To HERSC-meeting, February 2008 Tove Hauge, Union of Education Norway
Bologna Process Report
The Quality Reform (2003) was carried out in Norwegian higher education. It introduced a degree structure, grading system and quality assurance system in line with the Bologna Process. This reform has been evaluated, and the summary report was presented in 2007. The financing system was introduced as a part of the Quality Reform.
A White Paper about the Status of the Quality Reform in higher education was delivered by the Ministry of Education and Research to the Storting (the Norwegian parliament). The White Paper recommended e.g. an evaluation of the financing system in higher education and research in 2009, because the financing system has been assessed by the sector and the unions to be a too out-put based system which neglected other matters of importance for research and education.
A Green Paper (NOU 2008:3) on the future structure of higher education in Norway has recently been presented. Hearing and debates are going on in the sector and in public because some of the proposals are controversial and might affect the quality of education and research.
The national Bologna Group, consisting of the Ministry of Education and Research and representatives from the major stakeholders: UHR (the Norwegian Association of
Higher Education Institutions), NPH (the Norwegian Network for Private Higher
Education Institutions), NSU (the National Union of Students in Norway), StL (the
Norwegian Association of Students), NOKUT (the Norwegian Agency for Quality
Assurance in Education), SIU (the Norwegian Centre for International Cooperation in
Higher Education), Forskerforbundet (the Norwegian Association of Researchers) and
UNIO (The Confederation of Unions for Professionals, Norway). The group is a forum where important developments and documents in the Bologna Process are discussed. The Union of Education Norway is not directly represented, but through UNIO. There has not been much activity last year.
The Higher Education Act was passed by the Storting on 1 April, 2005. The Act outlines a common framework for both state and private higher education institutions regarding their authority to establish and close down study programmes, quality assurance of institutions and programmes, the rights and obligations of the students, the continuance of today’s organisation of the state institutions with a large degree of organisational and financial autonomy, and two models for the internal leadership structure, including the strengthening of the position of the rector as head.
The financing system
Through the Ministry of Education and Research, the government proposes to the Storting
budgets that determine the annual funding level for each institution. The allocation from the Ministry is provided as a block grant which the institutions may decide how to spend. The block grant has three elements. The “core funding” (on average 60 % of the grant) takes account of student numbers and the need for institutions, particularly the universities, to invest in infrastructure for research. In addition there is an output-based element, both for teaching (on average 25 %) and research (on average 15%). In addition to the research funds forming part of the block grants from the Ministry, the Research Council of Norway allocates research funding on a competitive basis. Allocations by the Ministry to state and private higher education institutions are based on the same system, but with different levels of grants.
Degree system
The two-cycle degree system has been introduced throughout. In a few fields the studies consist of integrated programmes leading directly to a second-cycle degree.
Approximately 90 % of the students on doctoral level are enrolled in the two-cycle degree system in 2006/07. The time that is spent on taught courses differs from institution to institution, but as a general rule amounts to one term (30 ECTS). Interdisciplinary training and transferable skills have been integrated in some programmes. In the last few years interdisciplinary graduate schools have been established connected to centres of excellence.
Quality assurance
The Norwegian Agency for Quality Assurance in Education (NOKUT) is an independent agency with the task of carrying out external quality assurance of higher education and tertiary vocational education in Norway. This agency was established at the same time as the Quality Reform. The agency is now being evaluated.After the adoption of the Standards and Guidelines for QA in the EHEA, the Ministry has consulted with the NOKUT to make sure that the national quality assurance system is in line with the Standards and Guidelines. All the main elements except the peer review of the national QA agency had already been implemented in Norway before the Standards and Guidelines were adopted.
The Act relating to universities and colleges contains a provision mandating the establishment of a national qualifications framework for higher education. This framework has been developed on the basis of, and is designed to be in line with, the EHEA framework. The universities and university colleges have been active partners in this work, the unions as well. The framework has not yet been implemented.
Every graduating student receives a Diploma Supplement automatically and free of charge, corresponding to the EU/CoE/UNESCO Diploma Supplement format, in English.
The national credit system is based on the ECTS system since the Quality reform in 2003.
All study programmes use ECTS in the academic year 2006/2007.
Joint degrees are allowed in all three cycles. According to the Act from 2005 and subsequent administrative regulations, Norwegian higher education institutions are free to issue joint, double and multiple degrees in cooperation with other institutions both in Norway and abroad.
Standards laid down by the Ministry make up the framework of NOKUT’s criteria for accreditation of both national and international joint degrees.
The social dimension
State higher education institutions do not charge tuition fees, but loans are available to cover all, or parts of the tuition fees at private higher education institutions. Scholarships and student loans make up about 33 % of the total public expenditure on higher education. To promote equality of access to higher education, the student welfare organisations offer
housing, canteens, day care centres, medical care etc
Admission to higher education is based on a system of points calculated on the basis of
grades from upper secondary school. Additional points may be earned through examinations in other subjects at universities and university colleges and completed military service. In addition there are age points.
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Mobility
As a general rule, each student enrolled at a higher education institution is entitled to a period of study abroad as an integrated part of their Norwegian degree programme. The home institutions are responsible for organising these stays abroad. The students are entitled to bring their loans and grants abroad on all study programmes; both as “free movers” and on exchange programmes and full degree programmes at both undergraduate and graduate level.
Student mobility is one of the indicators for the result-based component of the present financing system and designed to promote internationalisation. Teacher mobility is also encouraged. Exchange programmes like Erasmus, Leonardo and the Nordic Nordplus programme are tools for promoting and influencing both student and teacher mobility for incoming and outgoing students and teachers.
Challenges
· A main challenge for Norway is to make students, teachers and researchers exploit the opportunities offered by the European Higher Education Area more extensively by increased participation in the Erasmus programme as well as increased mobility through other channels. Obstacles are identified in the programs, like teacher education programs and the financing system, which do not encourage mobility.
· It is a major challenge for Norway to increase research in both the public and especially the private sector. And it is also a challenge to connect and strengthen research to education.
· The Norwegian professor title should be adapted to the professor title in other countries to promote mobility and international cooperation.
The governmental Bologna report is linked:
http://www.regjeringen.no/upload/KD/Vedlegg/UH/Bologna/Norwegian_Bologna_report_2006.pdf
Union of Education Norway
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