning 1. Do your steering documents mention the concept of student -centred learning? 1.1. How do steering documents in your country define student-centred learning in higher education? Article 38 of the Framework Law on Higher Education in Bosnia and Herzegovina stipulates that: The statute or equivalent basic document of any higher education institution shall contain provisions which: - Secure the students freedom, within the law, to question and test received wisdom and to put forward new ideas and controversial or unpopular opinions, without placing themselves in jeopardy of losing their position or any privileges they may have with the institution; - Secure the students freedom of speech, organization and assembly, within the law; - Protect students against discrimination on any ground such as sex, race, sexual orientation, marital status, colour, language, religion, political or other opinion, national, ethnic or social origin, association with a national community, property, birth or other status; and - Provide fair and impartial mechanisms for dealing with disciplinary questions affecting students How important ('1' not important, '5' very important) are the following categories in your steering documents and national policies? Independent learning Learning in small groups Initial or in-service training in teaching for staff Assessment based on learning outcomes Recognition of prior learning Learning outcomes Student/staff ratio Student evaluation of teaching Are there any other important concepts on student-centred learning in your steering documents? 1.4. Please specify. 2. Please provide a reference for your steering documents covering student-centred learning. Framework Law on Higher Education in Bosnia and Herzegovina and other entity and cantonal laws harmonized with the Framework Law as well as Statutes or other general acts of a higher education institutions. 3. Please provide any additional relevant comments for consideration regarding the student-centred learning. 4. LEARNING OUTCOMES 4.1. Are learning outcomes defined in your national steering documents? If so, please provide the definition.

10 2 Yes, it is defined in the Basis of Qualification Framework in Bosnia and Herzegovina which was adopted in March 2011 by the Council of Ministers of Bosnia and Herzegovina, as well as in the Framework for Higher Education Qualification in Bosnia and Herzegovina, which was adopted in Definition: Learning outcomes represent a statement of what certain student/person knows, understands and is able to do upon completion of a learning process, which are defined in terms of knowledge, skills and competences Are ECTS credits linked with learning outcomes in higher education programmes in your country? (This means that learning outcomes are formulated for all programme components and credits are awarded only when the stipulated learning outcomes are actually acquired.) 4.3. Does national policy steer and/or encourage the use of learning outcomes in developing curricula? Does your country provide specific support measures on the national level? Yes, with the adoption of the Framework for Higher Education Qualification in Bosnia and Herzegovina in Does national policy steer student assessment procedures to focus on learning outcomes? Through latest common CoE/EC SHE III Project a Handbook of good practises for the curriculum development process was designed to aid future BiH institutional curriculum development teams in various other subject disciplines was elaborated and distributed to all relevant actors Is there an offer of training programmes on topics such as student-centred learning and learning outcomes for academic staff? Compulsory Yes for all academic staff Yes for some academic staff No No answer Voluntary Yes for all academic staff Yes for some academic staff No No answer Please specify for whom and give approximate % that participate Is the use of learning outcomes in curricula development and student assessment monitored by Quality Assurance procedures? Please explain how, and provide a reference to further information. Agency for Development of Higher Education and Quality Assurance in Bosnia and Herzegovina was established and is fully operational. ( In accordance with the principle of institutional autonomy all universities have internal quality assurance offices Please provide any additional relevant comments for consideration regarding learning outcomes. 5. IMPLEMENTATION OF THE EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS) 5.1. In your country, do you use

11 Please provide details of how it is linked to ECTS (when applicable) and its main characteristics (e.g. how credits are calculated and whether the system is based on learning-outcomes) In your country, what percentage of higher education institutions use ECTS for accumulation and transfer for all elements of study programmes? 5.3. In your country, what percentage of programmes use ECTS for accumulation and transfer for all elements of study programmes? 5.4. In the majority of higher education institutions and/or programmes, what is the basis to award ECTS in your country? Please specify For student workload, is there a standard measure for the number of hours per credit? What is the number of hours per credit? What is the number of student teacher contact hours per credit? Please provide any additional relevant comments for consideration regarding ECTS implementation. Higher Education Institutions define the rules of studies and therefore number of student teacher contact hours. It is more commonly 10 to 12 student-teacher contact hours per credit. Most commonly the sum of 60 ECTS credits corresponds to the average total student engagement in the volume of a 40-hour work week during one academic year and consists of: a) teaching, c) tests, g) exam d) final papers, f) practical work and e) performing volunteer work, in accordance with the regulations governing this area. 6. DIPLOMA SUPPLEMENT 6.1. Is the Diploma Supplement issued in higher education institutions and to students in all fields of study? All students >75% of HEIs 50-75% of HEIs 25-49% of HEIs 0-24% of HEIs 0% No answer Some students >75% of HEIs 50-75% of HEIs 25-49% of HEIs 0-24% of HEIs 0% No answer Upon request >75% of HEIs 50-75% of HEIs 25-49% of HEIs 0-24% of HEIs 0% No answer

12 4 In certain fields of study >75% of HEIs 50-75% of HEIs 25-49% of HEIs 0-24% of HEIs 0% No answer No students >75% of HEIs 50-75% of HEIs 25-49% of HEIs 0-24% of HEIs 0% No answer Please identify those fields Please specify to which students. Diploma supplement is not yet broadly and automatically issued under same conditions at all Universities in Bosnia and Herzegovina. In accordance with relevant documents it is foreseen to be free of charge, but it is still not the case Is there any monitoring of how employers use the Diploma Supplement? Please provide the most recent results regarding the level of satisfaction of employers Is there any monitoring of how higher education institutions use the Diploma Supplement? Please provide the most recent results regarding the level of satisfaction of institutions In what language(s) is the Diploma Supplement issued? In both official languages in use in Bosnia and Herzegovina and in English 6.5. Is the Diploma Supplement issued Please provide the amount and the reason for the fee. Administrative and issuance costs defined by the Universities in Bosnia and Herzegovina Please provide an example of your national Diploma Supplement (in pdf or similar format) and send it to 6.7. Please provide any additional relevant comments for consideration regarding your diploma supplement. Diploma supplement is not yet broadly and automatically issued under same conditions at all Universities in Bosnia and Herzegovina. In accordance with relevant documents it is foreseen to be free of charge, but it is still not the case. 7. NATIONAL QUALIFICATIONS FRAMEWORKS (NQFs) 7.1. Have you started the process to develop a National Qualification Framework in your country?

13 The BFUG working group on qualification frameworks has developed the following steps to assess the progress made in establishing a national qualification framework. Please choose below the stage that best describes your national situation Please provide the date when the step was completed Please provide a reference for the decision to start developing a NQF. The Basis of QF in Bosnia and Herzegovina, which include all levels of education, is adopted by the Council of Ministers of Bosnia and Herzegovinain March Please provide a reference outlining the purpose of the NQF Please provide a reference to a document establishing or outlining the process of NQF development. Please also report, which stakeholders have been identified and which committees have been established Please provide a reference describing the agreed level structure, level descriptors and credit ranges Please provide a reference outlining the form and the results of the consultation. Please provide a reference for the design of the NQF as agreed by the stakeholders. 7 Key Strategies and Guidelines to implement the Bologna Process adopted by the Council of Ministers of Bosnia and Herzegovina in December These include the Framework for Higher Education Qualifications in Bosnia and Herzegovina. ( The Basis of QF in Bosnia and Herzegovina, which include all levels of education, is adopted in March 2011( All relevant stakeholders were involved in the process Which stakeholders have been consulted and how were they consulted? Ministry of Civil Affairs in collaboration with Entities Ministries of Education and Cantonal Ministries of Education, universities, Agency for Development of Higher Education and Quality Assurance, Centre for Information and Recognition Higher Education Qualification and other relevant stakeholders Please provide a reference document for the adoption of the NQF Are ECTS included in the NQF? Please provide a reference for the decision to start the implementation of the NQF, including a reference to the roles of the different stakeholders.

14 1 Part 1.3 BFUG Data Collection on Quality Assurance 1. CHARACTER OF EXTERNAL QUALITY ASSURANCE SYSTEM 1.1. Which situation applies in your country? Please explain the main elements of your external quality assurance system. Which ministry or governmentdependent agency is responsible for quality assurance? How is this responsibility managed in practice? If there are external evaluations of institutions and/or programmes, by whom are these evaluations undertaken, how often, and how are the outcomes of evaluation used? The main elements of BH external quality assurance system are specified in the BH Standards and Guidelines for Quality Assurance in Higher Education, Standard 2.2 as follows: a) a self-review report, b) a site visit, c) a published evaluation report and d) a follow-up. Agency for Development of Higher Education and Quality Assurance, competent cantonal ministries and ministry of the Republic of Srpska and the Department for education of the Br?ko District are responsible for quality assurance. In line with the Framework Law on Higher Education in Bosnia and Herzegovina the competent ministry/department Please explain the main elements of your external quality assurance system (if it exists). If there is no system of quality assurance, please state this explicitly What are the main outcomes of an external review undertaken by the different QA agencies? 1.3. What is the main outcome of an external review? 1.4. Does the outcome of an external review normally have an impact on the funding of the institution or programme? Please specify the normal impact of an external review Does the agency cover: Collectively, do the agencies cover: 1.6. What is the main "object" of the external evaluations undertaken? Are all institutions subject to external evaluation? Please specify

15 Are all programmes in all cycles subject to external evaluation? Please specify Are all institutions and all programmes subject to external evaluation? Please specify 1.7. How are the positive outcomes of Quality Assurance evaluations made available to the public? 1.8. How are the negative outcomes of Quality Assurance evaluations made available to the public? 1.9. Which of the following issues are typically included in external quality assurance evaluations? Teaching Student support services Lifelong Learning provision Research Employability Internal Quality Assurance/Management system Other (please specify) For those issues that are typically included in external Quality Assurance evaluation, please briefly explain the approach Please provide any additional relevant comments for consideration regarding your external Quality Assurance system. 2. CROSS-BORDER EVALUATION 2.1. Does your national quality assurance system or legislative framework allow higher education institutions to choose a quality assurance agency from outside your country (instead of your national quality assurance agency)? If some institutions are able to choose, please specify which ones. According to the BiH Constitution, the responsibility for higher education lies with the competent cantonal and entity ministries as well as the Department for education of the Br?ko District, and HEIs operate in line with the respective cantonal/entity/br?ko District laws. A number of these laws stipulate that a higher education institution can be evaluated by an international QA agency, however it is not specified which agencies If no, please go to section XVII.

16 Which conditions apply to the choice of a quality assurance agency from another country? According to the BiH Constitution, the responsibility for higher education lies with the competent cantonal and entity ministries as well as the Department for education of the Br?ko District, and HEIs operate in line with the respective cantonal/entity/br?ko District laws. A number of these laws stipulate that a higher education institution can be evaluated by an international QA agency, however it is not specified which agencies Please provide any additional relevant comments for consideration regarding Cross-Border Evaluation. 3. EVALUATION OF THE EXTERNAL QUALITY ASSURANCE SYSTEM AGAINST THE STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HYIGHER EDUCATION AREA (ESG) 3.1. Has the agency been evaluated against the European Standards and Guidelines? Yes, for the purpose of ENQA membership Yes, for an application to EQAR Yes, independently of ENQA/EQAR Such an evaluation is planned but has not yet taken place No 3.2. If an evaluation has been conducted, was the application successful? 4. INVOLVEMENT OF STAKEHOLDERS IN EXTERNAL QUALITY ASSURANCE 4.1. Is there a formal requirement that students are involved in any of the following? For each answer, please specify the relevant source. Student involvement in governance structures of national quality assurance agencies According to the Framework Law on Higher Education in BiH, the List of experts for conducting the external reviews was established with 4 categories of experts including the students. As full members in external review teams As observers in external review teams In the preparation of self evaluation reports In line with the Criteria for accreditation of higher education institutions in BiH, the participation of students in preparing the self evaluation reports should be stipulated in the formal regulations of HEIs. In the decision making process for external reviews In follow-up procedures Other, please specify 4.2. Is there a formal requirement that international peers/experts are involved in any of the following: In governance structures of national QA agencies As full members in external review teams As observers in external review teams In the decision making process for external reviews In follow-up procedures

17 4 Other (please specify) 4.3. Is there a formal requirement that academic staff are involved? In governance structures of national QA agencies As full members in external review teams As observers in external review teams In the preparation of self evaluation reports In the decision making process for external reviews In follow-up procedures Other (please specify) 4.4. Are there any formal requirements regarding the involvement of employers in external QA processes. According to the Framework Law on Higher Education in BiH, the List of experts for conducting the external reviews was established with 4 categories of experts including the representatives of economy and practice Please provide any additional relevant comments for consideration regarding the involvement of stakeholders in external QA. 5. INTERNAL QUALITY ASSURANCE 5.1. Are there formal requirements for higher education institutions to develop internal quality assurance systems? Please specify these requirements and the relevant source. According to the legislative requirements in BiH, i.e. the cantonal/entity/department of the Br?ko District laws, the Criteria for accreditation of higher education institutions in BiH and BiH Standards and Guidelines for Quality Assurance in Higher Education, HEIs should develop internal quality assurance systems with clearly defined quality assurance policy and procedures Who is primarily responsible for deciding the focus of internal quality assurance processes? Please specify Are there formal requirements for students to be involved in internal quality assurance systems? Please go to Question Is there a requirement for students to be involved in the preparation of self evaluation reports? Is there a requirement for students to be involved in decision-making as an outcome of evaluation?

18 How many higher education institutions have published a strategy/policy for the continuous enhancement of quality in the past 5 years? 5.5. How many higher education institutions have arrangements in place for the internal approval, monitoring and periodic review of programmes and awards? Please describe what kind of arrangements are in place. The Office for Quality Assurance establishment has been opened at all Higher Education Institutions in Bosnia and Herzegovina How many higher education institutions publish up to date and objective information about the programmes and awards offered? 5.7. How many higher education institutions publish critical and negative outcomes of quality assurance evaluations? Please provide a source for this information, and links to examples of critical/negative evaluations. There are no existing verification sources up until now Please provide any additional relevant comments for consideration regarding Internal Quality Assurance.

19 Part 1.4 BFUG Data Collection on Lifelong Learning 1. Do steering documents for higher education in your country contain a definition of lifelong learning? 2. How do your steering documents define lifelong learning? A definition of LLL is included in the Development Strategy of Bosnia and Herzegovina, Strategic Directions for the Development of Education in Bosnia and Herzegovina, with the Implementation Plan, , as well as in the all national education strat 3. What is the common understanding of lifelong learning in your country? 4. What are the main forms of lifeling learning provision in which higher education institutions are involved in your country? Formal learning, special courses offered by HEIs for continuing education, distance learning and e-education through LLL courses 5. Is lifelong learning a recognised mission of higher education institutions? 6. For which institutions is lifelong learning a recognised mission? 7. Are there legal requirements for higher education institutions to offer lifelong learning provision? 8. Please provide a reference to the relevant legislation or regulation. State, entiyt and cantonal laws on Higher Education and various regulations of HEIs. 9. Are there legal restrictions or constraints for higher education institutions to offer lifelong learning provision? 10. Please explain these restrictions, and provide a reference to relevant legislation/regulations 11. Which are the three (maximum) most significant groups of intended users of lifelong learning services offered by higher education institutions? Adults in employment Unemployed adults Retired citizens Part-time students Adults without higher education qualifications

20 Other, please specify 12. Where does the funding of lifelong learning provision in higher education come from? general higher education budget special budget for lifelong learning private contributions from students private contributions from business and industry 13. To what degree is the provision of lifelong learning in higher education funded from the public budget? LLL is in its initial phase of implementation in Bosnia and Herzegovina and due to this reason the degree of funding foreseen in budgets is very modest.

21 Part 2.1 BFUG Data Collection on policies to widen participation and increase flexibiltiy 1. Do you want to answer this section now or later? 2. Do individuals that meet higher education entry standards have a guaranteed right to higher education? 2.1 Please specify. 3. Which statement best describes your country's policy approach regarding the goal that the student body entering, participating and completing higher education should reflect the diversity of the population? 4. UNDERREPRESENTED GROUPS 4.1. Please describe how your country's steering documents define underrepresented groups (e.g. based on socio-economic status, gender, ethnicity, disability, geography, other). All education laws on HE in Bosnia and Herzegovina prescribe the following: Access to higher education cannot be restricted directly or indirectly on the grounds of: gender, race, sexual orientation, lack of physical, marital status, skin colour,language, religion, political or other opinion, national, ethnic or social origin, connection with a national community, property, status acquired by birth, number of years or other status For each of these groups, please briefly describe the national/regional policies and measures that are put in place to address under-representation. These may include, but are not restricted to laws, regulations, campaigns, incentives, other actions etc. Measures are put in place with laws, regulations, campaigns, incentives and subsidies How does your higher education system determine whether an individual belongs to a particular group (e.g. self-declaration)? On the basis of official evidence made on self-declaration that it belongs to a certain under- represented group Is there any funding reserved for measures to increase participation of under-represented groups? Please specify. There are different grants and scholarships for these groups Do you have national targets/goals for participation of those groups that you identify as under-represented in higher education? Please explain these targets briefly and name the groups to which they apply. Social Inclusion Strategy of BiH deals with underrepresented groups which include vulnerable groups (Roma) and people with special needs. For example: Students who live in economically undeveloped areas: the goal is to motivate them to return to their municipalities for work purposes after their completion of studies.

22 4.6. Does your country offer more public funding to higher education institutions to stimulate access for underrepresented groups? Please specify and identify variation between different groups, where they exist Is the effect of measures to increase participation of each of the groups monitored in your country? Please specify Please provide details on how the higher education participation and graduation of each of the groups that you identify as underrepresented is monitored in your country What data is collected? 4.9. Is there a system to monitor the composition of the student body (in terms of groups identified as under-represented) by subject? When are data generally collected? Where an approach different from the general approach is used for any group, please specify Where is information provided by this monitoring system published (provide a reference and link)? 5. GENERAL POLICY APPROACH TO WIDENING PARTICIPATION 5.1. If your country has a general policy approach to increase and widen participation and to overcome obstacles to access, please explain your approach briefly and provide reference to relevant documents How does your country's policy explicitly identify the obstacles that it addresses? 5.3. What are the criteria used to measure and evaluate the success of specific initiatives and measures? 5.4. In your country, is the composition of the student body monitored according to certain criteria? Who monitors on the basis of which criteria? 5.5. How is this data used in higher education policy?

23 5.6. How are measures to remove obstacles to access primarily funded? If your country has a mixed system, please choose all adequate boxes. Please only indicate the most important source(s). From the general higher education budget From a specific budget From university budget There are no measures to remove obstacles to access 6. DIFFERENT APPROACH TO WIDENING PARTICIPATION 6.1. Please explain the characteristics of your country's policy to achieve the goal that the student body reflects the diversity of the population Does your country's policy approach explicitly identify obstacles to higher education? Please describe these obstacles Does your country's policy approach make reference to parts/groups in the population? Please describe these groups What measures does your country's policy take? 6.5. How does your country assess whether its policy has been successful? 7. COMPLETION OF STUDIES 7.1. Does your country have policies aiming to increase the level of completion of studies? Please describe the main features of these policies. In the Strategic Directions for the Development of Education in Bosnia and Herzegovina, with the Implementation Plan , document adopted by the Council of Ministers of BiH 2008 ( it is stated that it is necessary that each university bring their development strategies, which will, focus on (among other things): Encouraging students to graduate on time; Increasing the number of highly educated people in Bosnia and Herzegovina; (page 33) Long-term goals of higher education are: Completed the process of inclusion of B&H higher education in the European area of higher education and research, with effective rates of enrollment and completion, and sufficient funds for research and international educational and scientific cooperation and exchange; Increased student enrollment to 32%. (page 34)

24 7.2. Are student completion rates monitored in your country? What use is then made of the data? Annual Report of the Agency for Statistics of Bosnia and Herzegovina Annual Reports of faculties and universities bodies (Senate, Councils ) 7.3. Are there any incentives for higher education institutions to improve student completion rates? Please specify the nature of these incentives Are there any other incentives (e.g. it is a subject covered in external quality assurance procedures)? Introduction of ECTS in the curricula, then one semester courses and reducing hours of student workload. 8. STUDENT SERVICES While higher education institutions offer multiple services, in the following questions, the focus lies on academic guidance services, career guidance services and psychological counselling services What kind of student services are commonly provided by higher education institutions? Academic guidance services Career guidance services Psychological counselling services Other No services Please specify. There are other services provide by HEIs too: accommodation, sport facilities, social and cultural activities, information on possibilities of studying at other institutions, language course, counselling services for future jobs, University enterprises centre, students career centre and center for Persons with Special Needs etc Who are the main users of the services? Please specify Please provide the main source(s) of funding. Budget and own sources of income of HEIs and entities ministries, cantonal ministries of education and Br?ko District What are the main tasks of the services? To help and assist students in their social, cultural and physical development as well to find appropriate job upon completion of studies.

25 8.5. Please provide any additional relevant comments for consideration regarding your national policies to widen participation. 9. Do you want to answer this section now or later? 10. Does your country's higher education policy focus on promoting the flexible provision of higher education (e.g. changing the intensity of study programmes according to personal circumstance through part-time study, distance learning and e-learning)? Please provide details of specific policy measures. In accordance with the Article 9 of the Framework Law on Higher Education in BiH: Higher education may be acquired on a basis of full-time, part-time studies, or using distance learning, or using the combination of these three methods of studying, as envisaged in the statute of the higher education institution. 11. Does your country's policy on flexible provision of higher education contain a special focus linked to the goal of widening participation for underrepresented groups? Please explain how higher education policy aims to attain this goal. 12. Are there regulations or other policy measures regarding the relationship between employers and higher education institutions in fostering flexible learning? 13. Please provide details of these measures. 14. Please describe up to five main access routes to higher education (including, but not limited to, entry with a school leaving certificate, entry with a vocational education certificate, entry without formal certification) and, if possible, provide approximate percentages of students entering through this route in parenthesis (). If less than five main routes exist, please write "n/a" in the remaining fields. Route 1: = entry with a school leaving certificate (of duration of 4 years) Route 2: = n/a Route 3: = n/a Route 4: = n/a Route 5: = n/a 15. Do higher education regulations and steering documents promote flexible entry to higher education, e.g. through alternative access routes? Please briefly describe these measures.

26 16. PART-TIME STUDY In your country, is there any official status other than full-time student? If yes, what formal status does exist? See 57 [II.1.1.] How do you define it? Part-time students What are the reasons for offering a different student status? The society need for part-time studies as there is an increasing number of students who also are employed How are these students treated differently (e.g. fees, student support, etc.)? The part-time students pay higher fees but they are also obliged to attend lectures that are organized according to their needs Please describe the most common understanding/concept of part-time studies In your country, do you have an explicit policy to encourage part-time study provision by higher education institutions? Please describe briefly the main elements and provide the source Which one of the following statements best describes the current situation in your country? Please specify 17. RECOGNITION OF PRIOR LEARNING In your country, is there a legislation regulating recognition of prior non-formal and informal learning? How does your legislation in higher education define prior learning? Do your steering documents in higher education define prior learning?

27 How do your steering documents in higher education define prior learning? In your country, apart from formal learning, what can be taken into account and recognised as prior learning in higher education? Prior non-formal learning (e.g. various non-certified courses) Prior informal learning (e.g. work experience) Nothing yet Prior learning as defined by your steering documents can be used to gain admission to a higher education study programme be taken into account as partial fulfilment of a higher education study programme (e.g. to reduce the required amount of courses to be taken/credits to be gained) Based on your steering documents or legislation, can applicants for higher education have prior non-formal or informal learning assessed and recognised? If recognition of prior non-formal or informal learning is permitted by legislation but is not a right, is it: What measures are in place to ensure that assessment of learning is based on reliable and valid evidence? Is institutional practice in recognition of prior learning explicitly included in the quality assurance processes used to evaluate institutions and/or programmes? Please provide any additional relevant comments for consideration regarding flexibility of higher education studies.

28 1 Part 2.2 BFUG Data Collection on student contributions and support 1. STUDENT FEES AND CONTRIBUTIONS The focus of the questions is on students, and is not limited to full-time daytime students. Furthermore, all first and second cycle students are included. Third cycle students are excluded except when explicitly mentioned. Similarly, the focus is on home students or equivalent. International students are only included when explicitly mentioned Do you want to answer this section now or later? 2. In your country, does any higher education home student at a public higher education institution have to pay a fee of any kind? Contributions to student unions are not included! 3. In which currency are contributions to higher education institutions and other study costs paid in your country? BAM - Convertible Marks 4. In principle, which home students at public higher education institutions have to pay fees? During studies All students Specific groups of students No answer After studies All students Specific groups of students No answer 4.1. Which main exemptions to this principle exist in your country? Students that lost a parent in the war, students whose parents have been left as invalids in the war, students who have become invalids in the war and students with special needs are eligible according to the entity and cantonal legislation are participating 50% or are fully exempted in fees. At all universities students have to pay some kind of fee. (Full-time students pay only registration fees, all other students pay tuition fees) Which of the following criteria determine whether a student has to pay fees? Need Merit Part-time/Full-time/Distance learning Field of study Students from other countries have to pay fees 5. With regard to fees, are home students in the second cycle treated differently to those in the first cycle? 5.1. In principle, which second cycle students at public higher education institutions have to pay fees? During studies All students Specific groups of students No answer