National Report regarding the Bologna Process implementation Lithuania

Transcription

1 National Report regarding the Bologna Process implementation Lithuania

2 1 Part 1.0 BFUG Data Collection: administrative information For which country do you fill in the questionnaire? Lithuania Name(s) of the responsible BFUG member(s) Rimvydas Labanauskis address of the responsible BFUG member(s) Contributors to the report Government representatives = Contributors to the report Employer representatives = Contributors to the report Student representatives = Contributors to the report Academic and other staff representatives = 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? It is projected that the number of students by 2020 will diminish rather noticeably. With this in mind, currently efforts at optimisation of the network (mapping) of the universities are made. Also, due regard is paid to the promotion of the international dimension in Lithuanian higher education: in February 2011, a Programme for Promotion of the International Dimension in Higher Education in Lithuania for the years was adopted wherein promotion, among other things, of the development and delivery of joint study programmes is deemed to be one of the strategic tenets for internationalisation of the higher education system in Lithuania. In April 2011, a Profile of Procedure on Provision of Support for Study to Foreigners Admitted to Full-time Second-cycle Study Programmes at Lithuanian Higher Education Institutions was adopted. The Profile regulates the size, allocation and payment of scholarships and allowances to cover the cost of study to third country nationals admitted to full-time second-cycle study programmes at Lithuanian higher education institutions. The aim of granting scholarships and allowances is to attract talented foreigners to study in Lithuania. Currently, the Education Exchanges Support Foundation (a Lithuanian national agency responsible for implementing the EU Lifelong Learning Programme and a number of other EU and national programmes and projects within the field of education and training) has been implementing a project on the development of the international dimension in higher education in Lithuania. The objectives of the project are the following: Dissemination/Communication of measures of policy and reform of Lithuanian higher education in priority foreign countries with the aim of fostering the interest of foreign universities in Lithuanian higher education; Presentation of Lithuanian higher education to foreign countries with the aim of attracting foreign students to Lithuania; Promotion of learning mobility of students of Lithuanian higher education institutions on the basis of EU higher education programmes. 3. Which of the following statements correspond to your higher education system? Higher education institutions can be either academically or professionally oriented There are two types of higher education institutions: universities and colleges. 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? There are 23 universities (out of them 14 are public), and 24 colleges (out of them 13 are public). 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 = 50 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 = 70

4 2 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 In which study fields do these study programmes exist? In the study area of Biomedical Sciences, study programmes in the following study fields exist: Pharmacy, Medicine, Dentistry, Veterinary Medicine. In the study area of Humanities, study programmes in study field of Religious Studies exist. In the study area of Social Sciences, study programmes in study field of Law exist. In the study area of Technological Sciences, study programmes exist in the following study fields: Maritime Technology, Maritime Engineering and Aerospace Engineering What is the typical length of these degree programmes outside the Bologna ECTS model? The Law on Higher Education and Research (as revised in 2009) stipulates that the scope of an integrated study programme shall be not less than 300 credits, but not more than 360 credits. The first part of an integrated study programme (240 credits) shall be attributed to studies of the first cycle and the remaining part shall be attributed to studies of the second cycle What (approximate) percentage of all students studying for a first degree (including students enrolled in the Bologna cycle structures) is enrolled in these programmes? 5 percent 5.7. Please provide the (approximate) percentage of second cycle (master) programmes of the following length: ECTS = 0 90 ECTS = ECTS = 73 Other = Please provide the percentages of the total number of second cycle students enrolled in programmes of the following length ECTS = 0 90 ECTS = ECTS = 65 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? What percentage of all second cycle students is enrolled in these programmes? 0

5 In which study fields to these programmes exist? Please provide any additional relevant comments for consideration regarding general data on your country's higher education system. Alongside first-, second-, third-cycle and integrated (those outside the typical Bologna model) programmes, there are also non-degree study programmes (study programmes which do not award a degree). Non-degree study programmes are designed for acquisition of a qualification or preparation for an independent practical activity (e.g., teacher training programmes, residency studies). The Law on Higher Education and Research (as revised in 2009) stipulates that the scope of non-degree study programmes (except residency studies) constitutes not less than 30 credits, but not more than 120 credits. The scope (duration) of residency studies is established in Government-approved resolutions. 6. PROGRESSION BETWEEN CYCLES 6.1. What percentage of first cycle programmes give access to at least one second cycle programme? A university bachelor degree (1st cycle) is an eligibility criterion for entry to Master's studies (2nd cycle) without any additional requirements. Professional bachelors (1st cycle) are accepted to Master's programmes (2nd cycle) usually after additional courses Please provide a source for this information. Ministry of Education and Science, Statistics Department at the Government of the Republic of Lithuania 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)? Please provide the source for this information. Ministry of Education and Science, Statistics Department at the Government of the Republic of Lithuania 6.3. 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. Yes No Some No answer Yes No Some No answer

6 4 Second-cycle (Master s) studies admit persons: - who have graduated from first-cycle university studies and fulfil the requirements set by the university; - who have graduated from first-cycle studies and have finished additional courses and fulfil the requirements set by the university. Additional courses are organised in the following cases: - when a person has graduated from college studies, with the exception of the cases when the university senate has adopted a decision that to be admitted to respective study programmes eligible are entrants with work experience, requirements for the nature and duration of which are set by the university, the shortest duration of the required work experience being one year; - when the chosen field of second-cycle (Master s) study does not correspond to the major or minor study field of the first-cycle university studies from which the person has graduated, with the exception of the cases when the university senate has adopted a decision that to be admitted to respective study programmes eligible are entrants with work experience, requirements for the nature and duration of which are set by the university What percentage of all second cycle programmes give access without further studies to third cycle studies? Please provide a source for this information. Ministry of Education and Science, Statistics Department at the Government of the Republic of Lithuania 6.5. What percentage of second cycle graduates eventually enter into a third cycle programme? 6 percent 6.6. 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? 6.8. Please provide any additional relevant comments for consideration regarding the progression between cycles. N/a 7. 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.

7 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). The term doctoral programme is not used in Lithuanian legal acts. It is laid down by the Research Doctorate Bylaws approved by the Government in May 2010 that pursuant to the Doctorate Regulations, i. e. rules of procedure for the provision of the doctorate as drawn up and approved by a university, an individual doctoral plan shall be drawn up for each doctoral student wherein the stages and timeframe for doctoral studies, research and thesis preparation shall be outlined 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. A doctoral degree may be awarded to an individual having successfully completed a full-time (up to 4 years) or part-time (up to 6 years) doctorate, and having written and defended a thesis; or an individual having written a thesis on a non-resident basis 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? 8.5. Are ECTS credits used in doctoral programmes? The Research Doctorate Bylaws approved by the Government in May 2010 stipulate that the scope of doctoral studies shall encompass the total of at least 20 credits, and as of 1 September 2011 at least 30 credits Please provide any additional relevant comments for consideration regarding development of third cycle programmes. The Research Doctorate Bylaws approved by the Government in May 2010 stipulate that an individual university or a university together with other Lithuanian and/or foreign universities and/or research institutes conducting high-level research are authorized to provide the doctorate by the Ministry of Education and Science following its approved Rules of Procedure for Authorization to Provide the Doctorate. According to the Rules of Procedure for Authorization to Provide the Doctorate, an individual university or a university together with other Lithuanian and/or foreign universities and/or research institutes pursuing authorization to provide the doctorate, shall submit to the Ministry of Education and Science a project of the doctorate, a list of candidates to the Doctoral Committee, a list of other scientists to be involved in the provision of the doctorate, who work at the institution(s) that pursue authorization to provide the doctorate, as well as draft Doctorate Regulations. The number of state-funded student places of the third cycle is fixed each year by the Government according to

8 6 study fields. State-funded doctoral student places are distributed for higher education and research institutions by the Ministry of Education and Science in accordance with the results of research (artistic) activities and doctoral studies. 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 9.3. 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. The Law on Higher Education and Research (2009, as revised) ( /dokpaieska.showdoc_l?p_id=366717) stipulates that Higher education institutions may implement joint study programmes on completion of which a joint qualification degree is awarded, as well as programmes on completion of which a double qualification degree is awarded. A joint qualification degree shall be awarded in the event when a study programme is implemented by at least two higher education institutions, usually from different countries. A double qualification degree shall be awarded when a study programme satisfies not only the requirements of the principal study field, but also the minimum requirements of the other study field. General requirements of these programmes shall be laid down by the Ministry of Education and Science. A ministerial order of July 2011 approved the general requirements for joint study programmes (as revised) ( A ministerial order of February 2011 approved a Programme for the Promotion of the International Dimension in Higher Education for ( wherein the development and delivery of joint study programmes is deemed to be one of the strategic tenets for the promotion of the international dimension in higher education Does higher education legislation allow: Establishing joint programmes Yes No Legislation not clear Legislation doesn't mention joint degrees No answer

9 7 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. More than 70 percent of joint study programmes have been designed in the study area of social sciences (sociology, law, business studies, political science, management studies), several joint study programmes are in the study areas of humanities (baltic philology) and biomedical sciences (public health) Please provide any additional relevant comments for consideration regarding your joint degrees and programmes. The Ministry of Education and Science promotes the design and development of joint study programmes and deems the latter to be one of the major criteria for promoting an international dimension in higher education. Significant budget allocations and European structural funds have been assigned for the development of new joint study programmes and delivery of the joint study programmes already designed and developed. It is hoped that by 2013 the number of joint study programmes will increase by 100 percent.

10 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? There is no precise definition 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. State-funded student places according to study programmes of the first cycle and integrated study programmes shall be allocated to higher education institutions in accordance with the choice between higher education institutions made by enrolling persons who have completed the secondary education programme with the best results, without exceeding state funding established for each study area 2. Please provide a reference for your steering documents covering student-centred learning. Law on Higher Education and Reserch (2009), Common requirements for study programmes of I and II cycle and integrated studies approved by the Order No. V-501 of the Minister of Education and Science of 9 April Please provide any additional relevant comments for consideration regarding the student-centred learning. Other documents covering student-centred learning: Recommendations for HEIs on inclusion of study results approved by the Order No ISAK-1603 of the Minister of Education and Science of 12 November Recommendations for HEIs on inclusion of study results obtained in a way of non-formal adult education approved by the Order No V-2319of the Minister of Education and Science of 15 December LEARNING OUTCOMES 4.1. Are learning outcomes defined in your national steering documents? If so, please provide the definition.

11 2 There is no precise definition however the learning outcomes are mentioned in these documents: Law on Higher Education and Research (2009); Methodology for Evaluation of Higher Education New Study Programmes approved by the Order No of the Director of Centre for Quality Assessment in Higher Education, 20 December while formulating learning outcomes it is to be identified "knowledge and understanding, fields and conditions of their application, also special and general abilities". Other related documents are following: General requirements for the 1st cycle and integrated study programmes were approved by the Order No. V-501 of the Minister of Education and Science, 9 April General requirements for the 2nd cycle master programmes were approved by the Order No. V-826 of the Minister of Education and Science, 3 June Methodology for Evaluation and Accreditation of Higher Education Study Programmes was approved by the Order No. ISAK-1652 of the Minister of Education and Science, 24 July Currently Lithuanian higher education institutions (HEIs) run projects "Improving the quality of studies, increasing internationalisation". They are also strongly related with learning outcomes 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.) According to the Law on Higher Education and Research from 1st of September, 2011 Lithuanian HEIs will switch to a new credit calculation system that will define not only the student's workload and curriculum, but also the outcomes to be achieved by a student 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? Seeking to create favorable conditions for higher education institutions to adopt the new credit system Lithuania runs the following projects: 1) Development of the Concept of the European Credit Transfer and Accumulation System (ECTS) at the National Level: Harmonisation of the Credit and Implementation of the Learning Outcomes Based Study Programme Design (coordinated by Vilnius University); 2) The Development of the Structure of Study Cycle Descriptors and Study Field Descriptors (coordinated by Centre for Quality Assessment in Higher Education) Does national policy steer student assessment procedures to focus on learning outcomes? 4.5. 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. According to Methodology for Evaluation of Higher Education New Study Programmes approved by the Order No of the Director of Centre for Quality Assessment in Higher Education, 20 December 2010, and Methodology for Evaluation and Accreditation of Higher Education Study Programmes approved by the Order No. ISAK-1652 of the Minister of Education and Science, 24 July 2009, there are requirement regarding the study programmes learning outcomes and the students assessment

12 3 (assessment criterion, methods etc.) In every HEIs study programme the study programmes learning outcomes and the students assessment is described. These components are necessary for the positive external study programmes assessment Please provide any additional relevant comments for consideration regarding learning outcomes. n/a 5. IMPLEMENTATION OF THE EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS) 5.1. In your country, do you use 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). 1 national credit is equal to 1,5 ECTS credits (the multiplier 1,5 is used to convert national credit to the ECTS one). The Diploma Supplements indicate both national and ECTS credits the graduate has earned. Currently the national credit is based on student workload only and equals 40 conditional student work hours. According to the Law on Higher Education and Research study credit will be based on student workload and learning outcomes from 1st of September, 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. 1 national credit equals 40 hours of student workload. The Law on Higher Education and Research (Article 4,21) define study credit. Study credit means a unit of the volume of studies, by which study results and student s working time are measured hours of one academic year shall equal to 60 credits.

13 4 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 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 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. The procedure of DS information filling is approved by the Ministry of Education and Science. Ministry taking into consideration of suggestions coming from HEIs and provide information for HEIs if there are any changes of DS content In what language(s) is the Diploma Supplement issued? The Diploma Supplement is being issued in Lithuanian and English languages Is the Diploma Supplement issued Please provide the amount and the reason for the fee Please provide an example of your national Diploma Supplement (in pdf or similar format) and send it to

14 Please provide any additional relevant comments for consideration regarding your diploma supplement. Lithuanian HEIs provide Diploma Supplement as a compulsory document for BA (professional bachelor, bachelor first cycle) and MA (second cycle) graduates. 7. NATIONAL QUALIFICATIONS FRAMEWORKS (NQFs) 7.1. Have you started the process to develop a National Qualification Framework in your country? 7.2. 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. The National Qualifications Framework was introduced by the Resolution of the Government of the Republic of Lithuania on 4 May The NQF consists of eight levels and the last three levels cover higher education cycles and they are compatible with the Dublin descriptors. According the Resolution of the Government of the Republic of Lithuania on 13 October 2010 No 1457 Affirmation of the Regulation of the Ministry of Education and Science (Official Gazette 2010; No ) policy development of the NQF was transferred from the Ministry of Social Security and Labour to the Ministry of Education and Science Please provide the date when the step was completed Please provide a reference for the decision to start developing a NQF. The development of National Qualifications System was indicated as one of the Single Programming Document for activities, approved by the Order of the Government of the Republic of Lithuania of 2 August The English version of the document may be found: /SPD_ doc. See priority 2: Human Resource Development 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 Which stakeholders have been consulted and how were they consulted?

15 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. Law on Education (last amended on 17/03/2011) Article Graduates of higher education study programme awarded by higher education qualification which is corresponds certain level in Lithuanian qualification framework. Law on Higher Education and Research (amended on 30/04/2009): Article The Ministry of Education and Science shall approve general and special requirements (descriptions of a study field, a set of study fields or a study area) for a study programme of the first cycle, an integrated study programme and a Master s degree study programme; Aricle Study credit means a unit of the volume of studies, by which study results and student s working time are measured hours of one academic year shall equal to 60 credits; Article Paragraph 21 of Article 4 and paragraphs 3, 4, 5, and 6 of Article 47 of this Law shall enter into force on 1 September Until 1 September 2011 the following definition of study credit shall apply: a unit for measuring the scope of studies, equalling forty conditional student work (academic, laboratory, independent, etc.) hours, i.e., one week of the student s work. Resolution No. 154 of 10 February 2010 of the Government of the Republic of Lithuania the Register of Study Programmes transformed to the Register of Study Programmes and Qualifications (Official Gazette 2010; No ) Resolution No. 535 of 4 May 2010 of the Government of the Republic of Lithuania on the Approval of the Description of Lithuanian National Qualifications Framework (Official Gazette 2010; No , in Lithuanian only): /2010/05/15258.doc Please provide a reference for the redesign of study programmes based on learning outcomes Please provide a reference outlining how qualifications have been included in the NQF Please provide a reference to the self-certification report Does a website exist in your country on which the National Qualification Framework can be consulted? Please provide the link to that website RECOGNITION OF QUALIFICATIONS 8.1. Which institution/organisation makes final decisions on recognising foreign qualifications for the purpose of academic study and work in your country?

16 7 Recognition for academic study Recognition for professional employment Higher education institution Central government authority (e.g. ministry) Regional government authority (e.g. ministry) National ENIC/NARIC centre Regional/local specialised independent institution Social partner organisation (employers' organisation, trade union etc) Individual employers Other No answer Higher education institution Central government authority (e.g. ministry) Regional government authority (e.g. ministry) National ENIC/NARIC centre Regional/local specialised independent institution Social partner organisation (employers' organisation, trade union etc) Individual employers Other No answer Please specify Which of the following statements is specified in national legislation? It is a must in the public administration procedures to explain grounds for the decision taken and to inform of the appeals procedure Please provide a reference to the relevant legislation. Resolution No. 60 of 21 January 2005 of the Government of the Republic of Lithuania on Approval of Regulations of Assessment and Academic Recognition of Foreign Qualifications Giving Access to Higher Education and Higher Education Qualifications stipulates: The Lithuanian Centre for Quality Assessment in Higher Education shall analyse produced documents and identify substantial differences between the requirements for assessment of learning (study) results, the scope (duration), content, outcomes and the corresponding requirements applied in the Republic of Lithuania. and A decision concerning the assessment shall be formalized in a document on the assessment of the foreign qualification, issued by the Lithuanian Centre for Quality Assessment in Higher Education, which shall be confirmed by the signature of the Director of the Lithuanian Centre for Quality Assessment in Higher Education and a seal of this Centre and shall be given to the applicant. Full text available at: What measures exist to ensure that these legal statements are implemented in practice? Resolution No. 60 of 21 January 2005 of the Government of the Republic of Lithuania appointed the Lithuanian Centre for Quality Assessment in Higher Education (further SKVC): 1)as an institution for carrying out assessment of foreign qualifications giving access to higher education and higher education qualifications; 2)as a member of the European Network of National Academic Recognition and Mobility and Information Centres (ENIC); 3)as an institution executing functions of the National Academic Recognition Information Centre (NARIC). SKVC is an active member of aforementioned networks. Since establishment in 1995, SKVC has evaluated around qualifications received abroad. There is the inter-institutional appeals commission established and the applicants do use this opportunity, as well as dispute qualifications evaluation decision in courts Do higher education institutions typically: 8.5. Are higher education institutions' recognition policy and practice typically evaluated in external Quality Assurance processes? Please explain What measures exist to ensure that higher education institutions have fair recognition procedures for study and training periods abroad?

17 8 According to the steering documents in HEIs a person who had a part studies in another HEI or HEI abroad, where his/her stay was based on the bilateral agreement between home HEI and HEI abroad, results are certified if no contravention of the bilateral agreement is met Please provide any additional relevant comments for consideration regarding your system of recognition of qualifications. n/a

18 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? 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. Accreditation decision and recommendation for further quality improvement are given. HEIs only have right to admit students to accredited study programmes 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

19 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? Review reports of running study programmes and HEIs published on the website of External Quality Assurance Agency. Accreditation decisions on programmes and institutions are published in the Official Gazette and the website of the Agency. Review reports of initial evaluation of new study programmes are not published, as HEIs have a right to amend the proposed program and submit it for repeated evaluation How are the negative outcomes of Quality Assurance evaluations made available to the public? All review reports (except for reports of initial evaluation of new study programmes) are published irrespective of the nature of the decision (positive or negative) on the Agency website. Negative accreditation decision on all programmes and HEIs are published on the website of the Agency 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) Infrastructure resources and learning For those issues that are typically included in external Quality Assurance evaluation, please briefly explain the approach. During evaluation of running study programmes, the following issues are typically included: aims and learning outcomes, curriculum design, teaching staff, learning resources, study process and students performance assessment and programme management (including internal quality assurance). Teaching in the classroom is not observed, however, teaching methods as described in the self-evaluation report are evaluated. While evaluation the teaching staff, their involvement into research activities are taken into account. Employability is not one of the main criteria, but this issue is taken into account when evaluating study process and student performance assessment. During review of HEIs the following areas are evaluated: strategic planning, studies and life-long learning (including internal quality assurance system), research and/or art activities, impact on regional and national development Please provide any additional relevant comments for consideration regarding your external Quality Assurance system.

20 Evaluation of running study programmes and reviews of HEIs institutions typically include foreign experts, vast majority of review teams are international ones. Evaluation of running study programmes taking place in every 6 years. 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 If no, please go to section XVII Which conditions apply to the choice of a quality assurance agency from another country? This is foreseen in the Lithuanian Law on Higher Education and Research (2009), Article 42, Please provide any additional relevant comments for consideration regarding Cross-Border Evaluation. HEIs can choose a quality assurance agency from outside the country only for study programme evaluation. The accreditation decision is taken by the national Agency. Institutional evaluation is done only by national Agency. 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 As full members in external review teams As observers in external review teams In the preparation of self evaluation reports

21 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 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. It is recommended to involve employers to external quality assurance according to the Description of Expert selection approved by the order of Director of the national Agency 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 the Law on Higher Education and Research (Article 41) every HEI must have an internal system of quality assurance in studies based on the provisions of quality assurance in studies of the European Higher Education Area and on the strategy of improvement of activity quality approved by the higher education institution itself; must provide for action methods and measures which help to ensure the quality of higher education provided by the institution. Higher education and research institutions shall constantly carry out self-assessment of research (artistic) activities Who is primarily responsible for deciding the focus of internal quality assurance processes?

22 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? 5.4. 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. According to the Law on Research and Higher Education, institutions should inform the founders, members of a legal person and the public about quality assurance measures in studies and research activities, and in case of state higher education institutions also about their financial, economic and research activities and the use of funds; the results of external quality evaluation and accreditation of their study programmes, however, there is no formal mechanism to achieve implementation of this requirement 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. Centre for Quality Assessment in Higher Education (Agency) /StudyProgramResults.aspx Please provide any additional relevant comments for consideration regarding Internal Quality Assurance.

23 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? Lifelong learning: all learning activity, going on in any age group with the aim of developing personal, civic, social and professional competences. 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? The main forms of lifelong learning provision are: mainstream programmes for part-time students, continuing education/training courses, distance learning. 5. Is lifelong learning a recognised mission of higher education institutions? As lifelong learning includes, i.a., mainstream programmes for part-time students, and as all institutions of higher education provide part-time studies, lifelong learning is a recognised mission of higher education institutions. Special mention should be made of the Association of Continuous Higher Education Institutions of Lithuanian Universities (LUTSIA) comprising four universities: Vilnius University, Vilnius Pedagogical University, Šiauliai University, and Klaip?da University. Among the main objectives of LUTSIA is requalification (specifically that of teachers) as well as professional development. Three higher education institutions (Vytautas Magnus University, Mykolas Romeris University, and Kauno Kolegija/Kaunas University of Applied Sciences) provide the services of the recognition of non-formal and informal education. An ESF-funded project on the establishment of the system of formalisation of non-formally and in-formally acquired knowledge and skills is about to be launched this spring. A good example of HEIs becoming more relevant and more responsive to LLL and the work force according to labour market needs is the initiative of the International business school at Vilnius University offering post-university courses in Management Education thus responding to challenges of market globalisation and international intergration as well as innovations. 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. On 15 May 2009, a Profile of full-time and part-time forms of studies was approved by order No. ISAK-1026 of the minister of education and science whereby requirements for programmes of part-time studies are laid down. Recommendations on the recognition of non-formal and informal education at HEIs approved by order No. V-2319 of the minister of education and science on 15 December These recommendations are applicable to assess a person s competencies acquired while learning non-formally and in-formally. The person may want to acquire a higher education qualification, or he/she may want to have his/her competencies validated and recognised with the view to enhance his/her opportunities in the labour market. Law on Non-formal Adult Education (1998) established the right of participants in non-formal education (Article 11) to receive an assessment of the knowledge they have acquired as well as a state recognised document testifying to the acquisition of a certain level of formal education, stage thereof or a separate regulated part of the programme (i.e. module), after passing examinations in formal education, science or studies institutions. 9. Are there legal restrictions or constraints for higher education institutions to offer lifelong learning provision?