TERTIARY SHORT CYCLE
EDUCATION IN EUROPE
A COMPARATIVE STUDY
By
Magda Kirsch, KHLeuven
Yves Beernaert, KHLeuven
Sǿren Nǿrgaard, EURASHE
With the financial support of the Commission of the
European Union in the framework of the
SOCRATES Programme
Comparative Study carried out by EURASHE
EURASHE (European Association of Institutions in Higher Education) was founded in
Patras, Greece in 1990. EURASHE has the status of a non-profit international association
according
to
Belgian
law.
Its
secretariat
is
located
in
Brussels.
Members of EURASHE are National Associations of Colleges and Polytechnics and
Individual Institutions.
Reflecting the interest of Colleges and Polytechnics, EURASHE organises analyses, surveys,
conferences and seminars related to the sector of Colleges and Polytechnics in Europe.
EURASHE gives advice to the European Commission, Directorate Education and Culture,
and to the Bologna Follow-up Group, in connection to the preparation of the upcoming
Summit of European Ministers of Education in Berlin, Germany, in September 2003.
BRUSSELS, MAY 2003
© EURASHE, 2003
The contents of this publication may be reproduced in part, except for commercial purposes,
provided that the extract is preceded by a reference to “EURASHE, European Association of
Institutions in Higher Education”, followed by the date of publication of the document.
Request for permission to reproduce the entire document must be made to the EURASHE
Secretariat.
SECRETARIAT
Wolvengracht 38/2
B – 1000 Brussels
Tel.: + 32 (0)2 211 41 97
Fax : + 32 (0)2 211 41 98
E-mail: eurashe@eurashe.be
URL: HTTP://WWW.EURASHE.BE
Table of Contents
Analysis of Tertiary Short Cycle Education in Europe ........................................................................... 3
Acknowledgements ............................................................................................................................. 3
Executive summary ................................................................................................................................. 4
Rationale.................................................................................................................................................. 7
Introduction ........................................................................................................................................... 10
1. Methodology used ......................................................................................................................... 11
2. Limits of the study ........................................................................................................................ 14
I. Comparative study ............................................................................................................................. 18
Chapter 1: Importance of Tertiary Short Cycle education in Europe - ............................................. 18
over 2,5 million students involved .................................................................................................... 18
Chapter 2: Organisation of Tertiary Short Cycle education .............................................................. 22
Chapter 3: Entrance requirements, duration and certification of studies ......................................... 33
Chapter 4: Profile of students and Teachers .................................................................................... 37
Chapter 5: Mobility – Use of ECTS – Use of Diploma Supplement ................................................ 40
Chapter 6: QA and Accreditation...................................................................................................... 45
Chapter 7: Transition to degree studies ............................................................................................. 48
Chapter 8: Organisation of post-secondary education ..................................................................... 51
Chapter 9: Elements of good practice in Tertiary Short Cycle education and professional postsecondary education .......................................................................................................................... 57
Chapter 10: Conclusions and Recommendations ............................................................................. 66
II. Analysis per country ......................................................................................................................... 77
Austria ................................................................................................................................................... 77
Belgium ................................................................................................................................................. 82
Flemish Community.......................................................................................................................... 82
French Community ........................................................................................................................... 83
German-speaking Community .......................................................................................................... 85
Bulgaria ................................................................................................................................................. 87
Croatia ................................................................................................................................................... 90
Cyprus ................................................................................................................................................... 93
The Czech Republic .............................................................................................................................. 96
Denmark ................................................................................................................................................ 99
Estonia ................................................................................................................................................. 103
Finland ................................................................................................................................................. 106
France .................................................................................................................................................. 108
Germany .............................................................................................................................................. 114
Greece.................................................................................................................................................. 119
Hungary ............................................................................................................................................... 123
1
Iceland ................................................................................................................................................. 126
Ireland.................................................................................................................................................. 129
Italy...................................................................................................................................................... 134
Latvia ................................................................................................................................................... 138
Liechtenstein ....................................................................................................................................... 142
Lithuania.............................................................................................................................................. 144
Luxembourg ........................................................................................................................................ 148
Malta.................................................................................................................................................... 151
The Netherlands .................................................................................................................................. 153
Norway ................................................................................................................................................ 158
Poland .................................................................................................................................................. 163
Portugal ............................................................................................................................................... 165
Romania .............................................................................................................................................. 167
The Slovak Republic ........................................................................................................................... 172
Slovenia ............................................................................................................................................... 174
Spain .................................................................................................................................................... 180
Sweden ................................................................................................................................................ 186
The Swiss Confederation..................................................................................................................... 197
Turkey ................................................................................................................................................. 201
The United Kingdom ........................................................................................................................... 206
England and Wales.......................................................................................................................... 206
Northern Ireland .............................................................................................................................. 212
Scotland........................................................................................................................................... 214
HESA definitions and Rounding Strategy (courtesy HESA) .......................................................... 218
Bibliography ........................................................................................................................................ 221
Annexes ............................................................................................................................................... 224
Glossary – List of Acronyms .......................................................................................................... 224
Country codes ................................................................................................................................. 229
Additional tables ............................................................................................................................. 230
English Questionnaire ..................................................................................................................... 233
2
ANALYSIS OF TERTIARY SHORT CYCLE EDUCATION IN
EUROPE
Acknowledgements
This study on Tertiary Short Cycle education in Europe could not have been carried out without the
support of a number of agents who, by their availability and understanding, have made it possible for
us to analyse and synthesize their information, their recommendations and their suggestions.
These acknowledgements go in particular to the following agents:
-
The DG EAC services of the Commission who have selected this project and who have made this
study possible thanks to their financial support.
-
All the people in charge at the ministries of education, the ECTS and Bologna co-ordinators in the
different signatory states of the Bologna declaration as well as educational experts in the
institutions of the respective countries that have sent us the valuable information. Moreover we
would like to thank the people who were willing to grant us an interview thus enabling us to get
in-depth information. The information they have communicated orally and the documents they
have made available to the team of experts, were the basic elements needed to bring this study to a
favourable conclusion. We would like to stress that the fact that the special efforts made towards
the study by a large number of people in ministries and educational services has been greatly
appreciated.
-
Mr. Ole Winther, Head of Section of the Danish Ministry of Education, Dr. Bernd Wächter,
director of ACA and Dr. Roland Vermeesch, general director Hogeschool West-Vlaanderen and
President of EURASHE for having given their constructive remarks to the draft report.
-
The Eurydice services for letting us use their documentation where insufficient data were
available.
The team of experts
Magda Kirsch, KHLeuven, B
Yves Beernaert, KHLeuven, B
Søren Nørgaard, secretary-general EURASHE
3
EXECUTIVE SUMMARY
The sector of Tertiary Short Cycle or sub-degree education in Europe represents post-secondary
education more than 2,5 million students (1,7 million in TSC and over 800,000 in post-secondary
education). These cannot be neglected if we want to become the most competitive and dynamic
knowledge-based economy in the world by 2010, as stated at The Lisbon summit in 2000. Students in
TSC or sub-degree education are mainly students looking for a short professional or vocational
qualification after secondary education. Institutions offering TSC are very diverse ranging from
universities over other HEIs, centres for adult education and even secondary schools, very often cooperating with companies, professional organisations and chambers of commerce.
Tertiary Short Cycle education definitely contributes to diversification in higher education as it
expands the range of studies from which students can choose. Next to the wide range of studies
offered in TSC, there is also a variety of flexible learning paths such as part-time study, adult
education, distance and Internet learning which make these studies especially attractive for mature
students or students that would otherwise not access higher education. Such flexibility enhances
lifelong and life-wide learning.
Several examples all over Europe show that TSC education swiftly adapts to the needs of the labour
market as well public as private. This is also reflected in the fact that in a number of countries TSC or
sub-degree education has been set up in collaboration with industry or employers to meet the
companies’ needs and skills shortages. The fact that over the last few years so many new fields of
study have been set up, proves that we are dealing with a thriving sector meeting an existing demand
in society.
Although the majority of students who have finished TSC prefer to join the labour market as soon as
they have graduated, an increasing number of them decides to take on degree studies immediately after
graduation or at a later stage in life. This is definitely facilitated where TSC is already integrated in
HEIs or where there are close links between TSC and other HEIs. Ladders of learning, or even better,
networks of learning as they exist already in some educational systems in Europe, enhance the
student’s chances of accumulating credits for the acquired skills and competences and making use of
them whenever he or she decides to continue his or her education.
Institutions offering TSC or sub-degree education are also using credit systems (many of them ECTS)
and Diploma Supplement very often because of a legal obligation. The accumulation of credits and
the transparency and comparability of contents in sub-degree or TSC education will definitely be
enhanced by the use of these credit systems and by using the Diploma Supplement. Students and
teachers in TSC are mobile under Erasmus (Socrates programme) and Leonardo da Vinci. They also
4
participate in other actions of European or bilateral programmes. Obstacles to mobility are similar to
those in university education but the main obstacles specific for TSC are the fact that a number of
institutions are too small and that the sector is not well known or not well defined.
Programmes in TSC last between one and (exceptionally) four years. They are certified with a large
panoply of titles thus adding to the confusion especially as similar titles are used in different countries
to cover different qualifications and programmes of one, two or three years’ duration. It is therefore
suggested to look for a common qualifications framework and for common European titles in TSC
education. Developments in certain countries such as the UK with the Foundation degree are therefore
very welcome.
Quality in higher education is one of the key concepts that should embrace different aspects such as
teaching, staffing, students, infrastructure etc.
It is therefore good to see that the majority of
institutions in sub-degree or tertiary short cycle education are subject to quality assessment and that
virtually all of them are accredited. In many cases this accreditation is still given by the Ministry of
education and is not the responsibility of an independent accreditation body.
Transition from TSC to degree programmes is relatively easy in most countries. It is obvious that
where TSC is integrated in HEIs or where there are close links between institutions offering TSC and
other HEIs the transition is just a further step on the ladder of learning. Sometimes the credits earned
in TSC can be taken into account entirely when proceeding to degree studies but in other cases they
will just grant access to university or degree studies. In those countries where the transition is not
governed by legislation or where there are no agreed principles it will be al lot more difficult for a
student to get accreditation of his or her prior learning.
Next to TSC education, the sector of post-secondary education, was also briefly studied as in some
countries the qualifications earned can be the same or similar to those earned in sub-degree or tertiary
Short Cycle education. The situation as to access to degree higher education coming from postsecondary education, varies even more greatly ranging from access to the last year of Bachelor studies
to no credits at all for the education or training received which means that the student coming from
post-secondary cannot benefit in any way from the education received if he wants to go on studying.
When we use the term tertiary education as defined by the OECD as ‘a level or stage of studies
beyond secondary education which can lead to a qualification recognised on the labour market’ then
we can conclude that as well what is now known as TSC or sub-degree as what is known as postsecondary education can be seen as Tertiary education. Especially as the definition continues ‘It is
undertaken in formal tertiary education institutions – universities, polytechnics, colleges; public and
5
private – but also in a wide variety of other settings, including secondary schools, at work sites, via
free-standing information technology-based offerings and a host of private and public entities’1.
The study concludes that TSC education and post-secondary education have to be seen as genuine and
vital parts of higher education contributing to the development of a true lifelong and life-wide learning
system and to the bringing about of the knowledge-based society which Europe needs to power a
dynamic economy. . To this effect the study recommends that TSC and post-secondary education be
included in all discussions related to the Bologna process. It also recommends that different forms of
co-operation be encouraged between different levels of education ranging from university education to
TSC education or post-secondary education. It suggests that TSC and post-secondary education be
fully included in qualification frameworks which are developed in several European countries.
All these measures and some others, such as the use of common terminology and common titles for
TSC or post-secondary across Europe, will or can contribute to enhance the transparency and the
readability of qualifications delivered in TSC and in post -secondary education.
The further
development of the use of ECTS, the diploma supplement and clearer accreditation and QA systems
will also contribute to this and action is recommended in those fields.
Finally the study recommends that the European Union follow up closely all developments in relation
with TSC education and post-secondary education by involving representatives of these educational
fields in all Bologna discussions, possibly through EURASHE. It also recommends that the
Commission funds more in-depth research and studies into TSC and post-secondary education so as to
make its role and contribution to lifelong learning and to life-wide learning more apparent. More
European projects building on partnerships involving university education and TSC or post-secondary
education are also seen as a means to enhance quality of education and access to higher education, two
of the key objectives of the Detailed work programme of the Future Objectives of the Education and
Training systems in Europe. All of these recommendations tend to enhance the opportunities for
learning of the more than 2.5 million students who are present in TSC and post-secondary education in
Europe.
1
T.J. Alexander, From Higher to Tertiary Education: Directions for Change in OECD Countries, Paris, 1998.
6
RATIONALE
At the Lisbon European Council in March 2000, government leaders set the EU a 10-year mission to
become the most competitive and dynamic knowledge-based economy in the world, capable of
sustained economic growth with more and better jobs and greater social cohesion. Education and
training systems have a key role to play in making this vision a reality2. Hence the detailed work
programme of the concrete future objectives of the education and training systems approved in 2002
that the Commission is implementing.
If a dynamic knowledge-based economy is to be created, optimal use has to be made of the full
potential of the competencies and skills of all those present at all levels in education and training
systems on the one hand. On the other hand flexible learning pathways have to be created to facilitate
access to education and training for as many as possible at all stages of their personal and professional
life. Tertiary short cycle education and post-secondary education are the key areas that prepare young
people for a concrete profession. At the moment they are too often seen as an end in terms of
education and training but they should, in the perspective of a knowledge-based society, be seen as a
stepping-stone in lifelong and life-wide education.
Within the framework of the Bologna process a lot of attention has been devoted to the BAMA –
structure in a European HE area. However, in a number of countries there are still an important
number of students attending Tertiary Short Cycle education or sub-degree programmes. In some of
these countries there is also post-secondary education whereas in others there is only post-secondary
education. The lack of studies and descriptive information shows that those two areas of tertiary short
cycle and post-secondary education have received little or no attention so far.
Hardly any attention has been paid to the links between Tertiary Short Cycle education and
post- secondary education and the Bologna declaration. Probably they were never included in the
discussions because students in Tertiary Short Cycle education do not acquire a Bachelor’s degree as
the courses they are attending only last one or two years or are validated with less than 180 ECTS
points even if they last three years or more. However, Tertiary Short Cycle courses and professional
post-secondary courses are sometimes considered as building blocks towards degree courses. To
enhance the reflection on the links between Tertiary Short Cycle education and post-secondary
education on the one hand and degree higher education on the other hand and on the inclusion of these
programmes or courses in the Bologna process, EURASHE has taken the initiative to carry out the
project:" Analysis of Tertiary Short Cycle Education in Europe".
2
http://www.europa.eu.int/comm/education/lll_en.html
7
Seen in a European perspective Tertiary Short Cycle (TSC) education constitutes a very varied and
heterogeneous group of programmes and studies. In some countries a part of those programmes are
recognised as higher education, in other countries none of TSC education is recognised as higher
education. In effect, the same type of education leading to the same professional qualifications can be
recognized as Higher Education within one country, but in another country placed in the sector of
post-secondary education without connections to higher education. TSC education can be found at
university- as well as non-university level and even in secondary schools. This situation creates major
problems for both the national and international comparability of programmes as well as for the
mobility of students and teachers. To inspire and support this area of education, specific measures
have to be taken. It is hoped that the present study clarifies some of these issues and will make people
aware of the richness, the diversity and the potential of tertiary short cycle and post-secondary
education.
According to the Communication on Making a European Area of Lifelong Learning a Reality,
adopted by the Commission on 21 November 2001, the Member States should transform formal
education and training systems in order to break down barriers between different forms of learning.
On 31 May 2002, EU Commissioner for Education and Culture, Viviane Reding stated that if this
European Higher Education Area is to become a reality by 2010, a ‘special push’ is needed in the areas
of credits for lifelong learning, European Masters and quality assurance. She added that we are still
far away from a situation in which transparency, quality and recognition are common features in
Europe. Eurashe thinks that its study will enhance the transparency concerning Tertiary Short Cycle
education on the one hand and professional post-secondary education on the other hand as a
contribution to lifelong learning. Eurashe hopes that this reflection will no doubt also facilitate the
creation of the bridges and the possibilities of co-operation between degree education and tertiary
short cycle or post-secondary education.
The eventual aim of the study is to promote that students and teachers from a substantial part of TSC
education can become an integrated part of higher education, by including TSC education in the
Bologna-process and thereby enhancing the transparency and recognition of TSC education in
Europe. One of the aims is also to stress the important place that tertiary short cycle and postsecondary education have as a contribution to lifelong and life-wide learning. A comprehensive view
of this area of education was not available so far. Therefore EURASHE has decided to make a first
comparative study of this grey zone of education. The demographic situation is such that no
substantial increase in higher education students can be expected. This means that the knowledgebased society can only be brought about by tapping into other groups of students such as those in
tertiary short cycle education and post-secondary education. EURASHE hopes that this study will
8
contribute to looking at this education from another perspective and seeing it as a valuable part of the
lifelong continuum of learning.
The present study is a first general comparative study which hopefully will be followed by more
detailed studies on several key elements of tertiary short cycle or post-secondary education.
9
INTRODUCTION
The objective of this comparative study has been to make a detailed analysis of existing Sub-degree
(Tertiary Short Cycle) Education in Europe. While the Bologna-process has lead to a substantial
documentation about First and Second Cycle Higher Education, there has until now, been little focus
on Tertiary Short Cycle or Tertiary Short Cycle education3, although this kind of education constitutes
a very important part of the Higher Education system in several countries. To include this Tertiary
Short Cycle education in the Bologna process, EURASHE has taken the initiative to carry out the
project: " Analysis of the Tertiary Short Cycle Education in Europe". The authors will present
the results of the study at the EURASHE conference in Hungary in June 2003 where they will also
organise a European Seminar for discussions on Tertiary Short Cycle education in Europe. They also
hope that they will be given the opportunity to communicate the results of the study at the Summit of
Ministers of Education in Berlin (September 2003).
The study covers all the Bologna signatory countries. The authors have focused mainly on public
education, and only in special cases on education in the private sector. Because the situation is so
diverse in the countries concerned they have examined Tertiary Short Cycle education in all its
aspects: as sub-degree, integrated in a qualifications framework, recognised as higher education or
having organised links with it and lastly TSC regarded as tertiary education but not having any
organised links with higher education. Because in a consistent number of countries there is only postsecondary education (not) having links with Higher Education they have also included this kind of
education in a separate chapter of the study.
The study consists of two parts: the first part being the actual comparative study and the second part
giving a brief summary of the situation of HE and especially TSC in all Bologna signatory countries.
The comparative study describes in 8 chapters the situation in Tertiary Short Cycle and post-secondary
education in Europe. The first chapter gives a survey of the importance of sub-degree and postsecondary education compared to the situation of HE in Europe. The second chapter deals with the
general organisation and legislation concerning Tertiary Short Cycle education describing who
provides Tertiary Short Cycle education and in which fields it is organised. It also focuses on the
practical organisation of Tertiary Short Cycle education including funding, providers, curriculum and
fields in education.
In the third chapter the entrance qualification as well as the duration and
certification of studies are dealt with. Chapter four looks at the profile of students and teachers in
Tertiary Short Cycle education. Chapter five examines the mobility of teachers and students as well as
3
When we use the term Tertiary Short Cycle education we mean all kinds of Higher education not leading to a
first (Bachelor’s) degree.
10
their participation in other actions of EU or other international programmes.
It also focuses on the
transparency and readability of the qualifications and the use of ECTS and diploma supplements. The
Bologna Declaration specifically mentions the establishment of ‘a system of credits – such as in the
ECTS system’.
4
It is therefore obvious that the study also examined in how far the TSC studies
concerned are validated in ECTS points or other credits and can thus lead to the acquisition of a
degree.
In the sixth chapter the use of Quality Assurance Systems and accreditation is looked upon and in the
next chapter the existing links with other kinds of Higher Education are analysed. This chapter also
focuses on the importance of recognition of Tertiary Short Cycle education in view of Lifelong
Learning. Chapter eight gives a survey of post-secondary education and its possible links with HE. In
chapter nine the authors give a number of interesting elements of good practice and in chapter 10 they
recapitulate the key elements of the previous chapters whereupon they draw the conclusions and make
recommendations for the inclusion of Tertiary Short Cycle education in the Bologna process.
Part two gives a short description of sub-degree and post-secondary per country. All countries
surveyed figure in this part including those having neither sub-degree nor post-secondary education.
The descriptions always start from a brief situation of higher education in the countries concerned and
then focus on sub-degree and/or post-secondary education.
In the annexes the readers find a glossary, a number of comparative data and charts as well as the
English questionnaire. The French, German and Spanish questionnaires are available on request.
1. Methodology used
1.1. Questionnaires
The methodology used has been the one announced in the application for the grant. The corner stone
of the comparative study are the questionnaires that were sent out to all the members of the Bologna
follow-up group as well as the ECTS follow-up group. The questionnaires were also forwarded to the
members of the Board of EURASHE and to a number of institutions or organisations such as ADIUT
(Association des Directeurs des IUT), SCOP (Standing Conference of Principals), Edexcel etc. and to
a number of Socrates National Agencies. To facilitate the task of the respondents the questionnaires
were translated into French, German and Spanish thus giving the opportunity to a maximum number
of people to read and fill in the questionnaires in their own language. The English questionnaire has
been added as annex to the study.
The questionnaire contained three types of questions. Some invited to choose one response from
several options. For others the possibility was given to tick all possible answers and add the
4
http://www.bologna-berlin2003.de/en/aktuell/index.htm
11
possibilities that didn’t occur in the questionnaire. Lastly there were a limited number of open
questions. We have also given the opportunity to give comment on a number of questions and to send
in supplementary texts or legislation.
We received 45 filled-in questionnaires from 28 countries, some of them incomplete because certain
data were not available. From Finland we did not receive a questionnaire but we did receive several
replies stating that they do not have either TSC or post-secondary education. Certain countries sent in
several questionnaires or had the questionnaires filled in by a group of people, showing their great
interest in the matter (Austria, UK, Ireland, Denmark, Sweden, Romania). Moreover a number of the
questionnaires were complemented with additional information (UK, Spain, Sweden, the Czech
Republic, Hungary, the Netherlands). As we didn’t receive any replies from Croatia, Iceland, Malta,
Luxembourg and the French and German speaking communities of Belgium, a text was drafted based
on the websites of the ministries and of Eurydice and sent for approval to the countries concerned. As
far as the UK is concerned we received separate questionnaires from England and Wales, Scotland and
Northern Ireland.
From Belgium we only received a filled-in questionnaire from the Flemish
community.
1.2. Telephone interviews
Wherever necessary these questionnaires were supplemented by telephone interviews. This was
mainly when we received either conflicting information or when the information received was not
entirely clear to the experts. The experts who had read the documentation that was made available by
the questionnaires as well as the databases of the Eurydice service also prepared these interviews by an
in-depth study of the websites of the ministries of education.
1.3. Meetings of the experts
The experts met at least once every two weeks to discuss first the questionnaires and then the drafts of
the texts based on the questionnaires received and the telephone interviews held.
1.4. Drafting of the chapters per country
Starting from the questionnaires, the interviews, the information found on the websites of the
ministries and of Eurydice as well as other documentation made available to the experts, the experts
started by drafting a chapter for each of the signatory countries of the Bologna declaration. The texts
were based on the questionnaires received. The drafts were then submitted for approval to the
representatives of the Ministries of the respective countries and/ or to other respondents. Most
ministries reacted very positively by adding information and correcting inaccuracies. After their
approval the texts have been finalised. If no questionnaires had been received, the authors sent a draft
text, based on the Eurydice database and on the website of the Ministry and this text was sent for
approval to the ministries concerned. All countries except three reacted to the draft. However,
12
sometimes the additional information asked for was missing. This is the reason why for some
countries certain data are not available.
A brief survey is given of the HE-structure of all Bologna signatory countries, also those not offering
sub-degree, tertiary short cycle or post-secondary education. Very often it becomes clear from this
introduction why there is no (longer) Tertiary Short Cycle education. Moreover a distinction is made
between sub-degree/TSC and post-secondary education. The importance, organisation, duration and
certification of studies is looked upon very briefly as well as the profile of students and teachers, use
of ECTS and diploma supplement, mobility and possible transition to degree programmes.
1.5. Drafting of the comparative chapters
During a work meeting the experts have jointly listed the important points that should be included in
the comparative chapters. The chapters were written on the basis of the data received. These chapters
follow the layout of the questionnaire and are followed by the conclusions by the authors.
1.6. Interesting elements of good practice
The authors have focused on a number of elements of good practice. Although there were many more
examples that could be given they were limited in time and space and tried to give a number of diverse
examples that could be adopted by other countries that want to implement similar structures.
1.7. Recommendations
A number of recommendations are given that could contribute to making the European space of
Higher Education a reality and that could help to reach the objectives of the Lisbon summit as well as
those of the communication on lifelong Learning.
1.8. Compilation of the whole in the comparative study
The comparative chapters as well as the chapters per country and the elements of good practice with
the recommendations have been compiled to make up the present study. The study is completely
available in English and a summary has been made in French, German and Spanish.
1.9. Scientific committee
The draft version of this study was extensively discussed with a team of experts from several
European countries. Suggestions and remarks were subsequently integrated in the final version of the
study.
13
2. Limits of the study
2.1. Complexity of the matter
During the development and creation of the study it became clear that this area of Tertiary Short Cycle
education is a very complex matter. From the beginning of the study it also became clear that Tertiary
Short Cycle education or sub-degree education is in fact a grey area that is not well known and that it
is very difficult to define. Moreover it is conceived differently in the countries studied.
One of the difficulties was to draw the line between post-secondary education and Tertiary Short
Cycle education. In some countries this line is very easy to draw as they regard Tertiary Short Cycle
education as part of their HE system and post-secondary as part of secondary education. In other
countries (such as Spain) this line is not so clear and Tertiary Short Cycle education figures as well in
the description of HE as in the description of post-secondary education.
Moreover the same
qualifications are often delivered in TSC or sub-degree or even post-secondary education. This led to
a number of terminological difficulties.
As far as post-secondary is concerned the situation is even more confusing. In a large number of
countries it is part of secondary education or is delivered in secondary schools. In other countries
there is no post-secondary education but there are longer forms of secondary education. Lastly the
interpretation of post-secondary education by the respondents is linked to the delivery of secondary
school leaving certificates at different ages and the compulsory school age ranging from 15 to 18.
Moreover the sector surveyed is one that is constantly on the move. Especially in the countries of
Central and Eastern Europe a number of these programmes have been created recently and a large
number of new institutions and new programmes have been established over the last five years. The
fact that so many changes have taken place over the last few years is also reflected in the fact that very
often websites of the ministries or Eurydice (especially in other than the native language(s)) have not
been updated. This sometimes led to conflicting information.
Lastly the Bologna declaration has also affected the sector of sub-degree or TSC education. Virtually
all countries where sub-degree studies are present have recently adopted new legislation or are going
to do so.
2.2. Terminological difficulties
As already mentioned in the previous paragraph there were a number of terminological difficulties.
The main terminological difficulty was the fact that what countries understand under Higher
Education, Tertiary education, sub-degree and post-secondary education varies greatly. Maybe the
most striking example of this terminological confusion is the fact that in certain countries the term
14
post-secondary education is used to describe all kinds of tertiary education including doctoral studies
(e.g. Austria and Spain).
We therefore tried to define the education surveyed by the International Standard Classification of
Education5.
The first distinction we made was between Tertiary Short Cycle Education and post-
secondary. When taking into account this classification we see that ISCED level 4 refers to postsecondary non-tertiary education and ISCED level 5 to the first stage of tertiary education. We
therefore defined post-secondary education as ISCED level 4. Normally the entrance requirement to
this level is the successful completion of ISCED level 3A or 3B or ISCED level 4 A.
ISCED level 5 programmes do not lead directly to the award of an advanced research qualification and
last at least 2 years from the beginning of level 5. The kind of Tertiary education surveyed lies clearly
within ISCED 5. The level is subdivided into theoretically based/ research preparatory/ giving access
to professions with high skills requirements programmes on the one hand (ISCED 5 A) and more
practical or technical programmes (ISCED 5 B) on the other hand. Level 5B education (termed
tertiary-type B by the OECD) covers more practical or occupationally-specific programmes that
provide participants with a qualification of immediate relevance to the labour market (UNESCO 1997;
OECD 2001). Level 5B programs are typically shorter than those of level 5A. They normally have a
minimum duration of two years FTE at the tertiary level. The courses typically provide practical,
technical or occupational skills for direct entry into the workforce6. It is this type of education that we
have been looking at. However, within ISCED 5B no distinction is made as far as the duration of
studies or qualification/title received is concerned. In view of the BAMA structure a new subdivision
within ISCED level 5 B seems required.
As the International Standard Classification and also the latest OECD7 studies do not make a
distinction between Tertiary and Higher Education the authors also regarded all forms of education
classified as ISCED level 5 or Tertiary as Higher Education.
The second difficulty was to choose the term for the education surveyed. The authors hesitated
between sub-degree and Tertiary Short Cycle Education. The term Tertiary Short Cycle Education was
eventually preferred because on the one hand the term is generally known and on the other hand
because it implies that these studies are not necessarily part of other studies and can exist in their own
right leading to a professional qualification. They are aware that the term does not always reflect the
reality as some of these studies last 4 years (e.g. Lithuania), which can hardly be regarded as short
cycle. However, when taking the ECTS credits into account the latter studies only get 165 ECTS
points. It is obvious that all HE or Tertiary courses under 180 ECTS should therefore be considered
5
http://www.uis.unesco.org/en/act/act_p/isced.html
http://www.pc.gov.au/research/studies/highered/finalreport/chapter02.rtf
7
Education at a Glance, OECD, 2002.
6
15
as TSC as this is the minimum required for a Bachelor’s degree. Although in general the term TSC is
used the term sub-degree is preferred by a number of countries where the studies are part of an
integrated system and can eventually lead to a degree (Cyprus, Malta, Norway, Sweden, the UK…).
This is the reason why for certain countries the term sub-degree higher education is used.
These terminological difficulties also became obvious when the translators were looking for the
correct translation of the term Tertiary Short Cycle education. Although a number of experts in
education were contacted for the translation of the term Tertiary Short Cycle education there was no
unanimity for any of the languages. This proves that what is understood under Tertiary Short Cycle
education is not clear at all especially in non-English speaking countries.
However, when we use the term tertiary education as defined by the OECD as ‘a level or stage of
studies beyond secondary education which can lead to a qualification recognised on the labour
market’ then we can conclude that as well what is now known as TSC or sub-degree as what is known
as post-secondary education can be seen as Tertiary education. Especially as the definition continues
‘It is undertaken in formal tertiary education institutions – universities, polytechnics, colleges; public
and private – but also in a wide variety of other settings, including secondary schools, at work sites,
via free-standing information technology-based offerings and a host of private and public entities’8.
We could therefore conclude that the scope of this study covers all tertiary education (in the sense of
the definition given by OECD – see above) accredited with less than 180 ECTS points.
2.3. Absence of similar reference studies
During the first phase of the comparative study, i.e. when the questionnaires were being prepared, an
in-depth research took place to find other similar studies. The results of this research were
disappointing as no single quality report was found to have carried out an in-depth comparative study
of Tertiary Short Cycle education in Europe. This means that the team didn’t have any points of
reference.
2.4. Absence of coherent statistical data
An element that has not facilitated the task of the experts was the absence of coherent statistical data
made available to them. Tertiary Short Cycle education is not clearly defined in a number of countries
and a number of signatory states do not dispose of coherent figures for different reasons. As Tertiary
Short Cycle education is in some countries the first stage of degree programmes these data cannot be
conclusive. In a small number of cases there were simply no data available. The authors have written
the report to the best of their ability and based on the questionnaires received. However for certain
countries it was very difficult, if not impossible to get accurate information. The lack of statistical
material, caused by a lack of statistical data is one of the weaknesses of this study.
8
T.J. Alexander, From Higher to Tertiary Education: Directions for Change in OECD Countries, Paris, 1998.
16
2.5. Lack of time and means
Every study must take into account the financial means and the time available to be completed. The
present study has been finished in less than six months’ time. Because in many countries Tertiary
Short Cycle education is being delivered in a large number of small institutions or schools it was
impossible to carry out the study at institutional level. The sheer size of the number of institutions
would have made it impossible to finish the study on time. Moreover the area surveyed is constantly
growing, especially in the countries of Central and Eastern Europe and it would probably have been
nearly impossible to get hold of complete lists of the institutions concerned. Although the authors have
received a lot of very interesting information from certain countries they were not able to expand upon
the situation in a number of cases as far as they wanted to. It would require other studies to make an
in-depth comparison of a number of elements of the study in the countries surveyed.
Although the authors have tried to work to the best of their abilities to convey accurate information
they are aware that mistakes might be found due to the fact that not all countries reacted to the
questionnaire, the information received was not always complete, sometimes conflicting information
was given and to the fact that the situation is constantly changing.
17
I. COMPARATIVE STUDY
Chapter 1: Importance of Tertiary Short Cycle education in Europe over 2,5 million students involved
1.1. Introduction
The main objective of the present study is to survey the existing sub-degree or TSC education in
Europe. The authors would therefore like to start with a complete overview of existing Tertiary Short
Cycle education.
Table 1 – Presence of TSC- PS education and links with HE
TSC
Austria
Belgium
●
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
●
●
●
●
●
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Latvia
Liechtenstein
Lithuania
Luxemburg
Malta
Netherlands
Norway
Poland
Portugal
Romania
Slovak Rep
Slovenia
Spain
Sweden
Swiss Confed
Turkey
UK Eng & W
NI
Scotland
Links
HE
●
PSE
●
Links
HE
●
*
●
NDA
●
●*
●
●
●*
Notes
*Within SE there is a 4th stage of SE and 7th years (see
Belgium)
*Certain studies
*exceptionally
●
●*
*only for certain studies
●
●*
*only for certain studies
*Berufsakademien - only in certain states (Länder) see D
●
●*
●
●
●
●
●
●
*
●
●
●
●*
●
●
●
●
●
●*
NDA
●
●°
●
●
●
●
●
●
●
●
●*
*Will be integrated in degree programmes from 2007
°depending on institution
°°access to HE
*Only for certain studies
●
●*
●
●°
*depending on institution, ° only for certain studies
°10-20% - * only for certain studies
●
●
●
●
●
●
●
●°
●
●
●*
●
●
●
●
●
●
●
●*
*Only for certain studies
●
●
●
●
●
●
●
●
●
*Agreements with CH and A - See text Liechtenstein
*occasionally
●
●°°
18
They have added existing post-secondary education to this table as in certain countries it is difficult to
draw the line between post-secondary and tertiary education and as according to the definition of the
OECD post-secondary education should be regarded as part of tertiary education.
As can be seen in the table above, there is Tertiary Short Cycle education in most Bologna signatory
countries. With the exception of the Netherlands, Lithuania and the Czech Republic where transition
with credits is only exceptionally possible, there are links between TSC and HE. As far as the Czech
republic is concerned an attempt to update legislation in a new School Act failed in 2002. In the
Netherlands TSC education (kort-hbo) will be discontinued and integrated in Bachelor’s programmes.
In Belgium, Estonia, Finland, Greece, Liechtenstein, Poland, Portugal, the Slovak Republic and
Slovenia there is no TSC. This means that these countries will not figure in the comparative chapters
on the following pages. In Germany there is in fact no TSC but in certain Länder and in private
education there is non-recognised degree-level education that is sometimes regarded as sub-degree
(see Germany). Germany will therefore also not appear in the comparative chapters.
1.2. Importance of Tertiary Short Cycle education compared to the whole of HE
in the Bologna signatory countries
In table 2 the participation in HE as well as the completion rate of students in HE are given. The latter
is taken into account because it is paramount for the number of graduates on the market and also
because reducing the high drop-out rates in tertiary education is seen as a priority by the OECD9.
These percentages are compared with the participation rate in Tertiary Short Cycle education. Next to
the participation rate in TSC the figures of students in TSC and post-secondary education are given
because more than percentages they indicate how many students are involved.
The first conclusion that can be drawn from this table is the fact that although in most countries
studied the percentage of students in Tertiary Short Cycle education is not very high, the total number
of students in TSC and post-secondary education in all Bologna signatory countries is quite
considerable. The numbers of students in post-secondary education have been added to the table
because in certain countries the distinction between TSC education and post-secondary education is
difficult to make. Altogether more than 2,5 million students are concerned.
If the EU wants to achieve the goals of the Lisbon Council viz. that “The European Union is to
become the most competitive and dynamic knowledge-based society in the world, capable of
sustainable economic growth with more and better jobs and greater social cohesion” then the countries
of the EU and the applicant countries cannot afford to disregard such an important group of students.
9
OECD: Redefining Tertiary Education, 1998.
19
Table 2: Participation rate in HE/TSC – student numbers in TSC and PS (data from the
questionnaires unless indicated otherwise – grey figures are not counted because of overlap)
% in HE
Completion rate
% in
TSC
Total
TSC
Male
TSC
Female
TSC
Austria
> 30%
70 %
10-20%
30,000
21,000
9000
Belgium nl
58%
NDA
NDA
50-60 %
NDA
NDA
< 30%
57 %12
30,4%
35-40 %
> 55 %
40-50 %
NDA
NDA
50-60%
60-70%
50-60%
<10 %
NDA
NDA
10 %
18 %
16,369
24,858
NDA
27,584
±24,000
6,344
NDA
NDA
8,918
12,000
10,025
NDA
NDA
18,666
12,000
60-65%13
70-75%14
> 55%
40-50 %
70 %16
50-60%
> 80 %
NDA
80%
40 %18
40-50%
10%
118,829
NDA
NDA
< 10 %
< 10%
> 30%
< 10%
< 10%
17,000
770
48,360
13,000
9,291
7,500
9,500
±25,000
NDA
4,843
±23,000
NDA
4,457
60-70%
NDA
NDA
70-80%
NDA
60-70%
40-50%
NDA
NDA
NDA
10-20%
NDA
NDA
<10%
NDA
26,000
NDA
NDA
2,70019
NDA
10,000
NDA
NDA
NDA
NDA
16,000
NDA
NDA
NDA
NDA
<10%
50,000
> 80 %20
30%
NDA
<10%
227,574
33,318
70,000
401,277
 50%
19,565
majority
 50%
 50%
13,753
567395
192,500*
7,250
41,612
Belgium fr
Belgium de
Bulgaria
Croatia
Cyprus
Czech R..
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Iceland
Ireland
Italy
Latvia
Liechtenstein
Lithuania
Luxemburg
Malta
Netherlands
Norway
Poland
Portugal
Romania
Slovak Rep
Slovenia
Spain
Sweden
Swiss Conf
Turkey
UK E /W
31,3 %11
40-45%15
>50 %
35-40 %
NDA
56%
42 %17
< 30%
>55%
NDA
NDA
40-45%
< 30%
40-45%
< 30%
<30%
40-45%
> 55%
30-35%
45-50%
<30%
59 %21
< 40 %
> 80 %
Male
PS
Female
PS
236,795
NDA
NDA
49,000
NDA
NDA
13,000
NDA
NDA
15,000
7,000
8,000
211,004
79.700
131.304
82,117
NDA
NDA
10,025
227.574
5,714
5,311
27,500
14,600
12,900
332,500*
156,0024
NDA
NDA
12,751
57,427
79,867
46, 376
33,491
NDA
> 80 %22
40-45%
Total
In PS
22.00010
10-20%
23,000
27,000
 50%
23
UK NI
UK Scot
Total
50-55%
> 50 %
> 80 %
> 80 %25
20,001
99,039
1705,625
822,441
* Academic year 2000-2001
10
in last year BHS
found on http://www.hgk.hr/
12 http://www.moec.gov.cy/Educational%20System%20English.htm; the figure refers to secondary school graduates enrolled
in tertiary education in Cyprus or abroad.
13 http://www.syl.helsinki.fi/english/edu/numbers.html
14 OECD, Education at a glance: OECD indicators 2002, Paris,2002,p.43.
15 Gross participation, according to Cheps – higher education monitor Trend rapport, 2001.
16 Fritz Schaumann, Recent developments in German Higher education, 1998.
17 OECD, Education at a Glance: OECD indicators, Paris, 2000.
18 OECD, Education at a Glance: OECD indicators, Paris, 2002.
19 Students in state-funded institutions
20 of students in TSC
21 Denotes rate of HE entrants who complete their HE degree or at least 120 credits (180 ECTS) within 7 years. The actual
proportion of students that complete their intended education is therefore probably higher.
22 OECD, Education at a glance: OECD indicators 2002, Paris,2002.
23 Source HESA : All other undergraduates academic year 2001–2002 - UK-wide: Part-time and full-time students combined.
24 Difference between all other undergraduate students in HE and FE institutions and those in HEIs
25 http://www.universities-scotland.ac.uk/Media releases/PRs 2000 PDFs/PR2100.pdf
11figures
20
The second conclusion is that there is no relation between the participation rate in HE and the
occurrence of Tertiary Short Cycle education. TSC is not used to boost participation figures in HE and
neither is it deemed unnecessary because participation in HE is high enough. There might however be
a relation between completion of a first tertiary-level degree and the occurrence of sub-degree or
tertiary short cycle education. The countries with the highest completion rates in HE (Ireland, Turkey,
the UK26) are countries where sub-degree or TSC education is strongly represented. This might be due
to the fact that students can gradually climb along the ladder of learning and that they do not
necessarily have to complete a three- or four-year degree course in order to receive a formal
qualification.
As mentioned above participation in Tertiary Short Cycle education is under 10 % in most countries
studied. It is, however, clear that in those countries where TSC is strongly embedded as in Denmark,
France, Ireland, Romania, Spain, Turkey and the UK, participation in Tertiary Short Cycle education
is much higher.
There are some 3,300 higher education establishments in the European Union, approximately 4,000 in
Europe as a whole, including the other countries of Western Europe and the candidate countries.
Tertiary Education takes in an increasing number of students, over 16 million in 200027, compared
with fewer than 9 million ten years previously.
The table shows that more than 1,7 million students are involved in Tertiary Short Cycle education
while more than 800.000 students are participating in post-secondary education. This means that we
are dealing with a total of over 2,5 million students. Those figures clearly show the importance and the
potential of both those areas for lifelong learning and for degree higher education.
26
27
Education at a Glance: OECD Indicators 2002, Paris, 2002.
Key data on education in Europe, 2002, European Commission/EURYDICE/Eurostat
21
Chapter 2: Organisation of Tertiary Short Cycle education
Because the main area of the present study is sub-degree or TSC education we shall only enlarge in
detail on the latter in the following chapters. The findings on post-secondary education will be dealt
with in chapter 8.
The situation in the UK will be dealt with as well as a whole as at the level of England and Wales,
Scotland and Northern Ireland. This decision was taken because on the one hand the legislative
framework is different and on the other hand the numbers involved in the UK exceed those of all other
countries concerned. Moreover detailed information on the situation in the different regions was made
available to the authors.
2.1. Legislation on Tertiary Short Cycle education
In all countries offering Tertiary Short Cycle education, there is specific legislation governing Tertiary
Short Cycle education. As can be seen from the chart below virtually all legislation is very recent.
The oldest legislation governing Tertiary Short Cycle education in Europe is the Education Act of
Turkey (1981) and the Education Act of Malta (1988). The latter has already been amended several
times by legal notices. The UK Further and Higher Education Act (1992) re-created the polytechnics
as universities, bestowing on them the defining characteristics of a university: the power to award their
own taught and research degrees. However, on the 22nd January 2003 the Secretary of State for
Education and Skills, Charles Clarke, announced publication of the White Paper "The Future of
Higher Education", which sets out the Government's plans for radical reform and investment in
universities and HE colleges. After the launch of the document there will be a period for comment, in
which the Government will be engaging in a wide-ranging dialogue with those who provide higher
education and those who benefit from it. The UK National Qualifications Framework should be fully
implemented by September 2003. In the Czech Republic the new 2002 School Act failed to be passed
by Parliament.
The fact that legislation is so recent in most countries proves that this is a sector that is on the move.
A lot of the recent changes have to do with access to courses, changing curricula in professional
education, but also QA, accreditation, ECTS and more transparency of these programmes.
In most countries legislation is a national responsibility but in a number of countries it is a shared
responsibility between federal and regional authorities (Austria, Germany and the Swiss
Confederation) whereas in others (the Czech Republic, Hungary and Italy) it is a regional
responsibility. In the Swiss confederation powers are shared at the level of higher, or tertiary,
education. Under the new (1999) Constitution, the Confederation enacts legislation governing
22
advanced vocational training. The Confederation therefore has responsibility both for advanced
vocational training and for universities of applied sciences.
In the UK there is a separate legislative framework for Northern Ireland, Scotland, England and
Wales. Overall responsibility for all aspects of education lies with the Department for Education and
Skills – England, the Welsh Office, the Scottish Executive and the Department for Employment and
Learning – Northern Ireland.
Table 3- Legislation on Tertiary Short Cycle education
Nat/
R/C
N/R
Recent Changes in
the Law
On-going
What changes ?
Austria
Law on
TSC

Bulgaria

N
2000
Access to university level studies and
precision on the Type of sub-degree content
Croatia
Cyprus
Czech Rep.



N
N
R
1996
1997
1996
Denmark

N
France
Hungary
Iceland
Ireland




N
R
N
N
Italy

R
1999, complemented
in 2002
1999
2002
1997
Qualification
and
Training Act 1999,
implemented in
2001
1999
Latvia
Lithuania


N
N
2000
2000
Luxemburg
Malta
Netherlands
Norway


*

N
1990
N
198828
N
N
1998
2003
Romania
Spain
Sweden
Swiss Confed
Turkey
UK E/ W





N
N
N
N/R29
N
N
1998
2002
2002
2001
1981
- law of 1992
-2003 White Book
UK NI

N/R
UK
Qualifications
framework (by 2003)
UK SC

N
- Scotland Ed Act
1996

Curricula of Prof ed.
Private tertiary Institutions
Accreditation, Linkage to FCHE,
Modules, Credits
ECTS, Diploma sup, QA, Transparency
Transformation of study programmes
Creation of vocational degree
Credit-system, State financed student numbers
Admission criteria
Qualification
process
Norms for Tertiary Short Cycle education
Foundation of institutions, Management of
new Colleges, Tuition fees
Most students study abroad
University of Malta
Integration in Bachelor Programmes
Increased autonomy for HEI;
QA
Qualifications, Accreditation, LLL
Autonomy of HEIs, Quality requirements
- boosting vocational education, funding
- structural changes to the delivery of
programmes,
- access to programmes
- move towards being driven more by
regional, employer and individual needs.
28
amended by various legal notices
the Confederation enacts legislation governing advanced vocational training. The Confederation therefore has
responsibility both for advanced vocational training and for universities of applied sciences.
29
23
The fact that the educational systems for England and Wales, Northern Ireland and Scotland are
subject to independent legislation results in variations with respect to the organization, administration
and control of the education systems and in the educational terminology and the designation of
educational institutions30.
As far as Italy is concerned sub-degree or TSC education is not organised nationally but only in a
number of regions. In Norway the universities were given a large degree of autonomy in the matter in
2002, enabling them to decide on a number of matters concerning the organisation of sub-degree
education.
2.2. Who organises sub-degree?
Table 4: Organisation, recognition and funding of TSC
Organised by whom?
Other
than
state
ed.
Recognised

Under certain
conditions

yes

Others
Authorities in
collaboration





Professional
Organisations
Industry
30


























Private
State
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK
E /W
NI
SC
Other than
state
funded





31

























33



32













31
http://www.eurydice.org/Documents/Struct/en/uk.pdf
The church
32
Universities and University colleges
33
Only 4,6 % of sub-degree education provided



24
In all the countries surveyed where we have found Tertiary Short Cycle education it is organised by
the authorities (state, ministries, local authorities) sometimes in collaboration with either private
education providers or professional organisations. In most countries TSC is also organised by private
education providers and in some countries by professional organisations or others (such as the church
in the Czech republic). Denmark, Italy, Luxemburg, Malta, and Northern Ireland only know state
education.
The Czech Republic and Spain are the only two countries where private education is provided but not
recognised by the authorities (in a certain way this is also true for Denmark). In most countries this
recognition is subject to QA by the authorities (see chapter 6).
2.3. Funding and recognition of sub-degree
In all countries where TSC is present it is funded by the state. In a number of countries (Austria,
Bulgaria, Cyprus, Latvia, Lithuania, the Netherlands, Romania, the Swiss Confederation, Turkey and
the UK) there is also private funding. Industry also contributes but only in a limited number of
countries (amongst others: Austria, the Netherlands, the Swiss Confederation, Turkey, Romania, Italy,
France and the UK), but mostly this funding is only complementary to that of the authorities. As far as
funding is concerned, professional organisations are only involved in Turkey. Austria and Turkey
mention other sources of funding without being specific.
The authors have deliberately made a distinction between funding and organisation because in some
countries (Croatia, Hungary, Iceland, France, the Netherlands, Norway and Sweden) TSC is funded by
the authorities but organised by private education providers (see annexes Table 1b). In those cases
funding is always subject to recognition and institutions have to meet a number of criteria set forward
by the authorities.
In general we can conclude that the authorities see Tertiary Short Cycle education as their
responsibility. This is not only made clear by the fact that wherever TSC is present it is organised by
the state or the authorities but moreover by the fact that other than state education is funded by the
authorities.
2.4. Where is Tertiary Short Cycle education delivered?
In order to see in how far Tertiary Short Cycle education is really part of Higher Education, it is
important to find out where Tertiary Short Cycle education is delivered. It is obvious that as long as
sub-degree or TSC education is not delivered at or in collaboration with HEIs it will not be regarded as
Higher Education.
25
In Austria, Croatia, France, Iceland, Ireland, Italy, Latvia, Malta, the Netherlands, Norway, Romania,
Sweden, the Swiss confederation, Turkey and the UK, TSC is delivered at universities and/or at other
Higher Education Institutions. This could mean that in more than half of the Bologna signatory
countries TSC is actually regarded as a fully-fledged part of Higher Education. In most of these
countries students can also attend Tertiary Short Cycle education at colleges.
In Bulgaria, the Czech Republic, Hungary, Luxemburg and Spain, Tertiary Short Cycle education is
only delivered within the college sector or in schools. In Lithuania TSC education is delivered in nonuniversity Higher Education Institutions and mainly in colleges. In Croatia it is delivered within
independent schools for professional HE. Austria, France and the Czech Republic also mention other
providers. As far as France is concerned these are Lycées (secondary schools, offering post-secondary
education). Although the studies take place in secondary schools, they are recognised as Tertiary
education.
Table 5: Institutions offering TSC





Other


Adult
education


34







35

























36









34
Independent schools for professional HE
35
Lycée
university colleges
36
Colleges

HEI/IT
University
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK
E/ W
NI
SC



26
Courses are also organised within the framework of adult education in amongst others Austria,
Denmark, Ireland, the Swiss Confederation and the United Kingdom.
In Sweden, courses are
organised by the universities in collaboration with municipal adult education centres. There are
voluntary short programmes (generally one year or less) aimed at applicants who lack the specific
qualification for a certain area of study (basår), often in the fields of science and engineering. The
possibilities to provide this type of introductory education have recently been extended also to other
fields of study, on certain conditions. The “basår” gives eligibility for undergraduate study in the
chosen field. It is arranged by HEIs or within the framework of adult education.
In cooperation with municipal adult education, universities can offer so-called college programmes
(collegeutbildning) in order to promote recruitment to higher education. This introductory programme
consists of an upper secondary school component and a higher education component. The programme
aims, i.a., to improve the student’s general qualifications and provide an introduction to higher studies.
The aim is for participants to continue to study at university level.
In view of a true knowledge-society and Lifelong Learning these are developments that should be
encouraged and supported by authorities.
In virtually all countries TSC courses are offered as well on a part-time as on a full-time basis (except
Italy, Spain). However, as far as Spain is concerned, TSC courses will in the future be offered parttime within the framework of adult education. This means that TSC offers the flexibility needed to
make HE accessible for all.
2.5. Objectives of Tertiary Short Cycle education
Very often the main and sometimes the only aim of sub-degree or tertiary Short Cycle education is, to
give students a short professional training not linked to previous studies (Bulgaria, Cyprus, the Czech
Republic, Latvia, Lithuania, Luxembourg, the Netherlands, Spain, the Swiss Confederation and
Turkey). This does however not exclude the possibility to use credits from these studies for a degree
programme (see chapter 7). The objectives can also be twofold: further professional specialisation or
a short professional training not linked to previous studies (Austria, Croatia, Denmark).
In countries that have either very strong links with degree programmes or are embedded in a structure
of degree studies one of the objectives is virtually always the preparation for degree studies. This can
be combined with a short professional training not linked to previous studies (France, Hungary, Malta,
Romania, Norway, Sweden, England and Wales, Turkey, Scotland, Iceland), or with a further
professional specialisation (Ireland, Northern Ireland, Italy, Scotland).
Hence we can conclude that the main objective of sub-degree or short-cycle education is in the first
instance a short professional course for youngsters who want to join the labour market. In most cases
27
the sub-degree programmes give a professional qualification. However, the fact that these courses
have either strong links with HEIs or are embedded in them incites more youngsters to either take up
degree studies or return to education at a later stage in their life.
Only in those countries where flexible learning paths and a smooth transition from sub-degree to
degree education is provided by the educational system is TSC regarded as a preparation for degree
studies.
2.6. Curriculum in Tertiary Short Cycle education
There are only a few countries where the curriculum in sub-degree or TSC education is mainly
theoretical viz. Austria, Iceland, Malta and Norway. In Norway there might, however be elements of
practice and even work placement. In all the other countries it is either a combination of theory and
practice (Bulgaria, Ireland, the Swiss Confederation, England, Wales and Scotland) or a combination
of theory, practice and work placement (the Czech Republic, Latvia, France, Italy, Lithuania,
Luxembourg, the Netherlands, Romania, Spain, Sweden, Turkey, Northern Ireland). In Denmark and
Hungary the curriculum is even mainly practice-based.
We can conclude that with some exceptions the curriculum in sub-degree or TSC education is a
combination of theory and practice. This is not surprising as we have seen under 2.5. that there is
always a professional or vocational element involved.
2.7. Fields in Tertiary Short Cycle education
It is obvious that in countries where Tertiary Short Cycle education is well embedded in the system
such as Austria, Denmark, France, Ireland, Romania, Spain and the UK and where it also represents an
important number of students virtually all (sometimes all) fields of education mentioned are present.
Moreover in most of these countries there are more fields of education available than those mentioned
in the questionnaire. Thus in Spain there are as many as 22 fields with 75 different qualifications and
Professional Profiles.
Although no figures were given as to the number of students studying in the different fields, we can
assume that the largest numbers can be found in Business Studies. As can be seen from the chart
below Business studies are present everywhere and ICT, Health care and Social work are being
provided within TSC in most countries. Next to the fields of study in the questionnaire, a number of
studies were mentioned by respondents such as Library studies, Documentation, Engineering,
Technical studies, Tourism, Biology, Engineering, Architecture, Technology, Police Studies, Military
studies, Psychology and even Theology and Philosophy.
Sometimes we see that specific fields such as Marine studies, (Lithuania), Aquaculture (Norway) and
Forestry (Cyprus) are organised that are linked to the specific economic and geographical situation of
28
the country concerned. This proves that very often specialisations are being developed that meet the
real needs of the labour market.
Moreover some respondents referred to new studies being developed within the fields mentioned in
the chart such as Economics, Finance, Financial services, Accounting, Financial management, Small
Business Enterprise and Marketing within Business Studies, or TV and Video Production within
Music and Drama, Disability & Rehabilitation in Social work, Furniture Restoration within
Restoration and Montessori within education.
Table 6: Existing Fields in Tertiary Short Cycle education































 
 

 
Other





 

 
    
   
    

 
 
   
   
    
       
  


  

  
  
  
Social work
  
        
 
    
 


 


  
   


  
 

          

   

  


            
       
  
  

  
 

      
 
Restoration
Product development
Music and Drama
Mechanics
Leisure recreation
Language studies
ICT
Health care









Environmental studies










Education










Domestic sciences











Cultural heritage
   
   

  

Crafts

  
  

 
  
  
 
 
 

  

 
  

 
 
 
  
  
  
  
  
  
  
  
  
Chemistry
 


 
Catering and Hospitality





Business studies
  
  
Building
Biotechnics
Arts
Agriculture
Administration
Country/region
A
BG
HR
CY
CZ
DK
F
D
HU
IS
IRL
I
LV
LT
L
MT
NL
N
RO
E
S
CH
TR
UK
E/W
NI
SC
 

 
  
  


  



















 






On the one hand we have a number of fields of study that are new as far as content is concerned such
as Primary School Language Teaching, Electronic Business, Avionics, Digital Media Technology,
Rural Development, Internet Technology, Model Making for Film & Media, Equine studies, Retail
studies, Leisure, e-Business, IT-support and Animal Husbandry, Multimedia, Hospitality
29
Management, Private and public administration, Virtual Logistics, Hospitality, Tourism, AudioProsthesis, Optometry and Visual Aids.
On the other hand we found new courses that are being developed where the objective is not so much
to offer new content but to prepare students for our knowledge society. These courses lay the
foundation for lifelong learning and are foundation courses in the true sense of the word. They are e.g.
the Foundation degrees in the UK and the preparatory courses in Sweden.
In fact these courses,
together with others in Ireland, Turkey, Malta etc., do not only offer the student a professional training
but give him the opportunity to return to education at any stage in his life.
We should also bear in mind that in a number of countries of Central and Eastern Europe and in the
Baltic states, the system of professional tertiary education appeared only in the early 1990’s. The
ambition was to introduce an extra-university sector of higher education37. In Latvia all courses have
even been developed over the last three years. In those countries Higher Education was until the
1990’s very often mainly geared at academic research and the sole realm of the universities. With the
appearance of the market economy a number of new professions came into existence and thus also the
need for more professionally oriented higher or tertiary education.
It is also clear that as we move towards a knowledge-based society there is a growing need for a more
skilled and flexible workforce. TSC definitely contributes towards widening participation in Higher
Education and to supplying the labour market as well as far as the private sector (business studies,
hospitality, ICT, etc.) as the public sector (health, social care, education…) are concerned.
All these elements point to the fact that in most countries surveyed we are dealing with a thriving
sector that is adapting swiftly to the needs of our rapidly evolving society in general and the labour
market in particular.
In the Netherlands we have a particular situation as there is a ban on new courses “kort hbo” (TSC)
and all these sub-degree courses must be discontinued by 2007. The institutions offering these courses
are offered the chance to upgrade themselves to Bachelor’s level. This means that they will have to
meet accreditation standards for degree courses by that date. New short programmes within the
bachelor’s programmes are possible. In the new legislation that is being prepared the government
provides moments where students can leave the degree course early in order to meet the demand for
greater flexibility. These will, however not be sanctioned by an official qualification but only by a
qualification recognised by the labour market.
However, the students leaving education at the
moments set down by law will not be regarded as drop-outs as they have acquired a professional
qualification that is recognised by the labour market.
37
Michael Karpisek, Background note to the questionnaire
30
2.8. Collaboration with professional bodies and industry
As far as the involvement of professional organizations in designing and restructuring of curricula in
TSC is concerned the picture is quite diverse:
In some countries these organizations are closely involved (Austria, Denmark, France (rather closely),
Latvia, Lithuania, Spain, UK, Northern Ireland. In other countries they are occasionally involved
(Bulgaria, Ireland, Sweden, Scotland). Lastly these organisations are not or rarely involved in the
Czech Republic, Norway, Romania, the Swiss Confederation and Turkey.
In some countries such as the Netherlands it is the responsibility of the institutions and therefore
difficult to assess nationally.
In a number of countries such as Bulgaria (as far as organisation is concerned), the Czech Republic,
Hungary, Norway and the Swiss Confederation there is no or hardly any collaboration with
professional organisations. It could be that as far as the countries of Central and Eastern Europe are
concerned there is no tradition of collaboration with industry. However, this is very unlikely for
Norway and the Swiss Confederation.
Table 7: Which organizations are involved?
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK: E & W
UK: NI
UK: SC
38
39
Chambers of
Commerce

Trade
Unions

Employment
Agencies

other
No collaboration


NDA
NDA







NDA











NDA
NDA
38














39

Responsibility of the institutions
Employer & sector organisations
31
When professional organisations are involved they are most likely the Chambers of Commerce. They
are involved in Austria, Denmark, France, Italy, Ireland, Latvia, Lithuania, Spain and the UK. In this
respect we should like to point out that Spain and France have a long tradition of collaboration with
Chambers of Commerce.
These were in a number of countries (e.g. France) the first to grant
professional qualifications. These Chambers of Commerce still organise highly-valued courses and
deliver professional qualifications. In many cases students take additional exams to receive a
qualification from a Chamber of Commerce because these are still much valued by the labour market.
Trade unions are also involved (e.g. Austria, Denmark, Italy, Latvia, Sweden, Turkey and the UK) as
well as employment agencies (Austria, Ireland, Italy, Latvia, and Sweden) or others such as employers
and their sector organisations (Northern Ireland). Recently HNs have also been devised in Scotland in
partnerships between the Scottish Qualifications Authority and local consortia of colleges.
In fact the best examples of close collaboration with industry are to be found in the UK. In Scotland
HNs have recently been devised in partnerships between the Scottish Qualifications Authority and
local consortia of colleges. In England, Wales and Northern Ireland the Foundation degrees have
taken off. These are developed directly with employers and have as an objective to develop, upskill
and retain the current workforce, making the employees more motivated and flexible40.
The
foundation degree provides a new model of vocational higher education based on close collaboration
between employers and providers of higher education. It aims to widen and increase participation in
higher education by delivering knowledge and skills needed for employment by the application of
work-based and flexible modes of learning41. They are new employment-related, higher education
qualifications, designed to equip students with the higher-level skills crying out for. They are bringing
higher education and business closer together to meet the needs of employers42.
40
http://www.foundationdegree.org.uk/empl/
http://www.qaa.ac.uk/public/foundation/foundation_statement_preface.htm
42
http://www.foundationdegree.org.uk/
41
32
Chapter 3: Entrance requirements, duration and certification of studies
3.1. Entrance requirements
In virtually all countries the entrance requirement is a leaving certificate of secondary education.
However Accreditation of prior experiential learning is (sometimes) accepted in Austria, Denmark,
France, Ireland, the Netherlands, Norway, Spain, Sweden, England, Wales, Northern Ireland and
Scotland.
In a number of countries (Austria, Ireland, Italy, Latvia, Spain, England, Wales and Scotland) a
minimum age requirement, sometimes in combination with professional experience, is also accepted.
In Bulgaria and Romania students sometimes have to sit exams in order to be accepted on the
programmes. Whether this is due to a numerus clausus could not be derived from the questionnaire.
3.2. Duration of studies
With the exception of the UK, Cyprus, the Netherlands and Ireland all courses in Tertiary Short Cycle
education last more than one year. In the Netherlands short-cycle courses will be discontinued or
integrated in 4-year Bachelor programmes. Although the first formal qualification received will be the
Bachelor title, students will be able to leave education at certain moments where they will receive a
certificate that although not being a formal qualification will be proof of certain professional
qualifications and will also allow them to return to education using the credits acquired. Whether this
will be after one year or more has not been decided yet as the system will only be fully implemented
by 2007. We should like to point out that in Ireland the first formal qualification received is the
National Certificate, which takes two years to acquire.
Most sub-degree programmes take two years, some of them three. However, in the Czech Republic
and Lithuania TSC programmes can take more than three years. When discussing the average
duration of Bachelor degrees in Europe in the "Survey on Master Degrees and Joint Degrees in Europe
the authors state that "it is clearly out of line with the definitions of ‘undergraduate’ when these
courses take five to six years and it weakens the European and international competitiveness of these
countries’43. Consequently we can say that bearing in mind that it takes between 180 and 240 ECTS
credits, or the equivalent of between three and four years to earn a Bachelor’s degree that students who
have successfully attended a four-year recognised programme should not be regarded as only having
sub-degree or holding a qualification of Tertiary Short Cycle education. Moreover the credits earned
are not even always taken into account when these students want to continue their education.
43
Christian Tauch and Andrejs Rauhvargers, Survey on Master Degrees and Joint Degrees in Europe, European
Commission - EUA Joint publication, 2002.
33
It is obvious that the only criterion should not be the length of studies but that ECTS points earned and
the competencies acquired should also be taken into consideration. If we want to enhance the
comparability, the transferability and the readability of sub-degree or Tertiary Short Cycle education
then common titles should be used for students who have achieved a comparable level of
competences.
3.3. Certification of studies
As can be seen from the table below a wide range of titles is used to certify TSC or sub-degree
programmes. Wherever possible we have used the title in the original language and have tried to
translate it to the best of our abilities. Although the title Diploma is very often used for a two-year
programme, a certificate might be given after one, two or three years. This means that there is a lack
of transparency and comparability especially in a European or international context. Consequently the
need is felt for common qualifications.
In this respect we refer to the UK where, next to the Bachelor’s and Master’s titles, the Foundation
degree will find its place in the qualifications framework using descriptors to define each level. ‘The
foundation degree is an intermediate higher-level qualification. It sits at level four’44. For more
information about the qualifications framework we refer to ‘The framework for higher education
qualifications in England, Wales and Northern Ireland’45.
Great Britain was a pioneer in the area but also in Denmark there is a move towards a Danish
‘Qualifications Framework for higher education46’ and the Netherlands have worked with the issues.
As stated by the two commissions for higher education in England and Scotland respectively it should
be ‘a framework for qualifications, which provides for progression, is broad enough to cover the
whole range of achievement, is consistent in terminology, will be well understood within higher
education and outside it, and incorporates provision for credit accumulation increasingly, scope
for the transfer of credits earned in one institution or another47’. The goal was to define a degree
system by describing the qualifications systems’ various graduation levels rather than the length of
study period.
Lastly we want to refer to the Scottish Credit and Qualification Framework (SCQF).
The Scottish Framework is at the forefront of European and world-wide developments,
achieving the inclusion of qualifications across academic and vocational sectors into a single
credit-based framework.
44
http://www.foundationdegree.org.uk/stud/what/requirements/qframework/
http://www.qaa.ac.uk/crntwork/nqf/ewni2001/contents.htm
46
Towards a Danish ‚Qualifications Framework’ for higher education, Final report approved by the Danish
Bologna follow-up group, 2003.
47
The Dearing Report, 1997
45
34
The central aims of the SCQF are to:

enable employers, learners, and the public in general to understand the full range of Scottish
qualifications, how they relate to each other, and how different types of qualifications can
contribute to improving the skills of the workforce

help people of all ages and circumstances access appropriate education and training over their
lifetime to fulfil their personal, social and economic potential
The SCQF will make the relationships between qualifications clearer. It will clarify entry and exit
points and routes for progression within and across education and training sectors. It will also
maximise the opportunities for credit transfer. In these ways, it will assist learners to plan their
progress and learning throughout their lives.
35
Table 8: Qualification received
One year
Austria
Two years
Certificate
Denmark
France
Hungary
Iceland
Ireland
One-year
certificate
Italy
Lithuania
Norway
HBO-diploma+
Certificate for
Bachelor prog

Romania
Spain
Sweden
Swiss Confed
Turkey
UK :E & W
Diploma, specialist in
Диплома за обрзователноквалификационна степен
“Специалист по”
Associate degree
Higher Diploma
id
id
Associate degree
Diploma
Diploma
Diplomovany
specialista
Diploma in ...
Brevet de Technicien
Diplôme d’Etat
Supérier (BTS) /Diplôme Spécialisé
Universitaire de
Technologie (DUT)
(équivalent DEUG)
certificate
Diploma/certificate
National certificate
National Diploma
crediti formativi
(credits)
Diploma 4th level of
qualification
Latvia
Luxemburg
Malta
Netherlands
More than
3 years
Different titles
according to the
profession
Bulgaria
Croatia
Cyprus
Czech Rep.
Three
years
Certificate in HE
Higher
National
Certificate (HNC)
UK: NI
Certification in HE
UK: SCOT
HNC
BTS/DUT
certificate
HBO-diploma+
Certificate for
Bachelor programme
Diploma
Høgskolekandidat
Diploma de absolvire
Titulo
de
tecnico
superior
University Diploma
Techniker/in TS
diploma
Diploma in HE
Higher National
Diploma,
Foundation degree
Entry to honours degree
programmes
HND
Foundation degree
Dip in HE
crediti formativi
(credits)
Diploma 4th level
qualification
Diploma of HE
of
Diploma
HE
of
diploma
HBO-diploma+
Certificate for
Bachelor programme
Diploma de absolvire
Ing. FH
HND
36
Chapter 4: Profile of students and Teachers
4.1. Gender of students
Not all countries have data available as far as the gender of students is concerned. In the UK,
Bulgaria, the Czech Republic, Hungary, Lithuania, the Slovak Republic and Romania the majority of
students in Tertiary Short Cycle education are female whereas in Austria, the Swiss Confederation and
Sweden the majority of students are male. In the other countries there are no significant differences as
far as the gender of students is concerned. As one of the respondents in Sweden states ‘this difference
depends on the specialisation. There is a rather traditional division, with more women than men on
programmes leading to degrees or qualifications e.g. in social care, nursing, and education, and more
men than women on programmes leading to degrees in engineering and applied technology’.
Because the vast majority of students in Tertiary Short Cycle education in Europe are situated in the
UK where the number of women on sub-degree programmes greatly exceeds that of men (63% women
versus 37 % men) there is an overall majority of females in this kind of education (± 55 % female
versus ± 45 % male).
Moreover we have to bear in mind that over the last years the proportion of women in tertiary
education has increased enormously and that they are now a majority in most countries. The only two
countries in Europe where they are still a minority are Germany and the Czech Republic (marginal in
the latter case) and as far as women graduates are concerned Austria is the only country where they are
still a minority48.
OECD research on higher education in Canada, the United States, Australia, France, Spain, Germany,
Switzerland, the United Kingdom and Sweden also indicates that whereas already in 1995 more
women than men were enrolled in higher education in all countries except Germany and the Swiss
Confederation women were only the majority in the United States at both university and nonuniversity levels 49.
However, as we have not received detailed figures for all the countries concerned and as the results are
influenced by the high numbers of females in TSC or sub-degree in the UK, the authors think that it
needs more in-depth research before any conclusions can be drawn.
48
49
Key data on Education in Europe, 2002.
Education at a glance: OECD Indicators, 1997.
37
4.2. Social-economic background of students
Although for most countries there are no data available as far as the social background is concerned it
is generally believed that TSC education tends to attract more students from disadvantaged groups
such as people without a family history of participation in HE (first generation students), people from
the working classes (technicians, clerks, farmers, factory workers), people with disabilities, people
from minority ethnic groups, people with non-standard qualifications and mature students. These do,
however, not necessarily constitute the majority of students in Tertiary Short Cycle education. It is
therefore not surprising that where data are available they point in this direction. In the Dearing report
it was mentioned that men from socially disadvantaged groups are twice as likely to be studying for a
sub-degree qualification as those from professional and managerial groups50.
In the academic year 2001-2002 the overall majority of students in sub-degree education in the UK
took the courses part-time (567395 of which 437695 were part-time or 77,5 %). Older
students are particularly strongly represented among part-time students as was mentioned already in
the Dearing report (63 % of first-degree students studying part-time are over 30)51. The Euro-Delphi
Survey (1995) revealed that in the 1993-1994 period there were 6,665 mature entrants to Higher
education in the Republic of Ireland of whom 75% were part-time students. The proportion of mature
students at the universities is lower than at the ITs or colleges52.
On the basis of the data received we are inclined to state that the threshold to sub-degree or Tertiary
Short Cycle Education is lower than that to other forms of Higher Education. These data are however
not conclusive. We have not asked or received any data on students with disabilities, students from
ethnic minorities or the participation of students from different localities in sub-degree or Tertiary
Short Cycle education. In a number of countries (e.g. Scotland53) a major element of the increase in
participation in HE is due to the increased participation in sub-degree education. All these elements
should definitely be looked upon in a more detailed way. In how far sub-degree or Tertiary Short
Cycle education can contribute towards widening participation of disadvantaged groups is definitely
worthwhile looking into especially as the first priority mentioned in the World Declaration on Higher
Education is equal access to all.54
4.3. Qualification of teachers
In none of the countries surveyed teachers have been reported with less than a Bachelor’s degree. The
minimum qualification for teachers in Tertiary Short Cycle education seems to be a Bachelor’s degree.
However in a lot of countries the (vast) majority of teachers have a Master’s degree (see annexes table
50
National Report, Widening participation in Higher Education, 1997.
Id.
52
Marie Morrissey, Mature students in the Higher Education Sector, Galway, 1997.
53
Scottish Executive, A Framework for Higher Education in Scotland: Higher Education Review Phase 2, 2003.
54
http://www.unesco.org/education/wche/summary.shtml
51
38
5 b). In some countries the qualifications are as well Bachelor’s as Master’s and in Austria, Norway,
Sweden and France an important number of teachers in Tertiary Short Cycle education have a Ph. D.
This might be due to the fact that Tertiary Short Cycle education is either embedded in the universities
(Austria, Sweden) or has strong links with the universities as in France. In the Netherlands there are no
data available but we can assume that the qualifications held go along the lines of the countries where
data are available.
The study has revealed no information on the degrees or qualifications which are held by the teachers
involved in teaching practice and/or practical subjects. Neither has it revealed any information on the
qualifications held by the teachers involved in mentoring placements in industry. Finally in some
countries (like France and the UK) people from industry may be involved as regular teachers in
Tertiary Short Cycle education or in post-secondary education but no information is available on the
qualification required of them.
Bearing in mind the major role of the teacher to contribute to quality of education as stated also in the
first sub-objective of objective one of the Detailed Work programme on the Future Objectives of
Education and Training systems in Europe, it would be useful to look into this matter in a separate
study. Such a study could also focus on the various forms of interaction between enterprises and
Tertiary Short Cycle education or post-secondary education and on the role of mentors in companies
helping students during placements or thesis work in companies.
39
Chapter 5: Mobility – Use of ECTS – Use of Diploma Supplement
5.1. Mobility and participation in other EU actions
Although it is clear from Table 9 that as well students as teachers in Tertiary Short Cycle education
actively participate in mobility and in other actions of EU programmes a number of respondents
mention obstacles to participation in mobility and other actions.
It is not surprising that most of the obstacles mentioned (lack of resources, lack of knowledge of
foreign languages, lack of knowledge of foreign cultures) are not specific to Tertiary Short Cycle
education55. However, a number of countries (Czech Republic, Denmark, Spain, Ireland) mention the
fact that Tertiary Short Cycle education is not well known and the fact that there is a lack of
comparability, transparency and transferability of professional and vocational qualifications as
obstacles specific to Tertiary Short Cycle education. The respondent from Spain mentions these
problems and hopes that the Bruges process56 will help to enhance the comparability, transferability
and transparency of this type of education.
The Bruges process, which deals with recognition of qualifications and transparency in vocational
education and training (VET), was given priority by the Danish Presidency. On 29 and 30 November
2002, the ministers from the Member States and the accession countries, discussed and approved the
Copenhagen Declaration57, which sets out measures designed to enhance European co-operation in
vocational education and training.
As far as specific obstacles are concerned the Czech Republic also mentions the small size of some
institutions making it very difficult to have staff available to organize the participation in mobility and
other programmes. The size of institutions is indeed one of the problems the sector faces and not only
as far as mobility is concerned. In this respect we refer to Guy Haug who stated that ‘a basic
requirement [for the college/polytechnic sector] is that institutions need to reach a critical size and
offer a minimum range of courses and services.58’ As far as the programmes are concerned as well for
teachers as for students the preferred mobility is under Erasmus (in at least 16 countries students
participate in this mobility, see Table 9). This proves that Tertiary Short Cycle education is clearly
regarded as Higher Education.
55
see Beernaert et al., Comparative Study on Mobility of teachers in the European Union, Leuven, 2002.
http://www.esib.org/wg/bruges.html
57
http://europa.eu.int/comm/education/copenhagen/index_en.html
58
Guy Haug , The college-polytechnic sector in the post-Bologna scenarios, Chania, 2000.
56
40
Table 9: Participation of students and teachers in mobility and participation of TSC institutions in
other actions of EU programmes
Teachers
Students


No internalisation

Other programmes

Other EU programmes
Leonardo

Comenius


°

°
Erasmus

No mobility

Use of Europass

Other mobility
Leonardo

Comenius

Erasmus
Denmark
France
Hungary
Iceland
Ireland
Italy

No mobility
Croatia
Cyprus
Czech Rep.
Other mobility
Bulgaria
Leonardo
Comenius
Erasmus

Austria
Institutions

NDA
NDA

*


















Swiss
Confed
Turkey

UK
E&W
NI
SCOT

















*
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden

*















*





ND
A
ND
A
























NDA
NDA
NDA













**












**














**




°°
















°°













* since 2003 limited number
**(ASEM-DUO, Linnaeus-Palme, Tempus, EU Canada, EU USA, EU-Australia e.al.)
° in an initial phase , being introduced
°° not yet possible
As professional education is concerned it is not surprising that Leonardo comes next as well for
teachers as for students. Only in 7 countries do teachers participate in mobility under Comenius and
students only in 6. This can probably be explained by the fact that Teacher Training is in most
countries at degree level. Mobility under Comenius is even surpassed by mobility under other EU and
non-EU programmes. Mobility under Comenius is normal in post-secondary schools as those schools
41
are eligible within the framework of the Comenius - school education - chapter - of the Socrates
programme.
As far as involvement in other actions is concerned, most countries once again participate in Erasmus,
followed by Leonardo and other programmes within or outside the EU.
Programmes that are
mentioned are ASEM-DUO, Linnaeus-Palme, Tempus, EU Canada, EU USA, EU-Australia
e.al.(Sweden).
Turkey cannot yet participate in mobility in the framework of Socrates and Leonardo at the moment.
Their involvement is scheduled for 2004.
Although the Europass is not yet generally used, a number of countries are introducing it and its use is
even encouraged in certain countries.
5.2.Use of ECTS
Not only the use of ECTS was surveyed, but also the use of other (usually national) credit systems.
With the exception of institutions in Austria, Bulgaria, Spain, the Swiss Confederation and Turkey the
majority of institutions in TSC use some kind of credit system, sometimes national, sometimes
regional, sometimes ECTS (often alongside the national credit system). This is an important step
towards the comparability of TSC-studies and towards integration in the Bologna process but also
towards accumulation of credits earned.
The Bologna Declaration specifically mentions the
establishment of ‘a system of credits – such as in the ECTS system’.
The fact that so many
institutions (see table 10) are already using ECTS or any other credit system enhances the chances of
the sector of being integrated in the Bologna process.
Generally speaking we can say that in most countries ECTS or a national/regional credit system is
used by the majority of institutions. In some countries (Denmark, France59, Latvia, Norway) there is a
legal obligation for the use of ECTS. In those countries where the use of ECTS is not compulsory we
note that the majority of respondents see the fact that it facilitates international co-operation as the
main reason for the use of ECTS. Moreover in a number of countries (the Czech Republic, Denmark,
France, Ireland and the UK) it is also regarded as a means to facilitate the transition to Bachelor
programmes as credits can be accumulated in a transparent way.
There are national systems in
Scotland and Wales with regional systems in England. These tend to link to ECTS.
The respondents of Austria and the Czech Republic point to the fact that although no or hardly any
Institutions offering Tertiary Short Cycle education use ECTS, the majority of other Institutions of
Higher Education do use ECTS in some way or another.
59
Will be introduced next academic year
42
Table 10: Use of credit systems in sub-degree
Use of credit system
Reasons for use of ECTS


*

*

60



No credit
System
Facilitates int
Cooperation
Facilitates
transition
Encouraged
Legal
obligation
ECTS
Small number
ECTS
Majority SD
ECTS in
all TSC HEIs
National
& ECTS
ECTS
National
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Conf
Turkey
UK
E&W
NI
SCOT

°








NDA
NDA
















NDA
NDA













61
*



 **








NDA

NDA


* other HEIs ** of HEIs in Socrates
Those few schools in CZ implementing ECTS see it as an important investment in their future and a
milestone in their development. The reasons would be both transition to HE, international cooperation and internal development and organization of education.
5.3. Use of diploma supplement
A number of countries (Denmark, Italy, Latvia, Northern Ireland and Norway) already have a legal
obligation to use the diploma supplement. Others (Sweden) have recently implemented this legislation
or are preparing it (Lithuania, Bulgaria). The UK higher education sector is currently working towards
the introduction of a standardized transcript which is also compatible with the Diploma Supplement.
60
61
Starting to
Within the framework of international cooperation
43
Table 11: Use of diploma supplement in Tertiary Short Cycle education
other
Better
COOP
Better
transition
Int
Encouraged
Legal
obligation
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK
E&W
NI
SCOT
Not used
Small number
Majority
Institutions
All
Institutions

62
Austria
Bulgaria
NDA
NDA





NDA


NDA






63

NDA
NDA
NDA






64

NDA


*




The main reasons why institutions use the diploma supplement in those countries where it is not
compulsory are an easier transition to degree programmes and better international co-operation.
It is clear from this table that the diploma supplement is being used increasingly by institutions
offering TSC, very often because there is a legal obligation. We should bear in mind that if we want
to go to the use of competence portfolios, the diploma supplement is certainly the first step in this
direction. The diploma supplement does not only refer to the skills and competencies a student has
acquired in a formal way but also includes references to generic competences such as e.g.
communication skills acquired by being a member of the student council.
Student mobility or
participation in all kinds of programmes are also referred to in the diploma supplement.
Only Spain mentions the use of the certificate supplement by a limited number of institutions.
62
will be introduced next year
will be introduced in the future; legislation is being prepared
64
has been introduced since January 2003
63
44
Chapter 6: QA and Accreditation
6.1. Use of quality assurance system(s)
In virtually all countries surveyed there are Quality assurance bodies. In many cases the quality is
assured by a national quality assurance agency.
In Spain the quality is still checked by the
Inspectorate of the Ministry of Education. Ireland and Sweden are the only countries that mention
foreign experts being part of the Quality Assurance body. As far as quality assurance of private
Institutions is concerned, they are subject to the same quality assurance as the state institutions. In
Ireland, Norway, Romania, Sweden and Switzerland this Quality assurance by a QAA is needed in
view of recognition of the institution or the programme concerned.
Table 12: QAAs

In view of recognition













In view of recognition


No private
 all
 all







No private
Not always







Same for
Private
education
providers
NDA







65




Other



QAA of a
Professional
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK
E&W
NI
SCOT
body








National
QAA +
foreign
experts
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Regional
QAA


National
QAA
QAA
Austria
Bulgaria
 all
In view of recognition
In view of recognition
 all
In view of recognition
In view of recognition
 all
No private
 all
There is a strong move towards Quality Assurance in Higher Education in general and this is also
visible in sub-degree higher education or TSC education. Indeed, if institutions providing sub-degree
or Tertiary Short Cycle education want a wider understanding of the nature of standards and quality in
65
is being developed
45
their sector they will only be able to do this by referring to common reference points and sound
standards of the education qualifications provided.
6.2. Accreditation
In all countries except the Netherlands there is a mechanism for accreditation of Tertiary Short Cycle
education. However, in a number of countries the awarding body seems to be the Ministry of
education.
Table 13: Accreditation
other

Foreign
HEI

Private accreditation
agency
Professional
AC A
International
accreditation agency




Regional
Accreditation agency






National
AC A


NDA

Ministry of education
Accreditation
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK
E&W
NI
SCOT













NDA






68







66

67






As far as the Czech Republic is concerned, attempts are made to introduce an Accreditation
Commission. At the moment there is also a kind of accreditation by the ministry of education. It is
striking that in most countries of Central and Eastern Europe as well as in the Baltic states (Bulgaria,
66
for non-state HEIs
for state HEIs
68
is being developed
67
46
Latvia, Lithuania, Romania, Hungary) there is an independent national accreditation agency. This is
also the case for Austria, Ireland, Norway, Sweden and the UK.
We presume that the absence of an accreditation agency for Tertiary Short Cycle education in the
Netherlands is due to the fact that sub-degree programmes in that country will be discontinued or
integrated in Bachelor programmes. For the latter there is a the Dutch Accreditation Organisation
(NAO).
In Sweden all HEIs must apply for accreditation for each professional degree they intend to provide.
State HEIs have a general right to award the University Diploma (Høgskoleexamen), the Bachelor’s
degree (kandidatexamen), and one of the two Master’s degrees (Magisterexamen med ämnesbredd).
Non-state HEIs have to be accredited also for the general degrees they intend to provide.
47
Chapter 7: Transition to degree studies
7.1. Legislation governing transition to degree programmes
In most countries on which we have received data there is legislation governing transition to degree
programmes.
Only in the Czech Republic (where the law failed to be passed), Lithuania, the
Netherlands (where TSC will be discontinued), Romania, Sweden and the UK is there no legislation
on transition.
Although in the UK there is no legislation on transition to degree programmes there are agreed
principles concerning the transition from sub-degree to degree programmes, but these are not driven
by legislation.
As for Sweden, legislation is in fact not necessary as we are dealing with an integrated HE system.
Short-cycle tertiary education is formally and in practice part of the overall higher education
framework. There is thus no separate system for courses or shorter degree programmes. Transition to
degree programmes is therefore mostly relatively easy. Students from short-cycle programmes can
enter studies aiming at a higher degree, subject to the same eligibility requirements as other students.
It is clear from the chart below that where there is no legislation, or where there are no agreed
principles, students are in fact at the mercy of the HEIs and it will be up to the latter whether the
student will be accepted or not for a degree programme and how many credits will be given for the
qualifications acquired.
In Spain legislation is underway in the “Formación Profesional Especifica de Grado Superior”
(Professional HE) in which top-up programmes are being prepared through which students with
professional experience can take exams in order to get the qualification of “Tecnico Superior”
(Diploma of qualified technician). The same law also provides for the use of ODL and ICT in order to
allow sub-degree students to study in an Open and Distance learning environment and thus get
qualified. Also in Turkey ODL plays a very important role. Anadolu University in Eskiþehir offers
two- and four-year programmes through distance education. Altogether there are in Turkey 623.465
students in bachelor's education through distance education, and 138.628 students in pre-
bachelor's (sub-degree) distance education.
In the Czech Republic the transition from sub-degree to degree programmes is not yet possible. It was
foreseen in the 2002 School Act, which did not pass Parliament. Although the Ministry tries to
promote the idea of transition to degree programmes, cases where sub-degree students are exempted of
parts of the degree programme are still rare. There are only a number of individual cases where there
48
are agreements between schools and HEIs. A few non-university HEIs offer graduates of sub-
degree programmes the opportunity to acquire a Bachelor’s degree in one year. However this
is not automatic. Students have to apply and take exams before their former education is
taken into account.
Table 14: Existing links to degree programmes
*

**


**


*
*

**
*
*
73
no
NDA
no

*
NDA
NDA
**
**

*




possible
Access
foreign students
Slovenia
Spain
Sweden
Swiss Confed
Turkey
UK
E&W
NI
SCOT

***
no

ODL and ICT used








Top-up
programmes
Norway
Romania

APEL
70
No71

72





courses
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands

****

no

Access
organised
69
Do majority make
transition ?
Croatia
transition
No
possible


courses


Bridging
required
Transition is easy
Law for transition
Austria
Bulgaria





Not yet
no

NDA
NDA
NDA



****


****
NDA
no

****
*

****

****








*
*

no

*


no
no





*
*
*

**
**
**
**

NDA




*

no










* sometimes
** for certain studies
*** impossible
**** depending on HEI
students can ask for transfer to degree programmes – decision lies with HEIs
In preparation
71
Act was introduced but not passed
72
For STS it is the remit of the universities
73
The situation differs according to the institutions concerned.
69
70
49
7.2. Facilities for students who go on to degree programmes
Access courses are organised in Austria, Hungary, Ireland, Romania (sometimes, depending on the
HEI), the Swiss Confederation and the UK (England, Wales, Northern Ireland and Scotland).
Top-up programmes are organised in the same countries and in France but very often only for certain
studies or programmes.
Accreditation of prior experiential learning is accepted in a.o. Ireland, Romania and Scotland, but in a
large number of other countries it is sometimes accepted and not as a rule.
7.3. Open and Distance Learning – Internet Technology
As we can see from the chart ODL-courses are made available in the majority of countries, sometimes
only for a limited number of programmes.
Whether Open and Distance Learning and Internet
Technology are only used to support teaching or whether qualifications can actually be earned through
ODL could not always be concluded from the questionnaire.
It is also not clear in how far these
courses can facilitate the transition to degree studies. References were made to the Open University in
the UK where students can earn modular sub-degree qualifications74.
Ireland also has a well-
developed system of course providers at the level of tertiary short cycle education 75. As mentioned
above legislation is being prepared in Spain providing for the use of ODL and ICT in order to allow
sub-degree students to study in an Open and Distance learning environment and thus get qualified.
Turkey also has a well-developed Open and Distance Learning system in higher education.
In Sweden ODL courses and some programmes are offered within the framework of the Swedish Net
University. The Open University of Cyprus was established in 2002 and an interim Governing Council
was appointed in February 2003. The University will exclusively employ distance learning methods,
means and technology.
7.4. Students making transition
Although in many countries the transition is seen as fairly easy the majority of students do not make
the transition to degree programmes. This is only the case in Bulgaria, Hungary and the UK (England
and Wales).
Students from other countries can make the transition to degree programmes in most countries
surveyed. However, with the exception of the English-speaking countries (or countries providing
English-speaking programmes such as Cyprus) this rarely happens probably because of language
problems students might encounter.
74
75
http://www.open.ac.uk/
http://www.learningireland.ie/provider_login/
50
Chapter 8: Organisation of post-secondary education
8.1. Introduction
According to the respondents only a limited number of countries have post-secondary education.
Because the emphasis of the questionnaire was on tertiary education it is possible that some countries
only filled in the questionnaire if post-secondary education in their country has links with tertiary
education.
We received questionnaires on post-secondary education for the following countries:
Austria, Bulgaria, Estonia, France, Greece, Italy, Lithuania, the Netherlands, Norway, Poland,
Romania, Slovenia, Spain, Sweden and the UK. Luxembourg and Malta reacted to a text that was
drafted by the authors. In all those countries post-secondary education is present.
According to the questionnaires the there are links with HE in the following countries: Austria,
Bulgaria (only for certain studies), Estonia (for certain studies), France (for certain studies), Italy,
Norway (for certain studies), Romania (for certain studies), Slovenia (certain studies) and the UK.
There are no links with HE in the Netherlands (except access to HE), Lithuania, Poland and Spain.
Austria, Bulgaria, France, Italy, Lithuania, Luxembourg, Malta, the Netherlands, Norway, Romania,
Spain, Sweden, and the UK have as well TSC as post-secondary education. In Lithuania postsecondary education will be discontinued in 2003. The existing post-secondary schools will have to
prove their capacity to become colleges. If they cannot do so they will be reorganised into other types
of vocational training institutions.
8.2. Organisation of post-secondary education
In most countries where post-secondary education is provided it is organised by the Ministry of
education next to private education providers and professional organisations. It is interesting to see
that e.g. in Northern Ireland it is organised by the Department of Employment and Learning and in the
Netherlands it is the responsibility of the department of Vocational and Adult and Education (BVE).
There have not been as many changes in legislation as for Tertiary Short Cycle education. However,
where there have been changes they were very recent: Norway (2003), Slovenia (2001), Spain (2002),
and Sweden (2002).
51
Table 15: Organisation of post-secondary education
Lithuania
Luxembourg
Malta
The Netherlands
Norway
Poland
Romania













Scotland
Italy

Northern Ireland
Greece

England and Wales
France

Sweden
Estonia

Spain
Bulgaria

Slovenia
Austria
Ministry
of
Education
Private
education
Providers
Professional
organisations
Others

76





















*
* Funded by the Department for Employment and Learning
8.3. Providers of post-secondary education
Post-secondary education is provided as well in secondary schools as in further education colleges and
in formal adult education. Nevertheless we see that the majority of these post-secondary studies are
provided in secondary schools. Sometimes they are organised in collaboration with industry.
Slovenia mentions vocational colleges, Austria and Estonia mention vocational schools.
Table 16: Providers of post-secondary education
Northern Ireland
Scotland
** Vocational colleges
England and Wales

**
*
Sweden

Spain

Slovenia

Romania


* Berufsbildenden höheren Schulen,
76
Poland

*
Norway








The Netherlands



Malta
Italy

Luxembourg
Greece


Lithuania
France
Estonia
Bulgaria
Austria
FE colleges
Secondary
schools
Sec. schools
in
collaboration
with industry
Formal adult
education
Other














**




*** Vocational schools
BVE, Beroeps en Volwasseneneducatie (department of Vocational and Adult Education).
52
8.4. Objectives of post-secondary education
The main objective of post-secondary education is clearly a professional specialisation or sometimes a
professional training not linked to previous studies. This kind of education clearly enhances the
professional skills of youngsters who want to join the labour market. In a number of countries
(Austria, Sweden) these studies make it possible for students from vocational studies to access HE. In
perspective of LLL it is relevant that so many countries offer post-secondary education in institutions
for adult education thus offering adults the opportunity to update and enlarge their professional skills.
Table 17: objectives
Italy
Lithuania
Luxembourg
Malta
The Netherlands
Norway
Poland
Romania
Slovenia
Spain
Sweden
England and Wales
Northern Ireland
Scotland


Greece

France

Estonia
Bulgaria
Austria
Professional
specialisation
Professional
training not
linked
to
previous
studies
Other

































8.5. Duration of Post-secondary education and qualifications received
Post-secondary education can last from 6 months to 3 years. What is perhaps most striking when
looking at the table with qualifications below is the fact that very often the qualifications received are
identical to those received in Tertiary Short Cycle education.
The best example is the UK where HNs and Foundation degrees are awarded as well in Tertiary Short
Cycle education as in post-secondary education. This is probably a confusion of terminology as 'postsecondary' is a vague term and could refer to anything beyond secondary level (level 3 of the National
Qualifications Framework (not the same as the Higher Education levels)) - although it wouldn't
usually be used to refer to Degree programmes. It could refer to professional qualifications at level 4,
short awards at level 4, Foundation Degrees (level 4), Higher Nationals (level 4), entry onto Honours
Degree programmes, or almost anything that 'comes after' secondary education. Apart from Honours
degrees, Masters, PhD etc, these can all be offered in both colleges of Further Education (FE colleges)
and in Higher Education Institutes (HEIs). The main distinction here is not so much the duration or
the qualification received but the education provider.
53
The same can be said about the STS in France where in fact the same qualifications are granted as for
students at the IUT. The students who have obtained their BTS are also eligible to apply to take the
Vocational degree (Licence professionnelle) (see chapter on France).
Table 18: Duration and certification of studies
England and Wales
Northern Ireland
Scotland
Spain
Slovenia
Higher National Certificate
HNC
HNC
Diploma
Foundation
Diploma,
degree
Certificate of advanced
Vocational Education
Titulo “tecnico Superior
HND
Certificate
advanced
Vocational
Education
HND
advanced
Certificate
of
Vocational Education
Graduating certificate
Graduating
certificate
Technician
NDA
NDA
Diplomzeugnis
Brevet de Technicien
Supérieur (BTS)
Diploma level …
Brevet de
Supérieur
certificate
NDA
NDA
Diploma
Diploma level
Reifeund
Diplomprüfung
of
Foundation degree
Skilled worker


certificate

°
certificate

Romania
Diploma

Technicien

°°

***
Poland
Norway
The Netherlands
Malta
Luxembourg
Lithuania
Italy

…

More than
two years
Qualificatio
n received
Greece

Diplôme d’Etat


Qualification
received
France



Estonia



Bulgaria


for
Certificate
professional
Abschluß Meister und
qualification
Werkmeistershule

Certain cases



Certain cases
no
Certain cases
Certain cases
no

no

Certificate
77

°°


Austria
Credits
when going
to
degree
programmes



*
*
Two years
Sweden
77





One year
*


Qualification
received



One semester
* In Meisterschulen and Werkmeistershulen (schools for craftsmen) , ** In Kolleg (colleges), *** In höheren Shulen für
Berufstätige (Vocational Higher Schools), ° Between 0,5 year and 1 year. °° between more than one year and 2,5 years
54
In a number of other countries there is a clear distinction such as the Austrian qualifications granted at
In Meisterschulen and Werkmeistershulen and höheren Shulen für Berufstätige. These are clearly
specialisations for students who have finished vocational education, at the same time giving them
access to university programmes or professional university programmes. At the Kollegs the same
qualifications are awarded but mainly to students who have finished general (not vocational)
secondary education. These Kollegs are sometimes regarded as TSC education.
8.6. Existing Fields in post-secondary education
Where post-secondary education is present, there are, just as for Tertiary Short Cycle education,
studies in virtually all fields mentioned in the comparative table. Studies that have been introduced
recently are Administration and ICT (Italy), ICT (Austria), Health care (Norway) Agriculture,
Business Studies, Product Development, Services, Health care, ICT (Slovenia)
Table 19: Fields in post-secondary education
Other
Social work
Restoration
Product development
Music and Drama
Mechanics
Leisure, recreation
Language studies
ICT
Health care

 
    
   
  
    
    
    
Environmental studies
     


     
 

    
 


 
Education
Domestic sciences
Cultural heritage
Crafts







Chemistry







Catering and Hospitality
    

  

    
  
    
 


Business studies
Building
Biotechnics
Arts
UK:NI
UK:SC
Agriculture
UK:
E/W
Administration
Country
/region
A
BG
EE
F
GR
I
LT
L
MT
NL
N
PL
RO
SK
E
S
          





           

 



 
 
 


 
  
  
             
 

  

 




   
    
  
  
    
             

 

 

 
  
   
       

                     
8.7. Participation of students and teachers in mobility programmes
Contrary to what we have seen in Tertiary Short Cycle education, mobility in post-secondary
education is mainly under Leonardo.
This is not surprising as mainly vocational education is
55
concerned. Students and teachers also participate in mobility under Youth (only in Lithuania as far as
teachers are concerned) and Comenius as well as in other programmes. Mobility under Comenius is
normal in post-secondary schools as those schools are eligible within the framework of the Comenius school education - chapter - of the Socrates programme.
There is no mobility in Italy and we did not receive any information about mobility in the UK. We
don’t dare to conclude that this means there is no mobility in post-secondary education in the UK.
Table 20: Participation of students in PS in mobility

N
D
A
N
D
A
N
D
A
Scotland

Scotland

Northern Ireland

Northern Ireland

England and Wales
N
D
A



England and Wales
N
D
A
Sweden
N
D
A
Spain

Slovenia


Romania

Poland

Norway

The Netherlands

Malta


Luxembourg

Lithuania

Italy

Greece

France


Estonia
Bulgaria
Austria
Leonardo
Comenius
Youth
Other
programmes
No mobility
N
D
A
N
D
A
N
D
A

N
D
A
Table 21: Participation of teachers in mobility programmes
N
D
A
N
D
A
N
D
A
Sweden
N
D
A
Spain

Slovenia



Romania

Poland
Norway
The Netherlands
Malta
Luxembourg


Lithuania


Italy

Greece


France


Estonia
Bulgaria
Austria
Leonardo
Comenius
Youth
Other
programmes
No mobility









56
Chapter 9: Elements of good practice in Tertiary Short Cycle education and
professional post-secondary education
Introduction
The original idea was to develop within the framework of this study some examples of good practice
at country level concerning Tertiary Short Cycle education or post-secondary education. During the
process of analysing the data and writing the present report, it became apparent that it was more
appropriate to focus on some interesting elements of good practice that are to be found in several
countries across Europe. Furthermore it was thought to be difficult to select a limited number of
countries as examples of good practice. While reading the contributions on each of the individual
countries the reader will be able to appreciate innovative and interesting elements while comparing
with his or her own situation.
9.1. Accreditation of prior experiential learning
APEL to access Tertiary Short Cycle education or professional post-secondary education
In all countries a certificate or diploma of secondary education (general, vocational or technical) is
requested to enter either TSC/sub-degree or professional post-secondary education.
Several countries, however, allow students to enter Tertiary Short Cycle education or professional
post-secondary education even if they do not have the required secondary education certificate or
diploma. In most of those cases students are required to prove that they have the certificate of
compulsory school plus a certain number of years of practical experience working in the professional
field in which they want to take the Tertiary Short Cycle education or post-secondary education
studies.
Although this evolution is to be welcomed it also requires the setting in place of competent assessors
of this prior learning in order to avoid unnecessary disappointments or failures.
In some cases there is a minimum age limit and a minimum number of years of practical experience
required to be able to take advantage of this accreditation of prior experiential learning. Norway is the
only country that explicitly states that applicants who are 25 years of age can apply for specific
subjects in Tertiary Short Cycle education and can be admitted on the basis of formal, informal and
non-formal competence gained at work and life in general. In Iceland, among other countries,
applicants with substantial work experience who have not completed their matriculation exam may be
admitted to sub-degree education within the universities.
57
9.2. Multiple learning pathways for students are an asset in the perspective of
lifelong learning
9.2.1. Part-time or full-time studies in Tertiary Short Cycle education or professional postsecondary education with modular approaches
Virtually all countries enable students to take Tertiary Short Cycle education or professional postsecondary education either in full-time study or in part-time study. The part-time study takes mostly
twice as many years as full-time study. In most cases the part-time study is built on a modular
approach enabling the student to spread his or her studies over several years split up into modules. As
an indicator of the importance of this possibility we refer to the UK where out of 567,395 students
on sub-degree programmes 437,695 were part-time during the academic year
2001-2002.
The possibility to take Tertiary Short Cycle education studies or professional post-secondary studies
with such flexibility is definitely an element that facilitates access to higher/tertiary education.
9.2.2. Adult education
Tertiary short Cycle education is offered in the framework of adult education in many countries.
Because this is the case for virtually all countries studied we give only a few examples.
In Denmark TSC is provided within the college sector and adult education is provided by the same
institutions that offer the ordinary programmes. In Austria the berufsbildende Schule is a type of postsecondary school which leads to the “Reife- and Diplomprüfung”. The evening form (berufsbildende
höhere Schule für Berufstätige) is open for adults under employment.
In Sweden there are also voluntary short programmes (generally one year or less) aimed at applicants
who lack the specific qualification for a certain area of study (basår). The “basår” gives eligibility for
undergraduate study in the chosen field. It is arranged by HEIs or within the framework of adult
education. In cooperation with municipal adult education, universities can also offer so-called college
programmes (collegeutbildning) in order to promote recruitment to higher education. The aim is for
participants to continue to study at university level.
9.2.3. The same or similar qualifications can be earned at different institutions
It is definitely an asset when within the same educational system different pathways exist for students
to obtain a bachelor's degree, possibly through Tertiary Short Cycle education or through professional
post-secondary education. The multiple learning pathways for students are a valuable asset in the
perspective of lifelong and life-wide learning.
France is a good example of this where students who do not go to university degree education have the
choice between the IUT (leading to the DUT diploma) and the STS (leading to the BTS certificate).
First of all, if one takes the DUT, this diploma can be reached already in three ways either through the
58
two-year full time course, through continuing education on a part-time basis and even through an
apprenticeship. Having acquired the DUT the student can either go for the Vocational degree (Licence
professionnelle) but he or she can also choose to go to the university and the DUT studies would be
recognised as one or two years of the normal three years DEUG leading to a general bachelor's degree.
The student having obtained the DUT can also decide to do just a third year of specialisation.
Thus, a student has a variety of learning pathways at his/her disposal. This may be complex on the one
hand but on the other hand it offers many possibilities to the students and the learners. It enables every
interested student to reach the educational objectives he or she has set for him/herself. The fact that
there is such a multiplicity of learning pathways contributes definitely to enhance access to higher
education, which is one of the three key objectives of the detailed Work Programme on the Future
objectives of the Education and Training systems in Europe.
It has, of course, to be added that it is probably more efficient and easier for the student to be aware of
all the possibilities, if the multiple pathways are all available within one clear higher education
structure instead of being spread over different education providers.
9.2.4. Use of ODL
As we can see from the chart, ODL-courses are made available in the majority of countries, sometimes
only for a limited number of programmes.
Whether Open and Distance Learning and Internet
Technology are only used to support teaching or whether qualifications can actually be earned through
ODL could not always be concluded from the questionnaire.
References were made to the Open
University in the UK where students can earn modular sub-degree qualifications78. Ireland also has a
well-developed system of course providers at the level of tertiary short cycle education79.
As
mentioned above, legislation is being prepared in Spain providing for the use of ODL and ICT in order
to allow sub-degree students to study in an Open and Distance learning environment and thus get
qualified.
In Sweden ODL courses and some programmes are offered within the framework of the Swedish Net
University. The Open University of Cyprus was established in 2002 and an interim Governing
Council was appointed in February 2003. The University will exclusively employ distance learning
methods, means and technology.
In Turkey there are 623.465 students in Bachelor's education through distance education, and 138.628
students in pre-Bachelor's distance education.
78
79
http://www.open.ac.uk/
http://www.learningireland.ie/provider_login/
59
9.3. Co-existence of Tertiary Short Cycle education and degree higher education
in the same HEI.
The co-existence between Tertiary Short Cycle education and degree education within the same
university or higher education institution has many advantages. It first has an impact, no doubt, on the
quality of the education itself as the same teachers will both be involved in sub-degree and in degree
teaching. Secondly it facilitates the counselling of students who may be interested or who have the
potential to go on to the degree courses once the sub-degree courses are finished. It is also interesting
that the students are already in contact with both teachers and students in degree courses during their
sub-degree studies; this will definitely have an effect on the sub-degree students who have the
potential for degree education. Finally it facilitates continuing studies after having finished sub-degree
studies or it facilitates coming back to studies after an interruption of studies at the end of the subdegree studies. Thus we point to the Institutes of Technology in Ireland where professionally oriented
sub-degree courses are offered (certificate and diploma level) and where students can go on to degree
studies and where a small number of them even goes on to Ph D. level. Also in other countries such as
the UK, Turkey, Sweden, Iceland, Malta, Cyprus etc. we see the co-existence of sub-degree or TSC
education and degree education within the same institution.
9.4. Close co-operation between the universities or other HEIs and sub-degree or
post-secondary education
Close co-operation between HEIs and TSC education or professional post-secondary schools will
definitely have an impact on the quality of TSC or post-secondary education and on the motivation for
students to go on to degree courses later on.
The best example of such close co-operation is the virtual integration of universities and other HEIs in
Norway where students from the State university College can easily take courses in the university as
part of their sub-degree and degree higher education studies. Thus, the motivation to go on studying
after the sub-degree phase will no doubt be increased. Such interaction between universities and State
university colleges in Norway has definitely had an impact also on the quality of education or the
academic upgrading. This is reflected in the fact that in State university colleges there are more faculty
members holding doctoral degrees than previously. The academic upgrading in Norway is also
reflected in the fact that more high-level degrees are being offered by the state university colleges.
In France the professional post-secondary STS (leading to the BTS Brevet ) organised in upper
secondary schools (Lycées), can be associated to a university which is in charge of delivering the
Vocational degree (or Licence professionnelle). The university sets the standards to take students in
this vocational degree or at the end of their professional post-secondary studies.
60
Also in Estonia according to the Standard of Higher Education the study programme in professional
higher education level may have 2/3 of the study programme in common with post-secondary
education. The graduates of post-secondary education can continue at professional higher education
level.
The same applies to the two-year Foundation degrees in the UK that are offered by universities in
partnership with colleges of both higher and further education. These Foundation degrees can be
valuable on the one hand in their own right as they give an enhanced status of qualification to the
students who have taken them and they can on the other hand, form part of a coherent ladder of
progression which gives students choice about their next steps in degree studies. For completeness'
sake it has to be added that Foundation degrees may also be organised by companies in co-operation
with universities, thus becoming a major tool in modernising both private and public sector
workforces. On completion of a foundation degree, there is progression to a full honours degree with
just a further 15 months study, on either a full or part-time basis80.
The French, Estonian and the UK example mentioned above are certainly mechanisms that will
increase the motivation for students to apply for such possibilities.
The case of the Flemish speaking community of Belgium is interesting where students who have
finished the fourth stage of secondary education in nursing (8-9 years of secondary education), having
earned a secondary education certificate and/or a brevet, may be allowed to a top-up year. They are
thus able to acquire a degree in nursing in one year provided they have had at least five years of
experience as a nurse. This is a development that has been brought about by the shortage of highly
qualified nurses but it has been the start for co-operation between HEIs and (post)-secondary
education.
9.5. Development of higher education systems along the concept of the ladder of
learning coupled to a network of learning
Several of the countries studied clearly want to promote explicitly or implicitly a coherent ladder of
progressive learning. This is amongst others the case in Sweden, Norway, the UK, Ireland, Iceland and
Turkey.
This ladder of learning enables students to start off, in professional post-secondary or
Tertiary Short Cycle/ sub-degree education and to progress gradually and coherently to first obtain a
sub-degree qualification and then a degree. This ladder of learning may integrate possibly periods of
professional work during which the student works and later on comes back to go on in degree
education. The fact that this ladder of learning is clearly reflected in the structure and the learning
pathways is definitely an asset in terms of lifelong learning. The example of Ireland given above is a
clear example of this.
80
http://www.foundationdegree.org.uk/inst/
61
The fact that the idea of the ladder of learning is furthermore coupled to a network of learning with
possibilities for students to move across different parts of the higher education systems either within
their country (or even in Europe) adds to lifelong learning also an element of life-wide learning
mentioned in The Memorandum of lifelong learning. Several countries are developing such networks
at the moment as e.g. France, the UK, Spain, Sweden, Norway and Ireland.
9.6. Use of a portfolio
Although no information, except the information from the Netherlands, about Tertiary Short Cycle
education or professional post-secondary education explicitly refers to the use of a portfolio in
education, it is clear that several systems take into account the idea or the concept of the portfolio.
The Dutch system proposes towards the future to embed short cycle programmes within Bachelor
programmes in the Hogescholen with the possibility to take a part of a Bachelor's programme and flow
in and out at specific times obtaining a certificate of competences acquired. The latter would be
recognised by the labour market on the one hand and by the institutions of higher education on the
other hand and clearly builds on the concept of the competence portfolio.
9.7. Top-up year
In Austria, the Czech Republic, France, Romania, and the UK there are top-up years organized,
generally only for certain studies.
One clear case has been met in which the possibility exists for students who have either a sub-degree
qualification in higher education or a professional post-secondary certificate or diploma to take an
extra year which leads them to a Bachelor's degree; this is the case in France where both students of
IUT (giving a DUT or Diplôme Universitaire de Technologie) and STS (having a BTS or Brevet de
Technicien Supérieur) can do a top-up year which leads to a professional Bachelor’s, not to an
academic Bachelor’s. Particularly interesting is that this professional Bachelor is available both to
students having done Tertiary Short Cycle education and to students having done professional postsecondary education. This system is being revised in 2003 (see France).
The possibility of such a top-up year to get a professional Bachelor's, the structure of the year and the
active involvement of people from companies in the contents of the curriculum and in the teaching can
be said to be innovative elements in this top-up year.
It has to be pointed out that top-up years are not always available in systems that put into practice a
coherent approach to the ladder of learning outlined earlier. Thus no top-up years are available in
Sweden, Norway, and Ireland as there is the possibility of a steady, easy and regular progression from
one step of the ladder to the next one. The Foundation degrees also have their place in this coherent
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ladder of learning. On completion of a foundation degree, there is progression to a full honours degree
with just a further 15 months’ study, on either a full or part-time basis.
However, many HEIs in the UK organize top-up years for students coming from abroad, thus offering
the opportunity to students who otherwise would not be able to proceed to degree studies or would
have to take bridging modules, to acquire a Bachelor’s degree in one year.
9.8. Close links with companies, professional organisations chambers of
commerce ( teachers, curriculum design and updating)
As mentioned in the comparative analysis most Tertiary Short Cycle education and professional postsecondary studies have a curriculum that is a mixture of theory, practical courses in the institution and
placements in enterprises. Involvement of companies in the design and the implementation of the
curriculum differs greatly. The influence of the companies - both public or private -, of professional
organisations and/or chambers of commerce may also be found in the work-based approach
(alternating study and work) of some of the new learning pathways.
Co-operation with Chambers of commerce is to be found at least in Austria, Denmark, France, Ireland,
Italy, Latvia, Lithuania, Spain, Turkey and the UK.
In a few cases the role of companies is very important and very close. This is already the case in the
Foundation degrees in the UK and it will still be strengthened towards the future. The White Paper on
the Future of Higher Education presented to the Parliament in January 2003 emphasizes under item
3.18 that "New foundation degrees are developing well as employer-focused higher education
qualifications. One of the key features is that employers play a role in designing courses, so both they
and the students can be certain that they will be gaining the skills that are really needed in work". This
White Paper goes on under 3.19 "major employers like KLM and ROVER have developed foundation
degrees designed to meet their needs, as they modernise their workforce. And in the public sector,
both the Ministry of Defence and Department of Health have found the work-based approach of
foundation degrees valuable. Recently the department of health announced that any health service
employee with 5 years of service will be entitled to training and development leading to an appropriate
foundation degree. For teachers, new foundation degrees are being developed as routes into some
B.Ed courses, and dedicated foundation degrees will be part of the new standards and qualifications
framework proposed for higher level teaching assistants. By providing an important route to further
career development, foundation degrees have a key role to play in modernising both private and public
sector workforces".81
81
The full text of the White paper and further information on Foundation degrees is available on the following
website: http://www.foundationdegree.org.uk/
63
Close co-operation with industry and professional organisations and companies is also apparent in the
top-up year in France the so-called Licence Professionnelle. The originality of this Vocational degree
resides in the fact that it is developed through partnerships between universities, training
organisations, professional organisations and companies. This co-operation has an impact on the
contents of the curriculum for the specific special fields of the Vocational degree of which there are
610 at the moment. The co-operation with enterprises is also reflected in the important placements of
the students and the fact that an important number of teachers is coming from industry and enterprises.
Close co-operation is also apparent in Romania as companies and institutions interested in setting up
post-secondary education may conclude an agreement with the school inspectorate upon new
specialisations to be set up. Contracts will be signed between the parties involved that have to be
approved by the Ministry of National education.
In some cases co-operation between TSC or post-secondary education and companies may be reflected
in co-operation at the level of the region in which those institutions are embedded. Thus new
specialisations may be set up responding to the regional economic needs and developments. Close
links with the region are clearly to be seen in a.o. France, Ireland, Italy and Romania. This is also
reflected in specific fields such as Marine studies, (Lithuania), Aquaculture (Norway) and Forestry
(Cyprus) that are linked to the specific economic and geographical situation of the country concerned.
This proves that very often specialisations are being developed that meet the real needs of the local
labour market.
It is interesting to point out that close co-operation with trade unions is explicitly referred to in at least
seven countries: Austria, Denmark, Ireland, Italy , Latvia, Lithuania, Sweden, Turkey and the UK.
Employers and their sector organisations (Northern Ireland) are also mentioned as having close
collaboration with TSC. Recently HNs have also been devised in Scotland in partnerships between the
Scottish Qualifications Authority and local consortia of colleges.
Finally it is interesting to point out that co-operation with companies may be more or less regulated in
relation with the number of professionals from companies who have to be involved in the teaching. In
the IFTS in Italy 50% of the teachers have to come from companies while in the French Licence
Professionelle offered to students who have finished the BTS or the DUT 25% of teaching staff are
teachers from companies.
The case of the Berufsakademien mentioned under Germany is a development that also requires our
particular attention as to co-operation with industry.
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It would be very interesting to look into all the issues mentioned above such as co-operation with
companies or chambers of commerce responding to the regional economic needs and co-operation
with trade unions more closely in a separate study.
9.9. Practice oriented and experienced based learning methodologies
Although these issues have not been explicitly addressed in the questionnaire, it is clear from the
information received that both in TSC education and in post-secondary education practice-oriented
and experienced-based learning methodologies are very actively used. Virtually all TSC and postsecondary education integrates up to a certain extent placements in industry into the curriculum or has
people from industry teaching within this type of education so that there is a clear interaction between
theory and practice. Adults are often admitted to TSC and post-secondary education and can thus build
on their experiential learning. In some cases, as courses are part-time or as in the case of the
Foundation degree in the UK, they can be integrated into work-based learning, study is closely related
with practical work so that there is a stronger interaction between theory and practice.
It may be assumed that practice-oriented, experience-based and work-related learning used in TSC and
post-secondary education is the more appropriate methodology to be used for those students who may
have a more deductive than inductive approach to learning. This may in several cases also apply to
some students in degree higher education in institutions of higher education with a clear professional
profile. It would be useful to study this more thoroughly so as to see whether those deductive
pedagogical methodologies - going from practice to theory - are more appropriate for those students.
It should also be looked into in which ways those deductive methodologies promote more strongly
motivation for lifelong and life-wide learning
9.10. Use of Quality Assurance systems
All Tertiary Short Cycle education or professional post-secondary education studies have some form
of quality assurance through a Quality assurance agency which is either independent or in many cases
the responsibility of the Ministry of Education.
In the case of professional post-secondary education that is clearly organised within the framework of
schools, quality assurance is most often the responsibility of the inspectorate who carry out the quality
assurance on behalf of the Ministry of Education.
For Tertiary Short Cycle education studies
integrated into universities and other institutions of higher education, the quality assurance systems
and quality assurance agencies are the same as the university and obey the same rules.
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Chapter 10: Conclusions and Recommendations
10.1. Conclusion
10.1.1. The place of Tertiary Short Cycle /sub-degree and post-secondary education in HE
Seen in a European perspective Tertiary Short Cycle (TSC) education constitutes a very
varied and heterogeneous group of programmes and studies. In some countries a part of those
programmes are recognised as higher education, in other countries none of TSC education is
recognised as higher education. In effect, the same type of education can be recognized as
higher education within one country, but in another country placed in the sector of postsecondary education without connections to higher education.
TSC education can be found at university- as well as non-university level and even at
secondary school level but also in the framework of adult education or in industry. In fact the
authors have come to the conclusion that there is not one but several types of TSC education:

Tertiary Short Cycle education in the sense of sub-degree education, actually embedded in the
universities or the HEIs,

Tertiary Short Cycle education taking place in separate institutions but having strong links
with HEIs; these institutions can be colleges, centres for adult education, professional
organisations or companies,

Tertiary Short Cycle education taking place in separate institutions and having no or only
occasional links with HEIs,

post-secondary education having strong links with HE and very often delivering identical
qualifications to those received in TSC and thus subject of the present study,

lastly, post-secondary education, very often taking place in secondary schools, having no or
hardly any links with HE and just offering a short specialisation or a preparation for degree
studies and thus falling under ISCED 4.
These are in fact all covered by the broader and wider view of the term ‘tertiary education’ as used
by the OECD and defined as ‘a level or stage of studies beyond secondary education which can lead
to a qualification recognised on the labour market. It is undertaken in formal tertiary education
institutions – universities, polytechnics, colleges; public and private – but also in a wide variety of
other settings, including secondary schools, at work sites, via free-standing information technologybased offerings and a host of private and public entities’82.
82
T.J. Alexander, From Higher to Tertiary Education: Directions for Change in OECD Countries, Paris, 1998.
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10.1.2. The EURASHE study and its potential contribution to the implementation of EU policy in
the field of education and training.
The present study has been focusing on Tertiary Short Cycle and post-secondary education. It is clear
that this Tertiary Short Cycle education and post-secondary professional (or vocational) education, has
a major role to play in the perspective of the developments in Europe at the moment, especially those
subsequent to the European Council in Lisbon, the Bologna declaration, The communication of the
Commission on lifelong learning (Making a European Area of lifelong learning), the Communication
from the Commission on ‘The role of the universities in the Europe of knowledge’ and the ‘Detailed
Work programme’ of the Concrete Future Objectives in education and Training.

The first conclusion that could be drawn from the study was the fact that such an important
number of students (more than 2,5 million) are concerned. These cannot be neglected if
we want to become the most competitive and dynamic knowledge-based economy in the
world by 2010, as stated at the Lisbon summit in 2000.

The second conclusion is the fact that in Tertiary Short Cycle education we are dealing with
professional or vocational education. This can be derived from the curricula that are always
a mix of theory and practice and sometimes work placement. It has been stressed that TSC
education attracts a large group of students who want to get (short) quality professional
education after their secondary schooling. The fact that Tertiary Short Cycle education
contributes to delivering science, knowledge and skills is very often undervalued in debates on
the needs of the labour market. However, if the European Union is to become the most
competitive and dynamic knowledge-based economy in the world capable of sustainable
economic growth with more and better jobs and better social cohesion, a goal set in 2000 at
the European Council in Lisbon, the European Union needs an even more flexible and better
skilled work force. TSC definitely contributes towards supplying the labour market as
well as far as the private sector (business studies, hospitality, ICT, etc.) as the public sector
(health, social care, education…) are concerned.

The third conclusion that can be drawn from the study is the fact that Tertiary Short Cycle
education has the strength to respond adequately to the changing needs, choices and
interests of students and the labour market. Diversifying higher education models is
according to the World Declaration on Higher Education one of the priorities of HE for the
21st century. The fact that in so many countries new fields of study have recently been created
ranging across all sectors of industry, that teaching methods and curricula have virtually
everywhere been changed and that partnerships with industry have been created or
consolidated indicates that we are dealing with a thriving sector that is adapting swiftly to the
needs of our rapidly evolving society in general and the labour market in particular. Maybe its
67
strength lies in the very fact that we are mostly dealing with relatively short courses that can
more easily be adapted than the traditional long university courses.

Some sub-degree or professional post-secondary studies have developed specific forms of cooperation with enterprises so as to prepare their students better for future employment.
This was largely expanded upon in the elements of interesting practice. This co-operation is
brought about either through placements of the students in enterprises or through enterprises
being involved in the design, the updating and/ or delivering the curriculum. Developing the
spirit of enterprise (a.o. at local or regional level), the second sub-objective of the third
strategic objective of the Detailed Work programme - Opening up education and training
systems to the world - is definitely an area where close co-operation between the universities
and institutions of higher education and sub-degree studies or professional post-secondary
studies may prove to have a beneficial effect for all concerned.

Tertiary Short Cycle education is very often embedded in the local community and has by its
very nature close links with business, professional organisations and industry and thus it can
definitely contribute to the effectiveness of the knowledge sharing between the world of
(higher) education and the professional world. Europe must not only have a healthy and
flourishing university world, as mentioned in the Communication on the Role of the
Universities. It needs excellence in universities and it needs to underpin the processes that
underpin the knowledge society so that the targets set in Lisbon can be met. However, Europe
also needs a flourishing and healthy tertiary education system in which there is clear and
strong interaction and co-operation between all its key players. These are the universities,
other HEIs, Tertiary Short Cycle education departments or institutions within or outside HEIs,
adult education centres, further education centres, professional organisations organising
training and education at Tertiary level and the post-secondary education centres giving
professional post-secondary training. The interaction between al those players will be vital to
bring about the knowledge based society which Europe needs to create sustainable economic
growth with more and better jobs and with more social cohesion.

Most legislation governing TSC or sub-degree education is very recent and has been
enacted over the last five years or is still in preparation. The fact that legislation is so recent in
most countries proves that this is a sector that is on the move. A lot of the recent changes have
to do with access to courses, changing curricula in professional education, but also with QA,
accreditation, ECTS, qualification frameworks and more transparency of these programmes.
All of this reflects the fact that sub-degree or TSC education already takes into account
European developments and priorities that have an impact on degree higher education.
68

The next conclusion is that Tertiary Short Cycle education and post-secondary education
considerably contribute to the development of lifelong learning. As seen in the examples
of good practice there are a number of elements that facilitate LLL:
Although students generally need a certificate of secondary education, there is a growing
number of countries where they can access TSC on the basis of APEL. This means that the
knowledge and skills they have acquired through experience are taken into account when
being admitted to TSC courses.
In many cases students in Tertiary Short Cycle education are taking the courses on a part-time
basis. The fact that all countries (except one) offer TSC as well on a part-time as a full-time
basis shows that the sector has had the flexibility to adapt to the needs of society.
Courses are also organised within the framework of adult education thus offering the
possibility to those returning to education to get a qualification in HE whilst continuing their
working life. The fact that in a number of cases such as the Foundation Degrees the course
can be taken within the framework of the student’s professional environment enhances the
attractiveness of this kind of education. In view of a true knowledge-society and Lifelong
Learning these are developments that should be encouraged and supported by authorities. This
means that TSC offers the flexibility needed to make HE accessible for all.

TSC education attracts in the first instance important numbers of students (as already
mentioned above) who, for one or other reason choose a short course in tertiary education to
get a professional qualification. However, the study also emphasises that for an important
group it may be a platform towards degree higher education in a lifelong learning
perspective. If managed carefully, it also enables those students who, after finishing TSC
education or post-secondary education, want to go on to degree programmes to use their first
qualification as a stepping-stone for further studies. This may happen immediately after
Tertiary Short Cycle education or post-secondary has been completed or it may be after some
years of working in the profession they have been trained for. It can be expected that the
group that wants to return to education will grow in the future as the labour market demands
ever more skills from its work force.

For all the reasons mentioned above, (APEL, flexible learning paths etc.) there seems to be a
lower threshold to TSC education than to traditional university education and TSC plays a
very important role in involving those groups of society that would otherwise not or less
participate in higher education. It is important that these advantages of TSC or sub-degree and
69
post-secondary education do not get lost in future developments that tend to integrate both
TSC and possibly post-secondary into higher education as steps towards degree education.

As stated in the World Declaration on Higher education, higher education should be part of a
seamless system of education and reordering its links with all levels of education should be a
priority. In most countries surveyed there are links between TSC education and HEIs.
By facilitating access of students who have finished TSC/sub-degree studies or professional
post-secondary studies, universities and institutions of higher education do or will contribute
to the implementation of some of the key objectives of the Detailed Work programme on
the Future Objectives of Education and training systems in Europe. Indeed objective 2 of
the detailed Work programme is all about facilitating access for all to education and training
systems. The introduction clearly states that: "access to education and training must be
simplified and made more democratic; and that passage from one part of the education and
training system to another must be made easier". The strategic objective 2 expands on the key
issues to be tackled to facilitate access and the 5th key issue mentions "Promoting networks
of education and training institutions at various levels in the context of lifelong learning".
To this effect networks (associations, consortia) between universities, institutions of Tertiary
Short Cycle education, professional post-secondary, adult education and/or further education
centres have to be promoted. We can conclude that as far as TSC is concerned enormous
efforts are made towards meeting these objectives.

We have seen in the study that the integration of TSC within HEIs or the interaction
between the HEIs and institutions providing TSC education can help maintain or upgrade
the quality of TSC, sub-degree and professional post-secondary higher education and also
boost its attractiveness for as well the students as for the labour market. When there is
collaboration this is a.o. reflected in higher qualifications of the teachers in TSC. This
integration of Tertiary Short Cycle education within, or the promotion of collaboration with
universities and other HEIs facilitates the development of flexible lifelong learning pathways
for the students concerned. This is already the case where students can decide after two or
three years whether they will join the labour market or continue their education. Interaction
will have no doubt an effect on the quality of TSC or post-secondary studies offered as
universities are able to pass on the results of applied research to TSC and professional postsecondary education more easily and in a more structured way and can also benefit from the
interaction when they can immediately assess the practical implementation of their research.
It is, however, important that the vocational and professional profile and characteristics,
such as more deductive pedagogical approaches of TSC or sub-degree education are
maintained.
70

As far as participation in European programmes is concerned we can conclude that TSC/ subdegree and post-secondary education actively participate in different programmes. As far as
mobility is concerned students and teachers in TSC or sub-degree programmes are mainly
mobile under Erasmus, whereas students in post-secondary education are mainly mobile
under Leonardo. The only specific obstacles that were mentioned were the small size of the
institutions and the fact that the sector is not well known and not well defined. A small
number of countries are introducing Europass.

An increasing number of countries and institutions in Tertiary Short Cycle education are using
credit systems, national or ECTS. This enhances the chances for accumulation of credits for
students who have successfully finished studies in TSC. The Bologna Declaration specifically
mentions the establishment of ‘a system of credits – such as in the ECTS system’. The fact
that so many institutions (see table 10) are already using ECTS or any other credit system
enhances the chances of the sector of being integrated in the Bologna process.

The Diploma Certificate is being used increasingly by TSC institutions, thus enhancing the
comparability of the skills and competences acquired. The enhancement of the readability of
TSC sub-degree and/or professional post-secondary qualifications, diplomas or certificates
will no doubt incite also more of the students in this kind of education to consider at one time
or other, with or without professional experience, to go on in degree higher education. The
Certificate Supplement is only used at TSC or sub-degree level in Spain and only by a limited
number of institutions.

More co-operation at the level of the contents of the sub-degree studies and the professional
post-secondary studies will create more trust especially with the universities and facilitate
recognition of degrees, diplomas and certificates obtained in Tertiary Short Cycle education
and professional post-secondary education. This trust is vital for the development and
implementation of bridges from Tertiary Short Cycle education and from professional postsecondary education into degree higher education. This will also facilitate the mobility of
students who have obtained a TSC/sub-degree or a professional post- secondary qualification,
certificate or diploma. The promotion and the use of the ECTS system within Tertiary Short
Cycle education and professional post-secondary education can only facilitate the readability
of those sub-degree and post-secondary qualifications, diplomas, or certificates.
As a first general conclusion it has to be stressed that closer co-operation between universities and
HEIs on the one hand and Tertiary Short Cycle education and/or professional post-secondary
education on the other hand will result in a major contribution to implement the three key
objectives of the detailed work programme of the Future objectives of the education and
71
training systems in Europe. Interaction and co-operation will enhance the quality of education in
general and the quality of Tertiary Short Cycle education and professional post-secondary education in
particular. Interaction and co-operation will facilitate access to higher education and will thus really
contribute to educate the work force the knowledge-based society of tomorrow needs in Europe.
Finally more interaction and co-operation will also result in opening up Tertiary Short Cycle education
and professional post-secondary education more to the world by strengthening the links with working
life, research and the society at large; by promoting the spirit of enterprise further; by promoting
language skills and by developing more mobility and exchanges.
Developing sustainable economic development has to do with a number of issues ranging from the
contents of the curriculum to the structures developed within higher education. Students at all levels
ranging from professional post-secondary to sub-degree and to degree studies at universities have to be
made aware and study the basics of sustainable development. Interaction will thus prove to be useful
and have a cross-fertilisation effect. Research findings resulting from university work will also in this
area be more easily transferred to TSC and professional post-secondary education. It will enable the
development of integrated coherent approaches across all forms of further, higher or tertiary education.
As a second general conclusion it is important to state that it is very difficult to indicate very clearly
which way developments are going as far as TSC and post-secondary education are concerned.
There is clear tendency to integrate TSC in degree higher education both in universities and in other
institutions of higher education that deliver degree education. In several cases TSC is seen as a
stepping-stone towards degree education and is recognised by universities and institutions of higher
education as such. In a few cases TSC is appreciated below the appreciation it deserves mainly for
strategic or inner political reasons related to the position of universities or institutions of higher
education. The distrust that seems to exist has to be removed through more co-operation and
exchanges at different levels.
One may, however, assume, that sub degree higher education and possibly even post-secondary
education will be more and more closely linked to university and degree education in institutions of
higher education over the next 5 to 10 years and this should be seen as beneficial for all parties
involved.
In this likely event it is important that higher education which includes TSC or sub-degree higher
education and possibly even post-secondary education keeps on offering as many possibilities and
keeps on attracting those youngsters which are now found in TSC and in post-secondary education.
Including them in universities and institutions of other HEIs doesn’t reduce the value of the latter but
increases their potential for lifelong and life-wide learning. It also increases the potential of
universities and other HEIs to play their cultural and societal role fully towards the knowledge-based
society.
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10.2. Recommendations

It is strongly recommended that all issues related to Tertiary Short Cycle education in
Europe are included in all discussions related to the Bologna process. If quality of higher
education and lifelong learning are to be taken seriously Tertiary Short Cycle education has to
be seen as a major, valuable and valid stepping stone towards degree education and as a major
contribution to lifelong learning as a whole.

EURASHE recommends that different forms of co-operation be encouraged between
different levels of education ranging from university education, to Tertiary Short Cycle
education and even to professional post-secondary education, thus warranting better
quality assurance and trust between the different levels of Higher Education in Europe.
However, this should not lead to TSC losing its specific vocational or professional profile.
Stronger co-operation between HEIs and the Tertiary Short Cycle education or professional
post-secondary education sector may in the end also have a favourable impact on the student
numbers in degree courses at universities.
As the demographic trend points towards a
decrease in student population in secondary schools, HEIs can find in TSC institutions and
professional post-secondary schools, a vital human resource they can tap into towards
maintaining or increasing their numbers of students towards the future. Stronger interaction
between universities and institutions of higher education and Tertiary Short Cycle education
or professional post-secondary schools will facilitate activities and actions that have to be set
up towards other key aspects of the Lisbon declaration. First of all the education of future
citizens and professionals contributing to sustainable economic development. Secondly the
promotion of entrepreneurship.

EURASHE therefore recommends that in order to enhance the continuum of lifelong learning
barriers and obstacles between levels of education and between different streams of
education should be mapped out and that efforts have to be made to find constructive ways to
remove those obstacles. This coincides with the view of the OECD that we should move
away from ‘higher education’ and ‘post-secondary education’ to ‘tertiary education’ along a
continuum of learning rather than a hierarchy to examine pathways and transitions. Hence it
is important that universities and higher education institutions facilitate the access of TSC and
post- secondary students to degree courses by developing bridging courses or access courses
or in some cases top-up years for those who want to return to education. This can also be
achieved by creating much closer links between Tertiary Short Cycle education and
universities where such links do not exist yet. Furthermore one should also envisage which
73
kind of links can be created between university education and professional post-secondary
education so as to strengthen lifelong learning at all levels.

It is strongly recommended that all qualification frameworks which are developed at the
moment such as in the UK, the Netherlands and Denmark include specific references to
Tertiary Short Cycle education (and possibly in some cases to post-secondary education)
including descriptors for this/these level(s) of study.
The setting up and implementation of a study similar to the TUNING studies for Tertiary
Short Cycle education could be a major contribution in this field.

EURASHE recommends that in order to enhance the transparency of European
qualifications in sub-degree higher or Tertiary Short Cycle education and even postsecondary education it would also be commendable to foresee not only a common language
when referring to the sector but also common titles for students in Tertiary Short Cycle
education.
Whether these qualifications are seen as an interim step towards a degree
programme or as a professional qualification is in fact irrelevant as long as the qualifications
received are taken into account whenever the student decides to take on additional studies.
Such common titles would also promote European and trans-national mobility of students
and co-operation between institutions having such Tertiary Short Cycle education.
The
proposal in the UK White paper of 2003 referring to the suggestion to create the FD could
help to inspire. Recognise that foundation degrees are ends in their own right, would give
them enhanced status as qualifications. Those with foundation degrees will have the right
to use the letters ‘FDA’ (for arts based subjects) or ‘FDSc’ (for science based subjects) after
their names.

EURASHE recommends as a concrete step that a joint working group is set up of
representatives of universities with sub-degree or TSC courses and other institutions with such
courses to make a detailed analysis of the ways in which transition from sub-degree or TSC
to degree level is organised. This group could also look into the possibility of using a
common diploma or degree denomination for the end of Tertiary Short Cycle education across
Europe.

In order to reduce the high drop-out rates in certain countries EURASHE recommends that
co-operation between universities and institutions of higher education delivering Tertiary
Short Cycle education also includes the development of flexible learning pathways within
which students can upgrade themselves instead of ending up in a waterfall system and thus
preventing an enormous waste of human and financial resources. In relation with this it is also
recommended to see in which way links can be made with professional post-secondary
education in a perspective of the development of integrated lifelong learning systems.
74

EURASHE recommends encouraging the use of competence portfolios in Tertiary Short
Cycle education in co-operation with degree education to promote life-wide and lifelong
learning.
In order to make flexible learning paths acceptable to all those concerned,
EURASHE thinks that the duration of the studies should not be the first criterion but the
competencies the students have acquired. Therefore still more attention should be paid to the
diploma supplement that could in fact develop towards a competence portfolio.

EURASHE recommends further encouraging the use of ECTS and diploma supplement in
Tertiary Short Cycle education to enhance the comparability and transferability of subdegree tertiary education. EURASHE also recommends investigating which tools can enhance
comparability and transferability in matters related to professional post-secondary education
thus creating links between the Bologna process and the Bruges Copenhagen process.

EURASHE recommends that QA and Accreditation procedures should be put in place
in all Tertiary Short Cycle education, preferably by independent QA agencies and
Accreditation bodies working together with professional bodies and foreign experts.
Universities could play a major role in helping to develop such Quality assurance systems in
Tertiary Short Cycle education where they do not yet exist.

EURASHE recommends to the Commission and the Member States of the European
Union to follow-up closely all developments in relation with Tertiary Short Cycle
education and professional post-secondary education in Europe so as to be able to advise
policy-makers to develop both Tertiary Short Cycle education and post-secondary education
further in such a way that they can become clear stepping stones to further degree studies in
lifelong learning. Regular European studies and clear quantitative data will contribute to this.

EURASHE recommends that European projects in the field of mobility and curriculum
development be funded by priority within the framework of the EU programmes in the field
of education and training that try to promote co-operation between degree and Tertiary
Short Cycle education and possibly also linking up with professional post-secondary
education. Especially projects should be funded of which the objective is to develop more
flexible learning pathways and recognition of qualifications, the development of quality
assurance and accreditation systems and the development of portfolios.

As this is the first European study on Tertiary Short Cycle and post-secondary education
EURASHE strongly recommends that more in-depth research and studies should be carried
out on the strategic elements of this comparative study, especially the transition to degree
75
studies and the impact of TSC on the continuum of lifelong learning, and the sectors and
disciplines concerned. Particular attention should also be paid in studies focusing a.o. on the
deductive pedagogical methods used in TSC and post-secondary education, the ways in which
they promote entrepreneurship and the way they work with APEL to enhance lifelong and lifewide learning.
76
II. ANALYSIS PER COUNTRY
AUSTRIA
Acknowledgements
EURASHE would like to thank Mr. Reinhard Nöbauer from the Austrian Ministry of Education for all
information and he interview granted, Mr. Heinz Kasparovsky from the Austrian federal Ministry of
Education, Science and Culture, and NARIC Austria, Prof. Dr. Friedrich Buchberger from the Institut
für Vergleichende Erziehunswissenshaft der PADB in Austria, and Mrs. Kühling-Garfield, director of
the Europa Wirtschaftsschule in Vienna for the useful information they have sent us and the comments
they have given us.
We have also consulted the following websites:
http://www.leonardodavinci.at/estia/education/educationalsystem.html
http://www.berufsbildendeschulen.at/info/english.htm
http://www.bmbwk.gv.at
http://www.eurydice.org/Documents/Struct/en/struct.htm
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=AT&language=EN
Introduction
The term “Tertiary Education” is not officially defined in Austria, similar to the situation in many
other
countries.
The
term
“institutions
of
post-secondary
education”
(“postsekundäre
Bildungseinrichtungen”), however, is defined and comprises all kinds of recognized institutions
beyond a certain educational level (i.e. “bac+3”, as a rule). This definition can be seen in art. 52 of the
Universities Act:
http://www.bmbwk.gv.at/medien/8019_ug02_engl.pdf
So, the terms “tertiary” and “post-secondary” are not contradictory, but “tertiary education” is in
Austria one part of “post-secondary education”.
However, we shall deal with post-secondary
education in this chapter as defined by ISCED 4, being non-tertiary education.
Tertiary education in Austria is delivered at Universities, Fachhochschulen and Akademien.
The organisation of Austria's universities is up to the end of 2003 governed by the 1993 UniversitätsOrganisationsgesetz - UOG" (Universities Organisation Act), the organisation of the arts universities
by the 1998 "Kunstuniversitäten-Organisationsgesetz - KUOG" (Arts Universities Organisation Act).
From 2004, the only legal basis for the organisation of all universities will be the “Universitätsgesetz
2002 - UG” (Universities Act).
77
“Fachhochschule” (Universities of Applied Sciences/Polytechnics) programmes (FachhochschulStudiengänge) are set up by private providers on the basis of the 1993 “Fachhochschul-Studiengesetz FHStG” (Federal Act on "Fachhochschule" programmes).
There are also Akademien: These are the Akademien für Sozialarbeit (Education and Training
Institutes for Higher Social Occupations, formerly "Welfare Workers Schools", ) featuring a three-year
study; the Pädagogische Akademien (teacher education institutes for general compulsory school
teachers); the Berufspädagogische Akademien (teacher education institutes for vocational school
teachers) and the Teacher Training and Vocational Teacher Training Colleges (in-service training of
teachers. The "Schulorganisationsgesetz - SchOG" (School Organisation Act) in 1983 incorporated the
Vocational Teacher Training Colleges as departments for teachers at Berufsschulen (part-time
compulsory vocational schools), and for teachers at technical and vocational schools and colleges in
the restructured Pädagogischen Institute (further training institutes for teachers).
Next to these there are the Paramedical colleges ("Medizinisch-technische Akademien"). In 1992 a
separate act was passed which now governs the higher-level paramedical professions; it extended
training to three years and raised the status of the paramedical schools to that of colleges
("Akademien"). In 1994 midwifery training was transferred to the tertiary sector and extended it to
three
years.
Midwifery
training
must
now
be
undergone
at
midwifery
colleges
("Hebammenakademien").
In the mid-seventies, post-secondary courses were introduced on an experimental basis and became a
part of the standard school system in 1982 as Kollegs (special type of higher-level vocational school
for graduates of other higher-level schools83 (see also post-secondary education).
1. Sub-degree HE in Austria
1.1. Importance of sub-degree in Austria
Although participation in HE education is less than 30% of the 18-year olds, more than 90% of the
cohort of 16-year olds participate in education. Between 10-20% (some 30.000; no precise data are
available) of students in HE are attending sub-degree programmes.
Next to the sub-degree
programmes there are also post-secondary courses (see 3).
1.2. Organisation of sub-degree HE in Austria
The courses are organised by the Federal Ministry of Education, Science and Culture, private
education providers, professional organisations or the Ministry in collaboration with any of the latter.
The organisation is partly a national and partly a regional matter. Legislation covers the practical
organisation of sub-degree HE, the tuition fees, entrance requirements, fields of study in TSC
83
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=AT&language=EN
78
education, accreditation, transition from sub-degree to degree studies, minimum number of students
and other matters. At present the legislation is being amended, and these changes are dealing with the
updating of curricula, especially for professional education. Under certain conditions private education
is recognised by the state.
TSC education is in some cases provided by universities (“Universitätslehrgänge”), providers of
“Fachhochschule” programmes, HEI (Akademien), colleges, centres for adult education etc.
Subsidies are granted by the state or other authorities, private education providers, industry or the
authorities in collaboration with any of the latter.
Students can start in TSC education on the basis of a secondary school leaving certificate or
equivalent. Sometimes students are admitted on the basis of APEL or must have a minimum age.
Studies last between one and two years. They can be taken either full-time or part-time. Their main
objective is either a professional specialisation or a short professional training not linked to previous
studies.
The curriculum is mainly theoretical, but professional organisations work in close
collaboration with the education providers to design the courses. These professional organisations can
be Chambers of Commerce, trade unions, employment agencies etc. TSC education studies are
provided in a large number of studies (see comparative table p. 29 of the comparative study) but not in
Biotechnics and Domestic Sciences.
1.3. Profile of the students and the teachers
The majority of students in TSC education in Austria are male (70%) and coming from a middle class
background. They are mainly looking for a short professional specialisation or a short professional
training not linked to previous studies.
There are no data available as far as the qualifications of teachers in TSC education are concerned.
1.4. Participation in mobility and other programmes
The Austrian students and teachers in TSC education participate in mobility under Leonardo. Some of
them also participate in Socrates. As far as participation in other than mobility programmes is
concerned they also participate in Leonardo and Socrates.
1.5. Transparency and readability of qualifications in TSC education (ECTS, Diploma
supplement)
Although the majority of HEIs use ECTS in one way or another, this is according to the respondents
not the case for TSC education in Austria. The diploma supplement is in general not used according
to the respondents.
1.6. Use of quality assurance and accreditation
There is an external QA body assessing the quality of education in Austria. This QA body also
assesses the quality of education at private institutions. Accreditation is granted either by the Federal
79
Ministry of Education, Science and Culture or a national or regional accreditation agency. It can also
be granted by a private accreditation agency or a foreign HEI.
1.7. Transition to degree programmes and LLL
The transition to degree programmes is provided for in the legislation on HE. Although the transition
is seen as fairly easy the majority of students do not go on to degree programmes. Also foreign
students can take advantage of this possibility. There are access programmes provided for those
students who want to make the transition. Sometimes prior professional experience is taken into
account when students want to go on to degree programmes. Top-up programmes only exist for
certain studies. There is the possibility to take TSC education programmes based on ODL and the use
of Internet technology.
2. Post-secondary education (information: Reinhard Nöbauer)
Austria has a well-developed system of vocational education and training at upper secondary level.
One option for students at the age of 14 is to enrol in a berufsbildende höhere Schule (technical and
vocational school). They offer both general and vocational education and lead in five years (ages 14 to
19) to the “Reife- and Diplomprüfung”, which gives access to all universities and at the same time to
regulated professions. There are changes in legislation going on covering the amending of the
curricula. The “Reife- und Diplomprüfung” - is offered in virtually all fields that were mentioned in
the questionnaire (see comparative table), except administration and languages.
The berufsbildende höhere Schulen and the special forms thereof are to a large extend funded by the
Federal Ministry of Education, Science and Culture, but partly also by private education providers and
by professional organisations.
The berufsbildende Schule is not the only type of school which leads to the “Reife- and
Diplomprüfung”. The evening form (berufsbildende höhere Schule für Berufstätige) is open for adults
under employment. Students with a Reifeprüfung from a secondary general school (allgemein bildende
höhere Schule) can enrol for two years in a Kolleg and in this way acquire the vocational part of the
“Reife- und Diplomprüfung”. Graduates from the apprenticeship system or from a “berufsbildende
mittlere Schule” can enrol in a Aufbaulehrgang (add-on course) which also leads to the “Reife- und
Diplomprüfung”.
Under Commission directive 95/43/EC of 20 July 1995, training at TVE colleges and the special forms
thereof (Kolleg, Aufbaulehrgang, BHS für Berufstätige) constitutes diploma level education and is
thus equivalent to post-secondary vocational training in other EU Member states.
Graduates from the apprenticeship system or also other school types and with a long vocational
experience can also enrol in Meisterschulen or Werkmeisterschulen. Qualification received is that of
Abschluss einer Meister- und Werkmeisterschule (leaving certificate of professional education). The
minimum age for students at these schools is 18, and they must have finished secondary school. There
are about 1000 contact hours given over one year.
80
The students who have finished these studies get exemptions when they decide to take on a degree
course.
There are approximately 22.000 students in the last year of the Berufsbildenden höheren Schulen
(vocational higher schools comparable to professional FE colleges ), in 2000/2001 there were 6954
students in the berufsbildende höhere Schule für Berufstätige; 2279 in the Aufbaulehrgänge, 4560 in
the Kollegs, and 3438 in Meister- und Werkmeisterschulen..
81
BELGIUM
Since the devolution laws of 1989 education has become the responsibility of the communities.
Unlike other federal states where at least a few educational competencies remain at the central
level, in Belgium there is a complete devolution of authority for education to the three linguistic
communities. Therefore we have to make a distinction between education in the Flemish, the
French and the German-speaking community.
Flemish Community
Acknowledgements
EURASHE thanks Ms M.-A. Persoons, Deputy director at the Administration of HE and Scientific
Research, representative of the Flemish Community of Belgium at the European Bologna follow-up
group for having filled in the questionnaire and giving advice in the drafting of the final version of the
present contribution.
The website of the Flemish Ministry of Education was consulted: http://www.ond.vlaanderen.be/ and
so was the Eurybase database of EURYDICE.
Introduction
HE in Flanders is subdivided into the University and the Non-University sector (Hogescholen). The
latter provide more professionally oriented programmes which can be subdivided into 1-cycle
(Bachelor level) of higher professional level and two-cycle (Master’s level) programmes of academic
(i.e. university). The Flemish Government has recently passed a new Decree on the Structure of
Higher Education (04.04.2003), establishing the general framework for the implementation of the
Bologna declaration in Flanders.
This decree introduces the two-tier system in Flemish higher education, offering undergraduate and
graduate programmes from the academic year 2004-2005 on leading to the degree of bachelor and
master respectively that will substitute the former denominations of degrees. It also integrates
mechanisms of accreditation in the quality assurance system. Furthermore Hogescholen will be
associated to universities, thus facilitating co-operation between the universities and the Hogescholen.
Participation in HE in Flanders is 58 % and the completion rate is between 50 and 60%.
1. Tertiary Short Cycle education
There is no Tertiary Short Cycle education in Flanders
82
2. Post-secondary education
Post-secondary education is not defined as such in Flemish legislation. However, in the broader sense
of “education not belonging to higher education but taken after completion of secondary education”
the following programmes can be mentioned:

Additional year of general secondary education (So-called 7 th year, as graduation in this type of
education is normally after 6 years of study) in the field of mathematics (preparatory year for HE,
however, without further civil effect).

Additional year of technical secondary education (7th specialisation year). Same status of 7th year
in general secondary education, without civil effect, as the secondary diploma is awarded after 6
years.

Additional year(s) in art secondary education (two types : specialisation year or preparatory course
for art HE, without civil effect (cf. general and technical secondary education).
Important note
In international comparison the Flemish (and Belgian) situation can appear somewhat atypical as far as
the boundaries between secondary and post-secondary are concerned.
Two main reasons can be pointed out for explanation:
- the relatively long period of compulsory education (6 to 18)
- the fact that regular study duration of secondary education is 6 years for general, technical and art
education but 7 or even more years for vocational secondary education.
These two factors entail that for vocational secondary education, pupils normally exceed the age of
compulsory schooling before obtaining their secondary diploma.
In the range of programmes of vocational secondary education for pupils that have exceeded the age of
compulsory schooling we distinguish two types:
- 7th specialisation years
- 4th level (“vierde graad”) vocational secondary education programmes in nursing, decorative arts
and confection that take 1 to 3 years according to the previous study career of the pupil.
Both types of programmes are leading to the diploma of secondary education.
French Community
Acknowledgements
EURASHE thanks Dominique Barthélémy, of the Socrates Unit of the Ministry of the French
Community of Belgium and member of the Socrates Committee for his help in bringing about this
contribution to the EURASHE study. EURASHE also thanks Jan Kuypers, deputy-head of the
Business College (ECSEDI) of the Haute Ecole Galilée in Brussels for his contribution.
83
Introduction
The basis for the present contribution to the EURASHE study are: the website of the French
Community http://www.agers.cfwb.be/org/org.asp and the EURYBASE database.
Tertiary education encompasses university education , non-university tertiary education organised in
multidisciplinary so-called Hautes-Ecoles and artistic tertiary education .
Non-university tertiary education may be offered in short- and long-type forms. Long-type tertiary
education closely resembles university education in both character and level.
Tertiary education must provide adult and continuing education and services to the community, in
particular, by collaborating with the education (relations with secondary education), social, economic,
and cultural sectors.
There are no administrative connections between university, long-type, and short-type tertiary
education. Each pursues its own specific objectives and determines their different structures and
methods. However, partitioning between the various levels is declining. One form consists of
establishing bridges that enable students with a non-university tertiary education diploma to have their
prior studies partially recognised in university education.
1. Tertiary Short Cycle/ Sub-degree education
2. Post-secondary education
NO Sub-degree higher education and no post-secondary education
There is no sub degree higher education and post-secondary education in the French Community of
Belgium in the meaning that secondary schools organise some form of education after the end of
secondary education at 18 years of age. However, there is some form of extended secondary
vocational education.
Vocational complementary secondary Education of the 4th degree
The possibility exists for some students to take the 4th degree of secondary education in the
framework of Vocational complementary secondary Education of the 4th degree.( Enseignement
professionnel secondaire complémentaire du 4e degré).
Secondary education which lasts from 12 to 18 years of age is composed of three degrees of 3 years.
Some pupils in specific vocational secondary education can after the six years go in this 4th degree
which is a full time study with further specific vocational and professional training. Normally this 4th
degree is one year except in the case of nursing it is three years.
84
Students are admitted who hold the certificate of upper secondary education or the certificate of study
of the 6th form of vocational (professionnel) secondary education in the specific field in which they
want to take this 4th degree. Students may also be admitted who do not hold this certificate but have
passed a special exam by a Jury.
This 4th degree is not compulsory. Students having successfully completed the first year of this 4th
degree are awarded the certificate of upper secondary education if they had not obtained it at the end
of the third degree and on the condition that they have successfully concluded the 6th vocational form
in the corresponding option.
The students who have successfully concluded the three years of the 4th degree in nursing obtain the
Certificate of hospital nurse (Brevet d'infirmier hospitalier) or Certificate in nursing, specialisation
mental health and psychiatry (Brevet d'infirmier hospitalier, orientation santé et psychiatrie).
For completeness' sake it has to be pointed out that there is a three-year bachelor's degree course in
nursing in full-time higher education in the so-called Hautes Ecoles of the French Community of
Belgium.
Practice show that students with the Certificate in nursing (Brevet d'infirmier) obtained at the end of
the 4th degree of secondary education and who want to take the Bachelor's degree in nursing have to
start from the first year in that degree course. The previous professional experience is thus not
taken into account and they can only be exempted of some of the practical training - the placements in the hospital to be carried out by the students.
This shows the clear difference in practice across the different communities in Belgium.
German-speaking Community
1. Tertiary Short Cycle education
There is no Tertiary Short Cycle education in the German-speaking community of Belgium. Only
so-called Short-Cycle HE (kurze Studiendauer) in nursing and teaching for pre-school and primary
school teachers is provided. These studies are in fact degree programmes. For Long-Cycle HE and
university studies students must go to the other communities or abroad.
2. Post-secondary education
There is no post-secondary education.
85
Here we find the same situation as for the Flemish and French communities. We have to make the
distinction between the alternierend system (on-the-job training) for nurses-assistants and the seventh
year of vocational education.
3.1. Nurse attendants
The former lasts three years after the sixth year of secondary education or after admission and/or
preparatory exams. After successful completion students are granted a “Brevet”, (leaving certificate)
approved by the Ministry of Health. There are organized links with the nurse-school on HE-level.
These courses can also be taken in Schulishe Weiterbildung (Adult education).
3.2. Seventh year of vocational secondary education
The successful completion of the seventh year of berufsbildend (vocational education ) allows access
to HE. Until 1999 this access was restricted to kurzen Studiendauer. Now it gives unrestricted access
to all forms of HE. Moreover it gives the students a vocational specialization.
86
BULGARIA
Acknowledgements
EURASHE thanks Dr. Rossitza Velinova, Bulgarian Ministry of Education for having filled in the
questionnaire.
The website http://estia.hrdc.bg/edu/uniinst.html was also consulted
Introduction
HE in Bulgaria is organised nationally. In 1995 there was a comprehensive HE Law followed in 1997
by a Government Ordinance setting up a comprehensive State Registry of approved course
programmes. Amendments were made in 1999 to the 1995 Law to make Bulgarian HE compatible
with general European trends, particularly the Bologna Process84. Finally access to university level
studies and precision on the type of the sub-degrees content was provided for in the law of 02-072000.
1. Tertiary Short Cycle education
1.1. Participation in Tertiary Short Cycle education
Although participation in HE in Bulgaria is growing increasingly, less than 30 % of the school leaving
population goes into HE and completion rates are only between 40 and 50 %. Less than 10 % are in
Tertiary Short Cycle education. (16.369 students).
1.2. Organisation of Tertiary Short Cycle education
Tertiary Short Cycle education is funded by the state, other public authorities and public education
providers. It is provided by the college sector.
Private education is recognised by the state and
Tertiary Short Cycle education is subsidised as well by the state as by private education providers. It
is organised as well on a full-time as on a part-time basis. TSC is not organised in collaboration with
professional bodies although they are occasionally involved. Virtually all fields (except Biotechnics,
Cultural Heritage, language studies, Music and Drama and Restoration) mentioned in the comparative
table p. 29 are organised in TSC in Bulgaria. The fields that are not organised are nearly all in the
cultural sector.
1.3. Entrance requirements for students, duration and qualification of studies
The minimum entrance requirement for students in TSC is a leaving certificate of general or
vocational secondary education. The main objective of TSC is a short professional education not
84
Patricia Georgieva, Higher Education in Bulgaria, UNESCO-CEPES, 2002.
87
linked to previous studies and the studies are sanctioned by a Диплома за обрзователноквалификационна степен “Специалист по…” (Diploma, specialisation in …). The qualifications
received fall within the 5B ISCED 97 qualifications.
1.4. Profile of students and teachers in TSC
The majority of students in TSC are female (10025 out of 16369). Their social background is
irrelevant. Most teachers have a Master’s degree.
1.5. Participation in mobility and other programmes
Students and teachers in TSC participate in mobility programmes under Erasmus, Leonardo and other
mobility programmes. They also participate in other than mobility programmes under Erasmus,
Leonardo and bilateral programmes outside the EU. There are no specific obstacles to mobility for
TSC students and teachers.
1.6. Transparency and readability of qualifications in TSC (ECTS, Diploma supplement)
Although generally there is no credit system used in TSC a small number of HE institutions use ECTS.
The Diploma supplement is not yet used but the introduction is foreseen for next academic year.
1.7. Use of quality assurance and accreditation
There is an external mechanism to monitor the quality of TSC in Bulgaria. This QA is carried out by a
national QAA. In view of recognition private institutions are subject to the same QA. A national
accreditation agency accredits the sub-degree programmes in Bulgaria.
1.8. Transition to degree programmes and LLL
The transition from sub-degree to degree programmes is regulated by the Higher Education Act. The
transition is fairly easy and this is probably the reason why the majority of students make the transition
to degree programmes. There are no access courses or top-up programmes organised. Professional
experience is not taken into account when moving on to degree programmes. ODL is used to support
delivery of courses. Students from other countries can make the transition to degree programmes in
Bulgaria.
2. Post-secondary education
There are only links between post-secondary education and HE for certain studies. PS education is as
well organised by the Ministry of Education as by private education providers. It takes place in
secondary schools.
The objective of post-secondary education in Bulgaria is a short professional education not linked to
previous studies. The duration of these studies is two years. The courses are offered in Building,
Domestic Sciences, Mechanics and Product development. In total there are 4721 students, the majority
of which are female. After successfully finishing post-secondary education students receive the
88
certificate for professional qualification (Свидетелство за професионална квалификация).
The
qualification received is not taken into account when students go onto degree programmes.
Students and teachers participate in mobility programmes other than the European programmes.
There have been no recent changes in legislation governing post-secondary education.
89
Croatia
Acknowledgements
No filled in questionnaire was received for Croatia. A short text was written making use of
information available on the website of the Ministry of Science and Technology and this text was
amended by Mrs. Jadranka Šain Brkić from the Higher Education Office.
The following website was also consulted: http://www.mzt.hr/mzt/eng/activities/highedu/higher.htm
Introduction
The Higher Education Act from 1996 determines the organisation of higher education institutions.
According to this Act and the principles of the Council of Europe’s Legislative Reform Program, the
Ministry of Science and Technology has implemented a separation of university courses of study from
professional courses of study.
In the current academic year 2002 - 2003 university courses of study are carried out by 5 universities
(University of Zagreb, Rijeka, Split , Osijek and Zadar). They include 58 faculties, 4 academies of
arts, 3 university departments and 1 course of study operated by a university. Professional courses of
study are carried out by 7 polytechnics, 6 independent schools of professional higher education,
one teachers' academy and 8 teachers’ schools of professional higher education.
A polytechnic is a higher education institution which organises and carries out professional courses of
study, and also develops highly professional, artistic and in some cases research work. Organisational
units within polytechnics are polytechnic schools. Polytechnics can also operate without polytechnic
schools but with internally organised departments according to the decision of its foundation and the
statutes.
Professional studies qualify a student for highly professional or artistic work. They are organised and
carried out as undergraduate studies, graduate professional studies and graduate artistic studies. In the
2002/2003 academic year the polytechnics had 23.630 students.
An independent school of professional higher education is a higher education institution that
organises and carries out professional courses of study and highly professional work in one or more
educational fields. It is organised with or without organisational units according to the decision of its
foundation and the statutes. Professional studies qualify a student for highly professional or artistic
work. They are organised and carried out as undergraduate studies, graduate professional studies and
graduate artistic studies.
In the 2002/2003 academic year the independent schools of professional higher education had 8.185
students.
90
A private higher education institution is founded by the decision of the founder. A private
institution of higher education with a license for the commencement of operations must include in its
title “with publicly recognised rights/accredited”. At present there are 11 private higher education
institutions in Croatia. In the 2002/2003 academic year they had 3.871 students.
The total number of students enrolled into higher education institutions in Croatia is 140.731. Out of
those 89.919 are enrolled into the university courses of study and they will be awarded a Bachelor
degree, while 50.812 students are enrolled into the professional courses of study and they will be
awarded an Associate degree (in case of undergraduate professional courses of study that last two or
three years) or a Bachelor degree (in case of four – year undergraduate professional courses of study).
Croatian higher education institutions currently employ 1.133 full professors and 801 associate
professors.
1. Sub-degree education
1.1. Organisation
Universities may carry out both UNIVERSITY and PROFESSIONAL courses of study, while
polytechnics and schools of higher education may carry out only PROFESSIONAL courses of study.
In practice there are not many cases where a university carries out a professional course of study.
The Law on Higher Education provides a possibility for the establishment of private universities,
polytechnics and schools of higher education. Therefore, private HE institutions may deliver both
university and professional courses of study. However, at present there are no private universities nor
polytechnics so all private HE institutions are schools of higher education that carry out
PROFESSIONAL courses of study.
Professional courses of study include some practice and placements in industry, however the emphasis
is on lectures and not on placements in industry (not every week , circa 150 hours per academic year).
1.2. Duration and certification of studies
Duration of courses of study is determined on the basis of the curriculum’s complexity and the time
necessary for its mastering. Undergraduate university studies last at least four years while
undergraduate professional studies last at least two years.
91
1.3. Mobility of students and teachers
Croatian higher education policy endorses academic mobility of students, according to the principles
of European and international conventions on recognition of equivalence of education credentials (e.g.
the Lisbon Convention).
In this context it is necessary to mention the efforts of the Ministry of Science and Technology in the
implementation of the European Credit Transfer System. They expect to see the results of this project
in the near future.
1.4. Transition to other programmes
The Croatian higher education system has no equivalent to the sub-degree system that has been
implemented in some European countries. A diploma testifying to the completion of a two-year
undergraduate professional course of study has been recognized by the labour market as a first degree.
Following the first two years of the undergraduate professional course of study, a student may enrol
into the third and the fourth year of the undergraduate professional course of study under the
conditions set by a higher education institution.
Students holding an associate degree can request a transfer to the university course of study. Higher
education institutions that carry out a relevant university course of study decide on the exams that a
student needs to take in order to be allowed to transfer/continue his/her course of study.
The majority of students holding an associate degree start working.
Note: Total number of students at the institutions of higher education in 2002/2003:
District
Full-time students
Financed by MINISTRY
Zagreb
Self-paid
Part-time students
TOTAL
42.212
17.694
16.020
75.926
Split
8.037
6.866
11.627
26.530
Rijeka
8.280
5.045
5.158
18.483
Osijek
7.386
2.848
4.204
14.438
Zadar
3.862
956
536
5.354
TOTAL
69.777
33.409
37.545
140.731
92
CYPRUS
Acknowledgements
EURASHE thanks Prof. Andreas G. Orphanides, Dean of Cyprus College, and Member of the
Governing Council of the Open University of Cyprus for the useful information he has given.
The following website of the Ministry of Education and Culture was also consulted:
http://www.moec.gov.cy/Educational%20System%20English.htm
Introduction
The Higher education system in Cyprus includes three major categories of institutions: (a) the state
universities; (b) the state extra-university tertiary education institutions; and (c) the private extrauniversity tertiary education institutions.
As far as the State Universities are concerned, the University of Cyprus was established in 1989 as an
autonomous state university with state funding, the languages of instruction being Greek and Turkish.
The Open University of Cyprus was established in 2002 and an interim Governing Council was
appointed in February 2003. The University will exclusively use distance learning methods, means
and technology. A University of Applied Arts and Sciences is currently at the stage of preparation,
and it is expected to begin its operation in the near future. It is expected to include all currently State
Extra-University Tertiary Education Institutions, which will be advanced to university level. Only the
University of Cyprus, the Open University of Cyprus, and six private tertiary education institutions,
i.e. Cyprus College, Cyprus International Institute of Management, Frederick Institute of
Technology, Intercollege, Philips College and P.A. College offer Bachelor’s and/or post-graduate
degrees. The Ministry of Education and Culture is currently finalizing the law for the development of
certain private tertiary education institutions into private universities.
In the academic year 1999/2000, 28% of the graduates of the Secondary Education Schools were
enrolled in tertiary education institutions of Cyprus, whereas 41% of the graduates of the Secondary
Education Schools were enrolled in tertiary education institutions abroad 85.
85
Statistics of Education: School Year 1999-2000, Dept. of Statistics and Research, Ministry of Finance,
Republic of Cyprus, 2001
93
1. Tertiary Short Cycle education in Cyprus
1.1. Organisation of Tertiary Short Cycle education in Cyprus
Tertiary Short Cycle education is organised, on the one hand, in State Extra-University Tertiary
Education Institutions. These are the Higher Technical Institute, established in 1968 with English
being the language of instruction, which offers a variety of technical educational programmes leading
to the award of a Higher Technician Diploma; the School of Nursing started in 1964, offering a 39month general nursing and psychiatric program in English, leading to a Higher Diploma; the Higher
Hotel Institute, established in 1965 offering 3-year hospitality educational programmes, and the
Forestry College, established in 1951 offering a 6-month and a 2-year educational programmes in
general forestry practice.
On the other hand, there are the Private Extra-University Tertiary Education Institutions.
These institutions offer tertiary education to approximately 65% of all tertiary education students
studying in Cyprus, with approximately 25% out of them being international students from over 45
countries, setting so the foundations for developing Cyprus into an international tertiary education
centre. These private extra-university tertiary education institutions offer either/both sub-degree 1year, 2-year and/or 3-year programmes, and/or 4-year and/or post-graduate degree programmes in
Business, Economics, Accounting and Finance, MIS, Hospitality, Public Relations, Advertising,
Computer and Engineering Sciences, Humanities, Literature and Languages, European Studies, Social
and Behavioural Sciences, Nursery education, and a variety of vocational areas. They lead to either a
certificate or diploma or higher diploma or Bachelor’s degree or Master’s degree. The first private
higher education institution founded in Cyprus is Cyprus College, founded in 1961. There are
currently nineteen private tertiary education institutions that offer accredited educational programs.
1.2. Duration and certification of programmes
Sub-degree programmes at the state extra-university tertiary education institutions range from 6
months to three years (see above) with different qualifications. The most important being the Higher
Diploma. At the private extra-university tertiary education institutions, sub-degree programmes range
from one to three years. They lead to a Certificate or Diploma or Higher Diploma.
1.3. Participation in mobility
Teachers and students in HE participate actively in mobility programmes under Erasmus, Leonardo da
Vinci and Youth for Europe. In addition the scholarship authority (IKYK) offers scholarships, grants
and loans to students studying abroad. However, there are no data available concerning mobility of
students and teachers in Tertiary Short Cycle education.
94
1.4. Use of quality assurance and accreditation
The private tertiary education institutions in Cyprus are registered with the Ministry of Education and
Culture, and also undergo an accreditation process controlled by the government of the Republic of
Cyprus. State tertiary education institutions are not required to undergo accreditation.
1.5. Transition to degree programmes
As most private tertiary education institutions offer both sub-degree and degree programmes, students
can fairly easily make the transition to degree programmes. However, a transfer evaluation process is
in effect for determining the transferable credits to the degree programmes.
2. Post-secondary education
There is no distinction made between post-secondary and tertiary education in Cyprus.
95
THE CZECH REPUBLIC
Acknowledgements
EURASHE thanks Michal Karpisek, Chief Executive, Czech Association of Schools of Professional
Higher Education (CASPHE) for having filled in the questionnaire and for having given advice by
telephone in the drafting of the final version of this contribution.
The following website was also used: the official website of the Ministry of Education, Youth and
Sports of the Czech Republic: www.msmt.cz
The Eurybase database of EURYDICE was also consulted.
Introduction
In the Czech Republic we distinguish between Universities, Non-University HE Institutions and
tertiary professional schools. The latter are part of tertiary though not of HE. This system of
professional tertiary education – like in many other countries of Central and Eastern Europe –
appeared in the early 1990s within an experiment. Its ambition was to introduce a non-university
sector of higher education. In 1996 a School Act implemented a professional tertiary education sector
and put an end to the existence of post-secondary education. As a result there are too many and too
small institutions (about 170 schools with 165 students of PHE in average). Many “tertiary
professional schools” coexist with secondary schools.
The White Paper on Czech education wants to have a 50 % participation in tertiary education within 3
years.
Whether they will be able to achieve this will depend on the development of Bachelor
programmes at universities, the further development of non-university HE institutes and the support to
“tertiary professional schools”. At the moment the latter can’t grow in number, whereas higher
education expands its Bachelor programmes. There is some discussion on grouping the entire tertiary
sector together, promoting links between the different types and levels of education. There are also
considerations of introducing a comprehensive Act on Tertiary Education86.
1. Tertiary Short Cycle education
1.1. Participation in Tertiary Short Cycle education
In the Czech Republic there is a participation rate between 35 and 40 % in Higher Education and the
completion rate is between 50 and 60 %. Less than 10 % of students (27.584) are in Tertiary Short
Cycle education.
86
Michael Karpisek, Background note to the questionnaire
96
1.2. Organisation of Tertiary Short Cycle education
Tertiary Short Cycle education is organised on a regional level. Legislation governs the organisation
of Tertiary Short Cycle education, tuition fees, entrance requirements and quality assurance of Tertiary
Short Cycle education. The latest legislation dates from 1996 when the sector of tertiary professional
schools was introduced in the system after an experiment lasting a number of years. Since 2000 the
(public) tertiary schools fall under the jurisdiction of newly established regions whereas formerly they
were founded and administrated by the Ministry of Education. An attempt to update legislation in a
new School Act failed in 2002. At present those schools are organised by the state, by private
education providers or by the church. Courses are organised by Vyšši odborné školy (higher schools
or FE colleges) as well on a part-time as on a full-time basis. All Tertiary Short Cycle education in the
Czech Republic is subject to approval by the Czech educational authorities.
It is subsidised by the
state. The curriculum consists of a combination of theory, practice and work placement. Professional
organisations are rarely involved. Virtually all fields (except Biotechnics, Crafts, Domestic sciences,
Education and Language studies) mentioned in the comparative table p. 29 are organised in TSC in
the Czech Republic.
1.3. Entrance requirements for students, duration and qualification of studies
In order to be accepted in Tertiary Short Cycle education students need a leaving certificate of general
or professional education. Tertiary professional education can last from 2 to 3,5 years for full-time
students, and 3 to 4 years part-time. Sometimes they take as long as Bachelor studies but the status is
different. The main objective of studies is a short professional training not linked to previous studies.
Graduates receive the same diploma (diplomovany specialista), irrespective of the difference in
duration of the programme.
1.4. Profile of students and teachers in TSC
The majority of students (about 67 % or 18,666 out of 27,584) are female. There are no data available
about their social background. The majority of teachers in Tertiary Short Cycle education hold a
Master’s degree.
1.5. Participation in mobility and other programmes
Students and teachers in TSC participate in mobility and other EU-programmes under Comenius,
Leonardo and other mobility programmes. As far as Erasmus is concerned a limited number of
schools (10) will be able to participate in Erasmus from 2003 onwards. Europass will probably be used
in the future by Erasmus students. Outside the participation under Erasmus, which is limited, there are
no specific obstacles to mobility for TSC students and teachers. The main obstacles mentioned are
insufficient language competences and the small size of institutions making it difficult to exempt staff
to organize mobility.
97
1.6. Transparency and readability of qualifications in TSC (ECTS, Diploma supplement)
Although generally there is no credit system used in TSC a number of other HE institutions use ECTS.
A small number of sub-degree institutions have started implementing a credit system based on ECTS.
These schools see it as an important investment in their future and a milestone in their development.
The reasons would be both transition to HE, international co-operation and internal development and
organisation of education. Neither the Diploma supplement nor the certificate supplement are used.
1.7. Use of quality assurance and accreditation
The school inspection is currently responsible for quality issues in “tertiary professional
education”. There are attempts to introduce an Accreditation Commission. There were also
activities of the organisation CASPHE when the quality evaluation programme “EVOS” was
introduced in 1995 based on principles of self-assessment. After a rapid development (more
than 20 schools using it) it faces a lack of interest from other schools. Private education
institutions are subject to the same QA as public institutions. There is not yet a mechanism for
accreditation although it was foreseen in the 2002 School Act. There is a procedure organised
by the Ministry to approve new programmes.
1.8. Transition to degree programmes and LLL
At present the transition from sub-degree to degree programmes is not yet possible. It was foreseen in
the 2002 School Act, which did not pass Parliament. Although the Ministry tries to promote the idea
of transition to degree programmes, cases where sub-degree students are exempted of parts of the
degree programme are still rare. There are only a number of individual cases between schools and
HEIs. There are no access courses organised and professional education is not taken into account
when going onto degree programmes. A few non-university HEIs offer graduates of sub-degree
programmes the opportunity to acquire a Bachelor’s degree in one year. However this is not
automatic. Students have to apply and take exams before their former education is taken into account.
ODL is not used to support delivery of courses. Students from other countries can make the transition
to degree programmes in the Czech Republic subject to the decision of HE institutions.
2. Post-secondary education
Post-secondary education in the Czech republic was abolished in 1996.
98
DENMARK
Acknowledgements
EURASHE would like to thank Mr. Ole Winther, Head of Section Of the Danish Ministry of
Education; Mrs. Anette Monrad, Chief psychologist of the School of Oral Health Care, University of
Copenhagen and Mrs. Jytte Mansfeld International Co-ordinator, Niels Brock Copenhagen Business
College for the useful information received. We should also like to thank Mr. Ole Winther for the
useful feedback provided during a meeting at the EURASHE office.
The following websites were also used:
http://eng.uvm.dk/factsheets/dvu.htm
http://www2.trainingvillage.gr/download/Cinfo/Cinfo298/Ind-en.html#dk
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=DK&language=EN
http://www.eurydice.org/Documents/Struct/en/denmark.pdf
Introduction
The Higher Education system in Denmark distinguishes between the college sector, i.e. the
professionally oriented higher education sector and the university sector.
“The college sector comprises approx. 150 specialised institutions of higher education, about one-third
offering short-cycle and two-thirds offering medium-cycle professionally oriented programmes.
Increasingly, colleges are merging into larger and more diverse units. The institutions that have
specialized in short cycle higher education (or sub-degree education) are merging to 16 Business
Colleges (in Danish: Erhvervsakademier87) whereas institutions that have specialized in medium cycle
education have formed 27 Centres for Higher Education (Danish acronym: CVU). Colleges often
cooperate closely with each other or with universities. It is mandatory for the CVUs to cooperate with
the university sector. All CVU study programmes are research-affiliated.
The university sector includes 11 universities, 5 of which are multi-faculty universities. The other 6
specialise in fields such as engineering, education, veterinary science, agriculture, pharmacy or
business studies. In addition, there are a number of specialist university-level institutions in
architecture, art, music, etc. All university study programmes are research-based, and degrees are
awarded at undergraduate and postgraduate level including doctoral degrees.”88
87
88
A business college has three fields of specialisation: a business line, a technical line and an ICT line.
http://eng.uvm.dk/factsheets/dvu.htm
99
1. Tertiary Short-Cycle higher education
1.1. Importance of sub-degree HE in Denmark
There is a participation rate in HE in Denmark of 44 % with a completion rate of between 60 and
70%. Short-cycle programmes cater for18% 89 of students in HE (24.000 students in total – the annual
intake is 8.700 students).
1.2. Organisation of sub-degree HE in Denmark
Courses of sub-degree HE are only organised by the state. Only state education is recognised and
subsidised. National legislation governing sub-degree education covers the organisation of sub-degree
education, tuition fees, entrance requirements, fields of study, quality assurance, accreditation,
transition from sub-degree to degree studies, the minimum number of students per institution and a
number of other items.
In 2000 there was a major reform of the Danish sub-degree programmes,
where the former 75 study programmes were transformed to the present 15.
In 2002 additional
legislation was passed making ECTS, Diploma supplement, QA and Transparency, which were
introduced by the 1999 Act, compulsory.
TSC is provided within the college sector (adult education is provided by the same institutions that
offer the ordinary programmes). The courses can be taken on a full-time or a part-time basis.
Professional organisations such as Chambers of Commerce and Trade Unions are closely involved in
designing and restructuring curricula for Tertiary higher education. There are degree programmes in
virtually all fields mentioned in the questionnaire (see comparative table p. 29) except Arts, Crafts,
Cultural Heritage, Education, Languages and Music and Drama. New courses were organised in
private and public administration and virtual logistics.
1.3. Entrance requirements, duration and certification of studies
Students can start in TSC on the basis of a leaving certificate of general/professional or vocational
secondary education and occasionally on the basis of APEL. Studies normally last two years
(sometimes three). They can be taken either full-time or part-time. After having completed two years
(full-time) successfully students receive a Diploma in … (field/specialisation). The curriculum is
mainly practise-based and its objective is either a short professional training not linked to previous
studies or a further professional specialisation.
1.4. Profile of the students and the teachers
There are as many female as male students in TSC in Denmark. The female students primarily attend
the business programmes whereas the male students follow the technical study programmes. The vast
majority of teachers hold a Master’s degree.
89
id.
100
1.5. Participation in mobility and other programmes
The Danish teachers in TSC are mobile under Erasmus, Comenius and Leonardo as well as in other
mobility programmes. Students in TSC also participate in mobility in these programmes and they use
the Europass.
As far as participation in other than mobility programmes is concerned Danish
institutions actively participate in Leonardo, Comenius, Erasmus and other EU- programmes and also
in bilateral programmes outside the EU.
1.6. Transparency and readability of qualifications in TSC (ECTS, Diploma supplement)
All Danish HEIs use ECTS because they are legally obliged to do so. Respondents mention that the
use of ECTS facilitates the transition to degree programmes and international co-operation. There is
also a legal obligation for the use of the diploma supplement. As in the case of ECTS respondents also
state that the diploma supplement makes transition to degree programmes easier and is very useful in
international co-operation. The certificate supplement is not used.
1.7. Use of quality assurance and accreditation
In 1999 the Danish Government formed the Danish Evaluation Institute (the Danish acronym is EVA),
which is
an external quality assurance body assessing the quality at all levels of education in
Denmark. The institute evaluates a certain number of study programmes each year, but the Danish
ministry of education do each year also require specific evaluations of study programmes.
In 2002 the Danish Parliament passed new legislation on quality assurance in a new law, where after
all higher education institutions must publish the results of their self-evaluations and some key
information as the results of the current exams, and the number of scientific staff (with academic
background) on a website.
When the TSC level was introduced in 2000 there was also new legislation on quality assurance for
this specific level. The quality assurance system is now being implemented at the other levels of
higher education in Denmark.
1.8. Transition to degree programmes and LLL
The transition to degree programmes is provided for in the legislation on HE. Also foreign students
can take advantage of this possibility. CVUU (Danish acronym for the Danish Centre for Assessment
of Foreign Qualifications) is the authority students wanting assessment of non-Danish higher
education have to contact.
Although the transition is seen as fairly easy by university students, college students who want to
make the transition have to take bridging courses. Sometimes prior professional experience is taken
into account when students want to go onto degree programmes. A few colleges offer TSC
programmes based on ODL and the use of Internet technology, for example Advanced Computer
Studies offered by Niels Brock Copenhagen Business College.
101
3. Post-secondary education
There is no post-secondary education in Denmark.
.
102
ESTONIA
Acknowledgements
EURASHE would like to thank Ms. Anne Kraav, Vice-rector of Development of Tallinna
Tehnikakõrgkool (Tallinn College of Engineering) for the interesting information received.
The following websites were also used:
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=EE&language=EN
http://www.hm.ee/eng/index.php
Introduction
Higher education is primarily regulated by the Universities Act, the Applied Higher Education
Institutions Act, and the Private Schools Act. The Standard of Higher Education establishes general
requirements for studies, curricula and academic staff.
The Estonian higher education system is binary and consists of universities (ülikool) and professional
higher education institutions (rakenduskõrgkool). Some vocational schools also have a right to offer
professional higher education programmes. Based on the form of ownership, institutions of higher
education can be divided into state, public and private.
Since the academic year 2002/2003, the general structure of higher education is based on two main
cycles, following the undergraduate–graduate model. The first cycle is the bachelor level; the second
cycle is the master level study. For some specialities (medicine, veterinary medicine, pharmacy,
dentistry, architecture, civil engineering and class teacher training), the study programmes have been
integrated into a single long-cycle, following the master level qualification. The highest stage at
universities is doctoral studies. Professional higher education programmes are on the first stage of the
higher education system and correspond to the bachelor level programmes.
Universities are institutions that provide academic higher education and can also offer professional
higher education programmes. The professional higher education institutions provide professional
higher education studies. This type of institutions may offer master level programmes in the field of
theology and defence, in other fields in cooperation with universities.
The participation rate in HE in Estonia is over 55 % and the completion rate is probably between 50
and 60 %.
103
1. TSC/ Sub-degree HE
There are no sub-degree programmes or qualifications in the higher education system.
2. Post-secondary education
2.1. Importance of post-secondary education in Estonia
There are no data available as far as post-secondary education in Estonia is concerned. In 2000 there
were 2,748 graduates by study programmes in the field of techniques at post-secondary level90.
2.2. Organisation of post-secondary education in Estonia
Post-secondary education is a part of vocational secondary education (kutsekeskharidus) in Estonia.
This level of education is under the jurisdiction of Ministry of Education and Science. Most of the
post-secondary education providers are state but recently new private vocational schools have been
established. All together there are 74 vocational education institutions (2002/2003).
The legislation governing post-secondary education in Estonia deals with the organisation of postsecondary vocational education, entrance requirements for post-secondary education and quality
assurance.
There are two types of institutions offering post-secondary vocational education: 1) vocational schools
with study programmes at upper-secondary and post-secondary level; 2) professional higher education
institutions with most of programmes at higher education level, but that may offer post-secondary
courses as well. The main fields of study at post-secondary level are Business Administration,
Agriculture, Fine Arts, Building, Health Care, Restoration and Information Technology. There are
ODL courses organised using information and communication technology to deliver post-secondary
education.
2.3. Duration and certification of studies
The nominal duration of post-secondary vocational studies last 1 to 2.5 years. The study programmes
are mainly practise-based and their objective is a further professional specialisation focusing on
employment.
2.4. Profile of the students and teachers
There are no data available as far as the profile of students in post-secondary education is concerned.
90
http://www.hm.ee/eng/index.php
104
2.5. Participation in mobility and other programmes
The Estonian teachers and students in post-secondary education participate in mobility under
Leonardo da Vinci, Socrates and Youth for Europe.
2.6. Transition to degree programmes and LLL.
According to the Standard of Higher Education the study programme at professional higher education
level may have 2/3 of the study programme in common with post-secondary education. The graduates
of post-secondary education can continue at professional higher education level.
Professional experience is sometimes taken into account when students want to go on to degree
programmes. According to the new legislation (2002) the higher education institutions may accept
informal and non-formal studies (incl. work experience) up to 50% of the total amount of study
programme.
105
FINLAND
Acknowledgements
Contacts have been made with several Finnish colleagues of the Ministry of education and the
University of Helsinki. They have all clearly pointed out that Tertiary Short Cycle education and postsecondary education don't exist in Finland.
EURASHE thanks all of them for having replied to our requests.
Introduction
Just for completeness’ sake of the study EURASHE gives hereunder a short overview of the Finnish
Higher Education System which is taken from the website of CIMO, the Centre for International
Mobility of Finland; http://finland.cimo.fi
Higher Education in Finland is provided by 20 universities (yliopisto/ universitet in Finnish /
Swedish) and 29 polytechnics (ammattikorkeakoulut/yrkeshögskolor, for short AMH / YH).
Adult education is given by independent sponsoring organisations, evening schools, vocational
institutions 'specifically by vocational adult education centres), and universities, all of which have a
centre for continuing education.
There is no Tertiary Short Cycle education and not post-secondary education.
Universities
There are 20 universities in Finland: of these ten are multi-faculty universities, three are universities of
technology, three are schools of economics and business administration, and the remaining four are art
academies. In addition, university-level education is provided at the National Defence College under
the Ministry of Defence.
The total university enrolment is currently 152,000 students, of which almost 3,500 are students from
abroad studying for a degree. The number of international visiting students at the Finnish universities
is about 3,500 per year. International students come from over 100 different countries. Nearly 12,000
Master's degrees are completed each year, and almost 2,000 students are awarded Licenciate of
Doctor's degrees. More than half of all students are women, and about 7 % are Swedish-speakers. All
universities carry out research and confer doctorates.
Finnish university degrees correspond to Bachelor’s (kandidaatti/kandidat in most fields), Master’s
(maisteri/magister in most fields) and Doctor’s degrees (tohtori/doktor). In most fields students can
also take a Licentiate’s degree (lisensiaatti/licentiat) before the Doctor’s degree.
106
The Bachelor’s degree takes at least three years to complete. It consists of basic and intermediate
studies in the major subject, including a Bachelor’s thesis, studies in one or more minor subjects and
language studies. The Master’s degree requires at least five years of full-time study (or two years after
a Bachelor’s degree) and includes advanced studies and a Master’s thesis.
It should be possible to complete a Licentiate’s degree in two years and a Doctor's degree in four.
Research and the preparation of a substantial thesis are essential parts of the studies for both the
Licentiate’s and Doctor’s degrees.
Polytechnics
Following a radical restructuring of Finland’s higher education system, the 1990s have witnessed the
emergence of a wide network of polytechnics. They were formed by upgrading and merging the
specialised institutions that offered vocational higher education.
Polytechnic education emphasises close contacts with business, industry and services, especially at the
regional level. The degrees are designed to meet the changing requirements and development needs of
the world of work, having a pronounced occupational emphasis, and qualifying graduates for various
expert duties. Polytechnics undertake some R&D with a distinctly applied and practical emphasis.
As of autumn 2001, there are 29 polytechnics, most of which are multidisciplinary. Currently there are
around 100 000 students registered at polytechnics in Finland.
Polytechnic-level education is also provided at the Police College, which operates under the Ministry
of the Interior.
Degree programmes in polytechnics concentrate on a given area of professional expertise. They may
be further divided into specialisation lines. Several polytechnics also offer interdisciplinary degree
programmes.
The extent of a degree programme is measured in credits. The term ”credit” refers to approximately 40
hours of work. The study load for an academic year is 40 credits. The extent of most degree
programmes is either 140 or 160 credits, which corresponds to three and a half and four years of fulltime study respectively; an extension of one year is allowed.
Degree programmes consist of basic studies, professional studies, optional and elective studies,
compulsory on-the-job training, and a Bachelor’s thesis. In basic studies students learn the
fundamentals of their field of expertise, as well as its role and importance in the world of work, in
society, and in the international context. The studies also include communication and language studies,
i.e. studies in the native language, in the second official language and in one or more foreign
languages. The professional studies go deeper into the main areas, focuses, functions and applications
in the field, and familiarise students with theoretical or artistic fundamentals.
Graduates can use two kinds of titles. Polytechnic degrees have "general" names. These are called
ammattikorkeakoulututkinto/yrkeshögskoleexamen (AMK/YH) with a definition of the field of study
in front. Since polytechnic programmes have been developed from the higher vocational programmes,
however, students are in many cases able to use old, established titles with the acronym AMK/YH
after the title
107
FRANCE
Acknowledgements
EURASHE thanks Roger Eychenne, President of ADIUT, Assemblée des Directeurs d'IUT and M.
Jacques Fleck, Directeur IUT Robert Schuman in Strasbourg for the help given in drafting the present
text.
EURASHE thanks also Pierre Champollion, Inspecteur d'académie, Inspecteur pédagogique régional
(Administration et vie scolaire), IUFM de l'Académie de Grenoble / Centre IUFM de Valence for
having filled in the questionnaire and for having commented on the draft version of this text.
Introduction
Next to the information received through the questionnaire the following websites have been used of
the French Ministry of Education:
http://www.education.gouv.fr/sup/formation/forsupcourte.htm
http://www.education.gouv.fr/sup/formationlicencepro.htm
Information was also taken from the website of Le Journal des IUT (The IUT Magazine),
http://www.iut-fr.org/presentation
and the website of Eurydice, http://www.eurydice.org/Eurybase (France)
HE in France is organised nationally. There are three types of institutions each subject to different
legal requirements: universities, State Institutions or schools of higher education ( instituts ou écoles
publiques, grandes écoles), and private institutions for higher education. Some technical schools in
the private sector, may however, be recognised by the state.
The Eurydice description makes a subdivision in short courses (filières courtes) and long courses
(filières longues). Among the short courses a distinction is made between the DUT, Diplôme
Universitaire de Technologie (University Diploma of Technology), the Vocation Degree (Licence
Professionnelle) created by a decree in 1999, the National diploma in specialised technology (DNTS
Diplôme National de Technologie Spécialisé) created in 1994 and Diploma of scientifc and technical
university studies (DEUST, Diplôme d'Etudes Universitaires Scientifiques et Techniques
Next to those four short courses there is also the higher education technical diploma (BTS, Brevet de
Technicien Supérieur) which is studied for in higher technician departments of Lycées (STS, Sections
de Techniciens Supérieur , sections for higher technicical studies of upper secondary schools)
108
1. Sub-degree HE : IUT, Instituts Universitaires de Technologie
1.1. Participation in sub-degree higher education
Overall participation to higher education is above 55% of all youngsters. Of those involved in H.Ed.
Between 40 to 50 % end their studies successfully.
The number of students in higher education grew steadily (7% per year) from 1988 till 1993. 1994 saw
a slowdown (2%) that continued till 1998. In 2001-2002 for the second consecutive year the number
of enrolments remained stable. This stabilisation resulted in more students in the second and third
cycle and in the IUT which seems to counterbalance the decrease of students in the first cycle.
In 2000-2001 there were 2.111.148 students enrolled in higher education. 1.4 million were enrolled at
the universities; 78054 in the IUFM (Instituts de Formation des Maitres) or Teacher education
Institutions ; 75573 students are in preparatory classes of institutes of higher education (grandes
écoles) and finally there are 58518 students in the independent engineering schools.
In sub degree higher education there are 118, 829 students at the IUT; in the IUT 50,262 students of
which 10,203 women were in 2000-2001 enrolled in departments linked to production while 65,416 of
which 35,771 women were in departments preparing for jobs in services. This means that less than
10% of students in HE are in the IUT. In post- secondary education there are 236795 in the STS
(Sections de Techniciens Supérieurs, Sections of higher technical studies of ) which is slightly above
10% of the total number of students in France. Most of students in the IUT and STS come from middle
class families.
1.2. Organisation of sub-degree higher education.
Sub degree higher education is organised in France at national level. A clear legislation governs all
matters related to it such as: its organisation, its tuition fees, the entrance requirements (except for
private not under contract with the state), the fields of study, quality assurance, accreditation,
transition from sub degree to degree studies, the number of students per institution (except for private
schools not under contract) and diplomas. The laws that are the basis for the sub degree higher
education in the IUT are the 1984 Law, Loi Savary, on higher education and the 1989 Law, Loi
Chevènement d'orientation sur l'éducation.
The DUT ( University Diploma of Technology) is obtained at the IUT , Instituts Universitaires de
Technologie, which are part (in fact under the tutorship – sous la tutelle -) of the universities. This
preparation lasts for two years and can be followed by a further year of specialisation. The DUT is
seen as an equivalent diploma to one or two years of the DEUG ( Diplôme d'Etudes Universitaires
Générales) the basic diploma obtained at the end of the first cycle at the university lasting two years.
109
The DES, or Diplôme d'Etat Spécialisé is a specialised state diploma obtained for studies organised in
'lycées' (upper secondary schools) in the fields of social and paramedical studies. These studies are
not organised in IUTs.
As to the equivalence of the DUT and the DEUG, it is only an equivalence in length and in level of
studies, it is not an equivalence as to the contents and the competences. Indeed, not withstanding the
fact that many holders of the DUT continue their studies in long university cycle studies, they have to
obtain in advance, each on an individual basis, an equivalence of the DEUG to be able to enrol for the
'licence' (bachelor). This equivalence gives them in fact only the right to enrol in definite second cycle
university studies.
In some cases duration is expressed in credits. There are at present 25 specialities in the secondary
(16) and tertiary (9) sectors. There are in France 112 IUT in the universities. The DUT can be
obtained by a 1 or 2 year full time course, depending of the students level (if the student has a bac
+ 2 years diploma, he can apply for an additional 1 year specialisation course), through continuing
education and through apprenticeship. It can be obtained at more than 630 departments in the IUTs
and through Open and distance learning institutions. The IUT are funded by the state and other
authorities.
The courses are a mixture of theory, practice and placements in industry. Professional organisations
and employers participate actively in the designing and restructuring of curricula of the IUT.
Chambers of commerce and professional organisations will have close links and be involved in the
development of the curriculum.
The education and training curricula of the IUT correspond to 25 specialisation fields decreed by the
Minister of Education, on the proposal of the national pedagogical commissions composed of
university representatives and representatives of the professional world. These national programmes
can , however, be adapted to the needs of the regional economic context.
1.3. Profile of students and teachers in TSC education
The teachers teaching at the IUT will all have either a Master's degree or a PH D. Several of the
teachers may have close links with or be involved in industry and enterprise.
The students can come from a variety of background as access can be obtained in various ways.
Access to IUT can be obtained if one has the baccalauréat (secondary school certificate or diploma) or
an equivalent training at level IV. It can also be obtained when one has an access diploma to
university studies or after other studies, or after professional experience or prior learning has been
validated. Some IUT allow the student to obtain the DUT in one year if the students has already a bac
+ 2 years diploma
110
1.4. Participation in mobility and other programmes
Teachers of the IUT are involved in mobility in the framework of Erasmus (Socrates) and in Leonardo
da Vinci. They are also involved in other (bilateral) mobility programmes.
Students of IUT are involved in Erasmus and in placements in the framework of Leonardo da Vinci.
They may also be involved in other (bilateral) mobility programmes.
This means that overall most IUT are involved in Erasmus of Socrates, in Leonardo da Vinci and also
in other bilateral co-operation programmes.
Mobility at the level of the students and teachers meets the same obstacles as those of other countries
and which have been described in other Commission reports.
1.5. Transparency and readability in TSC education (ECTS, Diploma supplement)
The ECTS systems is gradually being applied in the IUT. Only in some IUT is it fully operational. The
ECTS systems is used for different reasons : because there is a kind of legal obligation to implement
it, because its use facilitates the transition to other university programmes and because it facilitates
international co-operation. The Diploma Supplement appears not be used in the IUT.
1.6. Use of quality assurance and accreditation
There is a quality assurance system at national level which is for the IUT more or less the same as for
the universities, namely the CNE. Accreditation of sub degree higher education is the responsibility of
the Ministry of education.
1.7. Transition to degree programmes and LLL
Students who have successfully completed the IUT and obtained the DUT have access first of all to a
third specialisation year within the IUT which doesn't lead, however, to a university degree. Those
students can also apply to enrol at the one year Vocation Degree ( Licence professionnelle) which
was created up from 1999. At the end of this third year students get the university degree called 'la
licence'. The DUT can also be recognised as an equivalent of the DEUG (Diplôme d'Etudes Générales
Universitaires) at the end of the first degree of university studies enabling the students to go on with
other university studies leading to a university degree. The equivalence is not automatic and is
delivered or granted by specific commissions.
1.8. Co-operation with professional organisations
The originality of the Licence Professionnelle created in 1999 resides in the fact that it is built on
close partnerships between the universities, other training institutions, enterprises and professional
organisations. In 2002 some 610 vocation degrees were organised. A placement of 12 to 16 weeks is
an important element of this degree. An important part of the education (25 %) is given by persons
from enterprises.
111
This vocational degree is not only open to DUT holders but also to BTS holders and other groups of
adult learners under certain conditions.
It has to be pointed out that half of the 'Licences professionnelles' are organised by the IUT within the
universities, others are organised by other entities of the universities such as faculties.
2. Post- secondary education: BTS, Brevets de Techniciens Supérieurs
2.1. Organisation of post-secondary education
The STS, the higher technician departments (STS Sections de Techniciens Supérieurs) are organised
by the Ministry of Education. The Higher Technical Diploma (BTS, Brevet de Technicien Supérieur)
is thus obtained in studying in the STS of some 2000 Lycées (upper secondary schools). Those schools
can be state schools or private schools under contract with the state. There are 86 higher technical
specialities, 56 of which concern the industrial sector and 30 the tertiary sector. The studies last two
years and is for more specialised study than at the DUT, aiming at more precise jobs and functions.
The BTS can be obtained at Public Lycées, private Lycées under contract with the state,
Apprenticeship training centres, Training centres for continuous training and at Open and Distance
Learning centres.
The objective of the post-secondary training is to give further professional specialisation focusing on
employment. Sometimes it is a post-secondary training having no direct link with the previous
secondary education.
The STS lasts two years although for the social and paramedical sections it is three. At the end of the
two years the students are awarded a BTS, Brevet de Technicien Supérieur or Higher Technical
Diploma. In the case of three years they are awarded a State Diploma or Diplôme d'Etat.
In post-secondary education there are 236795 in the STS (Sections de Techniciens Supérieurs,
Sections of higher technical studies of ) which slightly above 10% of the total number of students in
France. . Most of students in the STS come from middle class families
2.2. Participation in mobility and other programmes
Teachers of the STS are involved in mobility in the framework of Comenius (Socrates). They are also
involved in other (bilateral) mobility programmes between France and certain countries. Students of
STS are involved in placements in the framework of Leonardo da Vinci. This means that several
STS are involved in Comenius of Socrates because Comenius is the school education part of the
Socrates programme.
Mobility at the level of the teachers meets the same obstacles as those of other countries and which
have been described in other Commission reports.
112
2.3. Transition to degree programmes and LLL
The students who have obtained their BTS are also eligible to apply to take the Vocation degree
(Licence professionnelle) explained above under item 1.7.
Future developments of the DUT and the Licence Professionnelle, LP (Vocation
degree) towards the future: September 2003
The ADIUT (Association des Directeurs des IUT) was so kind to let us have on 6 May 2003 a
synthesis of new developments which are under way. The situation described above as far as IUT are
concerned will change gradually up from the next autumn in the following way.
The change proposed will result in a common curriculum integrating the DUT and the Licence
Professionnelle (Vocational degree) within the framework of the LMD (Licence, Master,
Doctorat).
The following elements are some of the characteristics of this new possibility which is being
created at the moment but which has not yet been accredited (in French 'habilité')
-
the first 2 semesters are common DUT and LP
-
at the end of this first common part (tronc commun) of 2 semesters , the students can choose either
for two more semesters leading to the DUT or they can choose for the LP over four more
semesters.
-
the totality of these studies are in semesters and are translated into ECTS
-
admission of students holding a BTS (Brevet de Technicien Supérieur) and coming from the post
secondary STS, is taking place at the level of semesters 4 or 5
-
from a pedagogical point of view, the stress is put especially in semesters 1 and 2 on help towards
the development of the professional project of the student
-
bridges or passerelles will be developed with the long university cycles so that students can be reoriented progressively during their studies
Thus IUT students will be helped if they want to take a general licence or general bachelor degree.
Students in the DEUG, who want to obtain a professional degree at Bac + 3 and/or the Licence
Professionnelle, will also be given opportunities.
These developments are being finalised at the moment within the spirit of the Bologna declaration.
They are not final yet. Introduction of this new system will also be progressively.
EURASHE thanks Jacques Fleck of ADIUT for having made this useful last minute information
available.
113
GERMANY
Acknowledgements
Our special thanks for their help to give information go to several people who advised us in drafting
the present text:
The DAAD, Deutsche Akademische Austauschdienst, Bonn
Christian Tauch of the HRK, Hochschulrektorenkonferenz,
Thomas Spielkamp, PADS Paedagogische Austaauchdienst? Bonn
Volker Gaehmlich, Fachhochshule Osnabrück, ECTS co-ordinator for Germany,
Axel Markert, International relations University of Tübingen,
Baldur Veit, International relations Fachochschule Reutlingen
Christoph Vogel, Akademie für Betriebswirtschaft und Welthandelssprachen, ABW, Baden
Württenberg, Germany
The following website were also consulted:
HRK, Hochschulenrektorenkonferenz: http://www.hrk.de
DAAD, Deutsche Akademische Austauschdienst: http://www.daad.de
PAD, Paedadogische Austauchdienst: http://www.kmk.org/pad/home.htm
Federal Ministry of Education and Research: http://www.bmbf.de/
Berufsakademie Baden-Württenberg: http://www.ba-bw.de/
Introduction
No sub degree higher education and no post-secondary education in Germany but varied forms of
vocational schools
According to the Eurybase as per 2000 Germany had a total of 350 publicly maintained or officially
recognised institutions of higher education. There are 119 universities or equivalent institutions of
higher education such as the traditional universities, Technische Hochschulen / Technische
Universitäten, Universitäten-Gesamthochschulen (Comprehensive universities). They provide courses
of study as provided by universities, but also courses provided by Fachhochschulen and so-called
integrated courses with graduated qualifications after three or four years.
Also equivalent to universities are establishments that only offer a limited range of course studies,
such as the theological colleges and Pädagogische Hochschulen, colleges of education, which still
exist in Baden-Württenberg, but have been incorporated into universities in the other Länder or
114
expanded into institutions offering wider ranges of courses.. There are 49 Colleges of art and music
and 182 Fachhochschulen including Verwaltungsfachhochschulen.
There is a total of 1.798.863 students in total in those institutions (figures 2000-2001 Winter
semester); 1.310.990 in universities and equivalent institutions, 30.159 in colleges of art and music
and 457.714 in Fachhochschulen including Verwaltungsfachhochschulen, this is a Fachhochschule
maintained by the Federation or by a Land to train young people to take up high level civil service
grade posts in a particular sector of public administration.
A new development of a particular nature: Berufsakademien
In addition Germany's tertiary sector also includes 35 Berufsakademien, which are either publicly or
privately maintained, and which are to be found in Baden-Württenberg, Berlin, Hessen,
Niedersachsen, Sachsen, Schleswig-Holstein, Saarland and Thüringen. They combine academic
training with practical professional training in the workplace, thus constituting a dual learning system.
The active involvement of companies as active partners in the educational process is a key
characteristic. Some texts translate Berufsakademie into "University of Co-operative Education.
For further information see the website: http://www.ba-bw.de/
Information on the Berufsakademien taken from the EURYBASE website
Berufsakademien (professional academies) form part of the tertiary sector and combine academic
training at a Studienakademie (study institution) with practical professional training in the workplace,
thus constituting a dual system (duales System). They were first set up in 1974 in BadenWürttemberg as part of a pilot project and are now to be found in Baden-Württemberg, Berlin,
Sachsen and Thüringen, where they are state-run, and in Schleswig-Holstein, Niedersachsen and
Saarland, where they are privately maintained state-recognised institutions. Courses offered at the
Berufsakademien include, in particular, business, technology and social services.
Applicants for courses at the Berufsakademien require a general or subject-restricted higher education
entrance qualification (Hochschulreife or Fachhochschulreife), depending on the regulations in
force in the particular Land, and a training contract with a suitable training establishment. Depending
on the Land legislation, applicants with professional qualifications but without the higher education
entrance qualification can take an entrance examination. Once the training contract has been
concluded, applicants are registered at the study institution by the company responsible for training
them.
The students at the Berufsakademien complete parallel training with a company in trade and industry,
with comparable establishments in other sectors - particularly in the case of the liberal professions - or
115
at institutions maintained by social services. During the training, periods of study at the study
institution alternate with periods of on-the-job training in the training establishments. The companies
bear the costs of on-the-job training and pay the students a wage, which is also received during the
theoretical part of the training at the study institution. Training is given on the basis of two kinds of
study and training plans. Firstly, these are drawn up by the Berufsakademien together with
participating companies and social services, and adopted by the ministries responsible in the form of
ordinances. Secondly, these are also according to training and examination regulations of the
Berufsakademien in accordance with general regulations of the responsible ministries.
Training at the Berufsakademie is generally divided up into two years of basic studies followed by one
year of advanced studies. Each semester is divided up into on-the-job training and a theoretical part of
the course at the study institution that lasts between ten and twelve weeks. No provision is made for
semester holidays within the study plans, but students receive an annual holiday entitlement of
approximately four weeks on account of their training contract.
Students who successfully complete their Diplom examination are awarded a qualification for entry
into a profession (e.g. a Diplom degree in engineering - Diplom-Ingenieur, in youth and community
work - Diplom-Sozialpädagoge, or in business management - Diplom-Betriebswirt, to which the
abbreviation (BA) for Berufsakademie is added). Thanks to the combination of theoretical and
practical training, graduates of the professional training courses based on a dual system offered by the
Berufsakademien are prepared for working life during their actual studies. It is often the case that
students are even taken on at the end of their professional training by the very company that trained
them.
The degrees awarded by Berufsakademien based on the Baden-Württemberg model are amongst the
degrees in tertiary education, which are covered by the EU directive on higher education degrees,
provided that they satisfy certain criteria. These include, above all, entrance requirements and the
qualifications of the teaching staff, as well as certain institutional requirements in terms of the range of
training on offer and cooperation between the Studienakademie (study institution) and training
company. The Berufsakademie Berlin and the Berufsakademie Sachsen also meet these criteria to
award the Diplom (BA). The Standing Conference also recommended that a Diplom awarded by
these Berufsakademien be regarded as equivalent to a Diplom awarded by a Fachhochschule
with regard to the rules governing the right to practise certain professions.
Contribution by Volker Gehmlich, Fachhochshule Osnabrück, ECTS co-ordinator for Germany
Strictly speaking there is not THE German situation in these matters as the whole education area is the
responsibility of the various Laender.
116
As regards higher education there is a national framework but beyond that there are serious deviations.
Example: a Berufsakademie could be regarded as sub-degree. It is a kind of block-release system (or
even sandwich) in which students are trained within an apprenticeship and educated within a formal
education programme at academies within 3 years. In some federal states, e.g. Baden-Württemberg,
they are regarded as being an alternative form to the Fachhochschulen and therefore the successful
leavers get a degree. In some others (for the time being most), the graduates can continue their studies
at a Fachhochschule, are accredited for what they have done before and can officially finish with a
degree (the normal degree at a FH) after having studied for at least one more year. Now, considering
the new upcoming structure of BA/MA, these academies are most likely to become part of the degree
structure, delivering a three-year programme of co-operative education. Outside these institutions
there are some other forms of continued education - more or less - which partly allow the graduates to
apply for studying at Fachhochschulen or which only award certificates of which the value depends a
lot on those to whom these papers are presented. By and large I came to the conclusion that there was
no real sub-degree culture in Germany (yet). They may evolve for two reasons: Berufsakademien and
other part-time continued education programmes will get "Bachelor degree status"; others like in areas
such as physiotherapy may also be "promoted" to university programmes. For the time being all the
other initiatives are counted as the school sector, mainly vocational school area. E.g. the
physiotherapist have to attend a school of 3 years, but nobody would consider these as being
sub-degree level.
Contribution from Christoph Vogel: Private School Education on Sub-Degree Level
There are a large number of private schools that offer two to three year programmes in international
Business to students with Abitur or Fachhochschulreife. Due to these entry requirements teaching is
on a tertiary - or higher education level - comparable with teaching in Berufsakademien and, when
business orientated, also with Fachhochschulen. However these school are not recognises as
“Hochschulen”.
In Germany there is a strict distinction between
a) Academic, research orientated studying at state or state recognised “Hochschule” (Universität,
Fachhochschule, Berufsakademie – in some States) and
b) practical, profession orientated learning at schools.
Between these there is no formal recognition of an in between degree, that in other countries would be
called a sub degree.
These schools, of which quite a number are in associations such as the ESA – European Schools for
Higher Education in Administration and Management or in BUSINET or in the VDP – Verband
117
Deutscher Privatschulen work for their recognition with state educational authorities as tertiary
educational institutions.
The programmes of these schools are two to three years long and offer a wide variety of compulsory
business orientated subjects. Their main aims are to train students in the professional, social and
communicative competences needed in business communities. Theoretical and practical skill are on a
tertiary level, but not academic and research orientated. And thus they are formally categorised as
schools – and so on a secondary level such as Berufsfachschulen, Berufskollegs etc.
118
GREECE
Acknowledgements
EURASHE thanks
M. Dionyssis Kladis, Secretary for Higher education, Ministry of national education and religious
affairs, Athens,
Loukas Zahilas, Director of Training at the Organisation for Vocational Education and Training
(OEEK),
Prof. N. Patiniotis Laboratory on "Sociology and Education" University of Patras
Mrs. Maria Doxanaki, director of the Socrates NA and
Mrs. Aglaia Vbassilikou-Dova, Associate professor, University of Athens, Department of Physics
For the information they have contributed and for their help in bringing about this text.
The Eurybase of EURYDICE was also extensively consulted.
Introduction
There is no sub degree higher education in Greece but there is Post-secondary education or Postsecondary Vocational Training which has NO formal links with higher education.
As far as higher education is concerned, it includes both Universities and Technological Educational
Institutions (TEI) according to the recent law 2916/01. Higher education in Greece is governed in
principle by the provision of the 1975 Constitution. The Universities are governed primarily by the
frame-law 1268/82, while the TEIs by the frame-law 1404/83. Those two frame-laws have been
amended and complemented by several more recent laws.
Next to the universities and the TEIs there are also other tertiary education establishments. Eurybase
mentions to this effect that the Greek Constitution stipulates that "vocational and any other special
training is provided by the state in institutions on the higher education level", having as a main feature
that the length of studies in these schools should not exceed three years. However, it should be noted
that the Greek Constitution makes a clear distinction between two levels in tertiary education. In the
Greek language, they are characterised by the terms “highest education” and “higher education”. The
Greek term “highest education” is equivalent to the English term “higher education”, including the
Universities and the TEIs. Therefore, the Greek term “higher education”, used in the Constitution,
should be considered as equivalent to the internationally used level of “non-higher tertiary education”.
119
In this non-higher tertiary education level fall: Higher ecclesiastical schools, Merchant Marine
Academies, Higher Schools of Dance and Drama, Higher Schools of Tourist professions, Higher NCO
schools and Higher Police Academies.
The overall participation rate in higher education is more than 50 % and the completion rate of
students is between 50% to 60 %.
1. Tertiary Short Cycle education
There is no Tertiary Short Cycle education in Greece.
2. Post-secondary Education
Post-secondary vocational training - is organised by the founding Law 2009/92. And by the
regulations for vocational training and the operation of Vocational Training Institutes (IEKs),
September 1994. The IEKs officially opened on 1st February 1993 although there had been
experiments since September 1992.
2.1. Participation in post-secondary education
The number of trainees in public IEKs (Vocational Training Institutes) amounts according to Eurybase
to 20.000 per year, while in private IEKs it is about 12.000. Thus the total on a yearly basis is around
32.000. There are now 168 approved programmes of studies that are being implemented by public and
private IEKs throughout the country. Today there is a total of 130 state IEKs operating nationwide.
Of these, 114 are independent IEKs and 16 operate administratively as branches of independent ones.
Next to this there are 65 private IEKs.
As a comparison, in the TEIs there were in 1999 some 129.683 students while there were in the
universities 276.902 students.
2.2. Organisation of post-secondary education and training.
Post-secondary vocational schools - IEKS - are organised under the auspices of the Ministry of
National Education and Religious Affairs. The Organisation for Vocational Education and Training
(OEEK), a legal entity of public law created by the same law, was put in charge of the establishment,
the organisation and operation of the IEKs.
All post-secondary vocational education is provided at Technical Vocational Upper Secondary
Schools (TEE).
IEKs intend to equip students with qualifications for employment and grant diplomas certifying
vocational training at the post-secondary level. The objective is to train people for the middle echelon
work force. Further professional specialisation focusing on employment or giving to student a short
specialised professional education not linked to previous secondary studies are clear aims. As
120
mentioned earlier there are both public and private IEKs. In some cases professional organisations are
involved in the organisation of IEKs.
There are 2 types of IEK, one type for lower high schools graduates (level I) and the other for upper
high school graduates (level III+). A large variety of fields is covered by the IEKs in industry, service,
agriculture, tourism, culture, sports, arts, health and communication.
Training lasts from ONE to FOUR semesters according to the previous studies of the student.
Training lasts FOUR semesters for trainees who graduated from a general upper secondary school, a
technical vocational schools (TEE)or a comprehensive Lykeia (EPL). For TEE students continuing
their specialisation in IEKs as in their former TEE, training lasts only TWO semesters. For students of
specialisation departments of EPLs continuing in the same specialisation as at the EPL, training last
for only ONE semester. For graduates of lower secondary school, training lasts for TWO semesters.
Training is usually held during afternoon hours. It includes theory, workshops and mixed courses.
Each semester lasts 14 full weeks.
2.3. Profile of students and teachers in post-secondary education
Admission to IEKs requires a leaving certificate from lower secondary school (gymnasio) for level I,
from a technical vocational school, from the Manpower Employment Organisation (OAED)
apprenticeship school or from any type of upper secondary school (lykeo) for level III+.
Also adults with the minimum level of a lower secondary school certificate may be admitted. Both in
public and private IEKs classes consist mainly of graduates from various types of lower or upper
secondary schools. The procedure for selecting trainees (on a systems point) for public IEKs takes
place twice a year.
Students and teachers involved in IEKs do not participate much in mobility.
2.4. Certification of the students
There are four levels of certification:
Certificate of Vocational Training, level 1
Diploma of Vocational Education and Training, level 2
Diploma of Vocational Education and Training, level 3
Diploma of Vocational Education and Training at the level of post-secondary vocational training
These are awarded according to the level of basic or optional education attended by the trainees but
also according to the length of the programme of study at the IEKs.
From the information received it is not clear whether students can build on the certificate or diploma
obtained in the IEKs to go on towards TEI or Technological Education Institutes.
121
2.5. Mobility of students and teachers
Many IEKs participate in mobility under Leonardo da Vinci. Moreover they also participate actively
in Comenius language projects (former Lingua E projects) with pupils’ exchanges.
2.6. Transition to degree studies
The studies aren’t in any way taken into account when going on to degree studies. They don’t even
give access to Higher Education and students who want to continue their studies have to go back to the
Lykeion in order to earn access to HE.
122
HUNGARY
Acknowledgements
We would like to thank Prof. László Dinya, Co-President of FTT (Council of Higher Education and
Research) for having filled in the questionnaire and for having contributed to the final version of the
present text.
The following website was also consulted:
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=HU&language=EN
Introduction
Higher education in Hungary is delivered in two types of institutions: in universities (egyetem) and in
colleges (fõiskola). Both have their own profile. Universities are specialised in theoretical-scientific
education, while colleges focus upon practice-oriented training.
On 1 June 1999 the Parliament passed Act LII of 1999 on Restructuring the Institutions of Higher
Education and amended Act LXXX of 1993 on Higher Education. By passing the above law the
number of state run universities and colleges significantly decreased. From 1 January 2000 the new
network of higher education institutions consists of twelve state universities with various faculties,
eleven colleges (under the control of the Ministry of Education), five art universities, one state
university under the Ministry of Defence, one college controlled by the Ministry of Internal Affairs,
twenty-six church universities and colleges and 6 universities run by various foundations.
The most fundamental goals of the restructuring of the institutional network were the following:
extending educational opportunities by establishing multi-faculty, multidisciplinary institutions,
improving facilities for research and development, setting up regional intellectual centres and
strengthening the relationship between institutions and their environment. The key words of the
process of restructuring were continuity and renewal. Continuity should be maintained in education
and research while new goals should be formed, which emerge as a result of the increased size of the
institutions and the new tasks. The restructuring was the first step towards a comprehensive reform of
higher education and long-term development.
123
1. Tertiary Short Cycle education
1.1. Importance of sub-degree HE in Hungary
The participation rate in HE in Hungary is between 35 and 40 % with a completion rate of over 80 %.
Less than 10 % (17,000 students) are attending sub-degree programmes.
1.2. Organisation of sub-degree HE in Hungary
The courses are organised by the state or any other public authority, private education providers or the
authorities in collaboration with other organisations.
Private SDH education is recognised and
subsidised by the state or other authorities. The organisation is a regional matter. Legislation. covers
entrance requirements, fields of study in TSC education, QA and accreditation and the transition from
sub-degree to degree studies. Legislation was changed in 2002 mainly as far as the credit system and
state-financed student numbers are concerned. TSC education is provided within the college sector.
The courses can be taken on a full-time or a part-time basis. Although professional organisations are
occasionally involved, courses are not organised or designed in collaboration with professional
organisations.
The curriculum is mainly practise-based and its objective is either a short professional training not
linked to previous studies or a preparation for degree studies. They can be taken either full-time or
part-time.
Courses are organised in Administration, Agriculture, Business studies, Catering and Hospitality,
Environmental studies, Health care, ICT and Social studies. Every year between 5 and 8 courses are
started.
1.3. Entrance requirements, duration and certification of studies
Students can start in TSC education on the basis of a general secondary education leaving certificate.
Studies last two years. After having completed two years (full-time) successfully students receive a
certificate.
1.4. Profile of the students and the teachers
The majority of students in TSC education in Hungary are female (9,500 out of 17,000). The social
background of the students is irrelevant. The majority of teachers hold a Master’s degree.
1.5. Participation in mobility and other programmes
The Hungarian teachers in TSC education participate in mobility under Erasmus, Comenius and
Leonardo. Students in TSC education don’t participate in mobility. As far as participation in other
than mobility programmes is concerned institutions participate in Leonardo, Comenius and Erasmus
and also in bilateral programmes outside the EU.
124
1.6. Transparency and readability of qualifications in TSC education (ECTS, Diploma supplement)
Although a national credit system is used by TSC education institutions, the majority of HEIs use
ECTS because they are legally obliged to do so. The diploma supplement is only used by a small
number of institutions. Those who do so do it because it facilitates international co-operation. The
certificate supplement is not used.
1.7. Use of quality assurance and accreditation
There is an external QA body assessing the quality of education in Hungary. This national QA body
also assesses the quality of education at private institutions. Accreditation is granted by a national
accreditation agency.
1.8. Transition to degree programmes and LLL
The transition to degree programmes is provided for in the legislation on HE. The transition is seen as
fairly easy and the majority of students go onto degree programmes. Also foreign students can take
advantage of this possibility. There are no access programmes provided for those students who want to
make the transition. Sometimes prior professional experience is taken into account when students
want to go onto degree programmes. Top-up programmes only exist for certain studies. There is no
possibility to take TSC education programmes based on ODL and the use of Internet technology.
Foreign TSC education students cannot come to Hungary to go onto degree studies.
2. Post-secondary education
There is no post-secondary education in Hungary.
125
ICELAND
Acknowledgements
EURASHE received no filled in questionnaire back from the people contacted in Iceland.
A short text was drafted based on information found in the EURYBASE database and on the website
of Ministry of Education.
EURASHE thanks Ms Ásgerður Kjartansdóttir, adviser at the Ministry of Education, Science &
Culture, Division of Evaluation and Supervision, for her suggestions and additions made to the final
version of the present text.
The following website was also used: http://bella.mrn.stjr.is/utgafur/skolenska.pdf
Introduction: Higher education Institutions in Iceland
Presently there are eight institutions of higher education in the country. Most of the institutions of
higher education are run by the state. Private parties with state support run three institutions.
Institutions of higher education differ in the extent to which they engage in research and the number of
programmes of study offered. In total there were in the autumn of 2001 some 11.883 students.
The University of Iceland is the largest. It has 11 faculties. These are: humanities, economics and
business administration, engineering, law, medicine, pharmacy, nursing, natural sciences, odontology,
social sciences and theology.
The University of Akureyri has five faculties: health sciences, business management studies, fishery
studies, teacher education and information technology.
The Iceland University of Education is responsible for education of teachers at the pre-school and
compulsory school levels, as well as physical education and developmental therapy.
The Technical University of Iceland offers programmes in business, civil, industrial, mechanical and
electrical engineering technology, laboratory and radiology technology.
The Hvanneyri Agricultural University offers a three year programme in agronomy.
The Bifröst School of Business is a private university institution that offers programmes in business
administration and law. The university is divided into three departments: business and management,
law and distance learning. In addition, the university operates a preparatory department.
The Reykjavík University is a private institution with three faculties: computer science, law and
business administration.
The Iceland Academy of the Arts is a private institution and has four departments: design, visual arts,
drama and music.
Most of the higher education institutions offer distance learning courses in some areas of study.
126
In a number of higher education institutions a diploma or certificate is awarded after a one and
a half or a two-year study. Next to those there are of course the First University Degrees or
bachelor's degrees. Students who have completed a Master's degree are awarded an MA, MBA, MEd,
MPaed or MSc. Similar courses for midwives and psychologists are recognised with the degrees
Cand. Obst. and Cand. Psych. Doctoral programmes are offered at the University of Iceland and the
Iceland University of Education.
1. Tertiary Short Cycle education
1.1. Participation in HE
In the academic year 2001-2002 there were 770 students in TSC education out of a total of 11.883
students in H.E.
1.2. Organisation of TSC
The diploma studies are short, practically oriented and theory based. It is not common for these
studies to be combined with placement (in industry). Courses are organised in various subjects
such as pedagogy, business and languages.
1.3. Admission, duration and certification of studies
In general, for admission to institutions at the higher education level students must have passed the
matriculation examination or its equivalent. In some cases applicants with substantial work experience
who have not completed their matriculation examination may be admitted. For vocational and
technical courses in higher education institutions, practical experience in an appropriate field of study
is usually required.
The legislation on higher education institutions of 1997 includes provisions for all higher education
institutions to set their own admission criteria. Admission may also be granted to students who have
completed studies abroad that ensure sufficient preparation for university studies and are equivalent to
the Icelandic matriculation examination. Institutions of higher education may also grant admission to
students who have completed other studies in Iceland.
In a number of higher education institutions a diploma or certificate is awarded after one and a
half or two-year study in various subjects such as pedagogy, business and languages.
These diplomas can be considered as sub-degree higher education as they are not Bachelor's degrees.
1.4. Mobility of students and teachers
These students can be involved in Erasmus or Leonardo mobility.
1.5. Use of ECTS and Diploma supplement
These diplomas are drafted in ECTS as they are part of universities.
Most diploma studies consist of 15 or 45 Icelandic credit units, which corresponds to 30 or 90 ECTS.
127
1.6. Transition to degree programmes
The diploma studies can be used as a part of the qualification for a bachelor degree. The
transition is therefore usually automatic after these students finish their diploma. There is no bridging
course.
2. Post-secondary education
There is no post-secondary education in Iceland
128
IRELAND
Acknowledgements
EURASHE thanks :
Mr. Séamus Puirséil, chief executive of the Higher Education and Training Awards Council
(HETAC);
Mr. Danny Brennan, Registrar of Letterkenny Institute of Technology and ECTS co-ordinator for
Ireland;
Prof. Kieran Byrne, Director Waterford Institute of Technology;
Mr. John Cusack, Head of School of Business Studies, Athlone Institute of Technology;
Dr. Michael Howlett, Head of Department of Applied Arts Waterford Institute of Technology for the
useful information received.
The following websites have also been used
http://www.hetac.ie/links.cfm
http://www.hea.ie/system/index.htm
plus the Eurybase of EURYDICE.
Introduction
The Higher Education system in Ireland distinguishes between the University sector, the Institutes of
Technology (IT) sector and the colleges sector. There are eight universities in Ireland: University
College Dublin (UCD), University College Cork (UCC), the National University of Ireland Galway
(NUIG), the National University of Ireland Maynooth (NUIM), the University of Dublin (Trinity
College), Dublin City University, University of Limerick and the St. Patricks College Maynooth (The
Pontifical University).
In addition to the universities, higher education is available in thirteen ITs, Institutes of Technology,
located throughout the country. They represent a major development in the provision of
higher/technological education in Ireland over the past thirty years.
These Institutes provide a comprehensive range of courses ranging from second/level craft
apprenticeship programmes right through to two year National Certificate, three year National
Diploma and four year degree programmes in the applied fields of Engineering, Science (including
Computer Science), Business Studies and Humanities and post graduate studies. In addition, these
Institutes play an important role at regional level in providing for recurrent educational needs by way
of part-time day and evening programmes.
129
The HETAC is the validating body for most of the courses run by the ITs and confers National
Certificates, Diplomas and Degrees up to doctorate level. HETAC/DIT Diploma or Certificate holders
may, in certain circumstances, be able to transfer to the Universities to complete courses for a higher
qualification.
Higher technical and vocational education is offered by the Institutes of Technology and specialized
colleges. They offer two-year Certificate, three-year Diploma and four-year Degree programs in the
applied fields of Engineering, Science and Business Studies, as well as some postgraduate courses.
The National College of Art and Design (NCAD) offers a range of sub-degree, primary degree and
graduate programmes. The NCAD is a recognised college of the National University of Ireland.
Other colleges providing Art and Design education are the Crawford College of Art and Design in
Cork (part of the Cork Institute of Technology), Limerick Institute of Technology, Sligo Institute of
Technology, Waterford Institute of Technology and Dun Laoghaire Institute of Art, Design and
Technology.
The National College of Ireland is located in the IFSC, Dublin. It is an independent institution which
specialises in industrial relations, management, and related areas. The NCI is approved for awards
under HETAC. It conducts day and evening courses. It offers Access and Foundation courses for
mature students, particularly from a disadvantaged background, who wish to enter higher education.
1. Sub-degree or Tertiary Short Cycle HE
1.1. Importance of sub-degree HE in Ireland
The participation rate in HE in Ireland is 56 % with a completion rate of more than 80 %. More than
30 % of students (48,360 in 2001) in HE are in sub-degree HE. Sub-degree education is in fact most
successfully used for students who wish to work in a more technical career without necessarily having
to go on to degree study.
1.2. Organisation of sub-degree HE in Ireland
Sub-degree HE in Ireland is organised nationally. Legislation on sub-degree HE covers organisation of
sub-degree education, tuition fees, entrance requirements, fields of study Quality Assurance and
Accreditation as well as the transition to degree programmes. The latest change in legislation was the
introduction of the Qualification (Education and Training) Act of 1999 – implemented on 11th June
2001. It introduced additional progression procedures – qualifying process. There have, however,
been no legislative changes of major significance over the last five years. TSC education is provided
within the university, Institute of Technology and the college sector as well as within the framework
of formal adult education. The courses can be taken on a full-time or a part-time basis.
130
Sub-degree programmes are organised by the state but they are also provided by private institutions,
occasionally in conjunction with industry and also in association with other third-level institutions.
Private institutions are also recognised and subsidised by the authorities if they meet certain criteria.
Some private institutions have their programmes accredited by the statutory body, HETAC.
Organisations such as Chambers of Commerce, Trade Unions and Employment agencies are closely
involved in designing and restructuring curricula for sub-degree HE. This would be the case for
programmes of study linked to professional bodies such as Professional Accountancy or Marketing.
There are sub-degree programmes in all fields mentioned in the questionnaire (see comparative table
p. 29) and in many more such as Early Childhood Education, Community Education and
Development, Montessori Education, Architecture encompassing Restoration etc. New courses were
organised in Primary School Language Teaching, Electronic Business, Avionics, Digital Media
Technology, Rural Development, Internet Technology and Model Making for Film and Media.
The curriculum consists of a combination of practice and theory (sometimes also work placement) and
its objective is either a further professional specialisation or a preparation for degree studies.
Sometimes a short professional training, not linked to previous studies is given
1.3. Entrance requirements, duration and certification of studies
Students can start in TSC education on the basis of a leaving certificate of general/ or vocational
secondary education and on the basis of APEL. For mature students there is an age requirement.
Studies normally last between one and two years or three years. They can be taken either full-time or
part-time. After having completed one year successfully they receive a one-year Certificate; after two
years (full-time) students receive a National Certificate and after three years a National Diploma.
1.4. Profile of the students and the teachers
There are probably as many female as male students in TSC education in Ireland. Although generally
speaking there is a majority of female studies in HE, in Institutes of technology there are only 44,9%
female students91. The social background of a large number of students is middle class or lower middle
class. The majority of teachers hold a Master’s degree but there are also teachers holding a Bachelor’s
degree.
1.5. Participation in mobility and other programmes
The Irish teachers in TSC education participate in mobility under Erasmus and Leonardo. Students in
TSC education also participate in mobility in these programmes as well as in Comenius and other
mobility programmes; they also use the Europass.
As far as participation in other actions is
concerned, Irish institutions actively participate in Leonardo, Comenius, Erasmus and other EUprogrammes and also in bilateral programmes outside the EU.
91
Patrick Clancy , College Entry in Focus: a Fourth National Survey of Access to Higher Education, Dublin,
2002
131
1.6. Transparency and readability of qualifications in TSC education (ECTS, Diploma supplement)
All Irish HEIs use a national credit system. Institutions that want the HETAC Awards use ECTS
alongside the national credit system because in that case they are legally obliged to do so. The
majority of institutions use ECTS mainly for mobility purposes. Respondents mention that the use of
ECTS facilitates international co-operation and that they are encouraged to use the credit system. The
diploma supplement is used by a considerable number of institutions. As in the case of ECTS
respondents also state that the diploma supplement is very useful in international co-operation but also
facilitates the transition to undergraduate programmes. The certificate supplement is not used. There
are no specific obstacles to mobility. The lack of language knowledge and difficulties to exempt
teachers are mentioned as obstacles to mobility.
1.7. Use of quality assurance and accreditation
There is an external QA body assessing the quality of education in Ireland. The Quality assurance is
carried out by a national QA agency assisted by experts from other countries. Sometimes there is also
QA by professional agencies. Private institutions are subject to the same QA as public institutions in
view of recognition by state/public authorities. There is also a mechanism for accreditation of TSC
education in Ireland. The accreditation is given by a national (in the context of providers under the
remit of HETAC) accreditation agency.
Sometimes accreditation is also given by a professional
accreditation agency.
1.8. Transition to degree programmes and LLL
The transition to degree programmes is provided for in the legislation on HE (progression and
articulation arrangements as set out by HETAC and operating in transition). Also foreign students can
take advantage of this possibility. Students who want to go on to degree programmes have to attend a
bridging programme plus achieve an honours awards classification. The majority of students who
have a National Certificate go on to Diploma level and as the transition is seen as relatively easy, a
considerable number of the students having a Diploma go on to degree level. In a number of
institutions this is even the vast majority. There are no access programmes provided for those students
who do not reach the academic standard necessary for progression from National Diploma to degree
level. Sometimes prior professional experience is taken into account when students want to go on to
degree programmes. The top-up programmes are referred to as Bridging programmes or additional
studies. Possibilities exist to take TSC education programmes based on ODL and the use of Internet
technology. Respondents state sub-degree education is most successfully used by those students who
wish to work in a more technical career without going on to degree study but also as a “ladder of
opportunity” by those who want to graduate at degree level and perhaps go on to postgraduate studies
professionally or even research. This is also true of mature students.
132
3. Post-secondary education
There is no post-secondary education in Ireland.
133
ITALY
Acknowledgements
EURASHE thanks
Claudia Schileo of CRIN (Centro Rapporti Internazionali) of the Università degli Studi di Udine,
Gianfranceso Musumeci, head of the Istituto Comprensivo Donadoni and educational advisor to the
Direzione Scolastica Regionale della Lombardia and
Dario Frigerio, head of the Istituto Tecnico Vittorio Emanuele II of Bergamo for contributing the
information necessary to write this contribution.
The following websites were also used
http://www.unesco.org/iau/cd-data/it.rtf
alongside the Eurybase of EURYDICE.
Introduction
The system of third level higher education is divided among higher education in universities, higher
education for arts and music and other types of non university higher education, courses of higher
technical education and training (Istruzione e
Formazione Tecnica Superiore) and brief post-
secondary training courses.
Higher university education is provided in 77 university institutes of which 52 state universities, 3
state polytechnic institutes, 13 free universities, 4 state university institutes, 2 universities for
foreigners (Perugia and Siena) and 3 higher schools. In the year 2000-2001 1.658.000 students were
enrolled in Italian universities according to Eurybase.
In Non-University higher Education in Italy one distinguishes artistic education in Academies, in
Higher Institutes of Music and art of Dancing (Istituti superiori di studi musicali e coreutici) and in
Higher Institutes of Arts (Istituti superiori per le industrie artistiche).
Courses of higher technical education and training (Istruzione e Formazione Tecnica Superiore: IFTS)
are planned and carried out by
four potential organisers: schools, vocational training centres,
universities, enterprises or another public or private body formally associated in the form of a
consortium.
Finally the brief post-secondary training courses are not organised by specific education institutions.
They are organised by the individual regional and local administrators according to three types:
courses of the second level, courses for adults and special courses for disadvantaged groups.
134
1. Sub-degree HE
IFTS or Courses of higher technical education and training (Istruzione e Formazione Tecnica
Superiore) definitely can be seen as sub degree higher education courses. The courses as mentioned
above are planned and carried out by four potential organisers: schools, vocational training centres,
universities, enterprises or another public or private body (chambers of commerce, trade unions,
employment agencies) formally associated in the form of a consortium. The sub degree courses are
also organised in the framework of formal adult education. The involvement of the universities is vital
for the recognition of the credits obtained at the end as university credits as will be explained later on.
1.1. Profile of students and teachers in TSC education
Admission can be gained by young people and working adults who have attained the 'diploma di
istruzione secondaria superiore'. Admission is allowed also for those who have not obtained the upper
secondary school diploma but who have acquired the necessary skills during their previous
educational or training paths and work experiences carried out after completion of compulsory
education at the age of fifteen (10 years of compulsory schooling). The majority of the students are
male but no clear figures are available.
Most of the teachers in the IFTS hold a bachelor's degree. At least 50% of courses' teachers must be
recruited from the enterprises and must have at least 5 years of professional experience in the
particular sector.
1.2. Organisation of sub-degree higher education.
IFTS courses refer to professional specialisations which require training at post-secondary level which
meet the requirements of the labour market, both in the public and the private sector; in particular
related to jobs in the area of services, local authorities, production undergoing deep technological
innovations and being influenced by internationalisation of markets according to the priorities
indicated by the economic planning at regional level.
The courses can vary in length from 2 to 4 semesters and focus on cross-curricular and basic
vocational skills. Placements in enterprises are compulsory for at least 30% of total number of hours.
ODL may be used within the courses.
1.3. Transparency and readability (credits) and Transition to degree programmes and LLL
The courses lead to credits (intermediate and final credits: crediti formativi ) that can be used at
national and international level. They are the basis for certifications valid at national level.
The recognition of crediti formativi at the end of IFTS courses as crediti formativi universitari is
possible when they are obtained after a three-year study course.
The involvement of the
135
universities in the organisation, planning and implementation of the courses is necessary to have
the credits recognised as valid at the university. Thus IFTS enables to continue studies at the
university e.g. at the level of the 'laurea' (bachelor's degree level).
There are no access courses, no bridge courses or top up courses between IFTS and the university
degree courses students take later on. Professional experience may be taken into account when moving
from the sub degree IFTS course to a degree course at university.
As mentioned above a national credit system is used and the IFTS are not using ECTS. The Diploma
supplement seems, however, to be used because it is a legal obligation; The Certificate supplement is
not used on the contrary.
1.4. Participation of teachers and students in mobility and other programmes
Some teachers may be involved in mobility programmes. Students are involved in mobility within the
framework of the Socrates and the Leonardo da Vinci programmes. Educational institutions involved
in IFTS take part in the Socrates programme, in Leonardo da Vinci and in other national or EU cooperation programmes. The obstacles to mobility are those that seem to exist in most other EU
countries; they are administrative, social, technical and linguistic in nature.
1.5. Use of quality assurance and accreditation
Quality Assurance is organised by a QA agency but there is no mechanism for accreditation of sub
degree education in Italy.
As mentioned earlier there is a clear legislation organising the transition from sub degree courses in
IFTS to degree programmes in the universities. The crediti formativi of the IFTS can only be
recognised as crediti formativi universitari to go on in degree studies if universities are involved
in the planning and the organisation of the IFTS courses.
2. Post- secondary education
2.1. Nature of courses and organisation
Post-secondary courses may be organised by individual regional and local administrations but there
are no special school institutions that organise those courses. The main objective of the courses is to
upgrade the value of their diploma to the developments of the needs of the job market.
The courses can be of three types. First they can be courses of second level that are organised after
secondary school in agreement with state schools. These courses are subdivided into annual courses,
linking courses and courses for specialisation; secondly they can be courses for adults focusing on
qualification or requalification etc.; thirdly they can be special courses for specific groups of
disadvantaged people and learners.
136
There is a variety of courses in the areas of agriculture and fishing, industry and trade and services. All
courses combine theory with on the job training and are modular in nature. They consist of one or
more cycles but not more than four, each lasting not more than 600 hours. Usually they are between
one to two years of duration.
2.2. Students and certification
The courses of second level are reserved for those who hold an upper secondary school diploma.
There are, however, various access mechanisms and selection procedures ranging from the use of
objective evidence provided by entrance tests, to prior knowledge or tests of capacity . Students who
have successfully followed the courses and taken examinations are awarded a certificate. This
certificate may also be used to apply for admission to public employment competitions. Those courses
do not give any official credits towards degree education. The students in those post-secondary
courses and their teachers do not participate in European or other mobility programmes.
137
LATVIA
Acknowledgements
EURASHE thanks Dr Velta Vikmane and Ilze Buligina of the Ministry of education and science of
Latvia for the information sent in to draft the present contribution.
Furthermore the website of the Ministry was consulted: http://www.izm.lv and information was taken
from the Eurybase database of EURYDICE.
Introduction
The law on Higher education establishments of 2000 distinguished university type and non-university
type institutions. Whole non-university type institutions run professional programmes, universities
offer both academic and professional programmes. In conformity with the state-accredited study
programme in higher education institutions it is possible to follow academic education leading to the
degrees of Bachelor (academic degree), Master (academic degree) and Doctor (scientific degree). Next
to the academic education there is the fourth and fifth level professional qualification and professional
bachelors and masters degrees.
Higher academic education programmes last three to four years for bachelor degree and one or two
years for Master degree. Scientific activities leading to the doctoral degree last three to four years.
Professional higher education is divided into first level professional higher education (college
programmes) and second level professional higher education. Professional programmes are offered
both in the non-university and university type for higher education institutions. There are both public
and private higher education institutions. The size of the institutions differs substantially. In the year
2002 there was the higher education institution with such a small number of students such as 30 and
there was the biggest university with enrolment of 30242 students.
First level professional higher education programmes allow to obtain level IV professional
qualification. These college programmes are mainly established to train specialists for the labour
market. College programmes last two or three years.
Second level professional higher education is aimed at level V professional qualification (higher
professional qualification of a specialist) which provides planning and research possibilities in applied
sciences in the respective branch. These programmes last not less than four years. Approximately 25%
of the time of studies is spent as practice in enterprises, in production etc.
In 2001-2002 there were 110,500 student enrolled in higher education institutions and colleges.
138
56,118 were in second level professional higher education programmes, 32,718 in bachelor's
programmes, 11,511 in Master's programmes, 9,291 in first level professional higher education
programmes and 1,301 were in doctoral studies.
The participation rate to Higher education in general is less than 30% and the participation rate in
Tertiary Short Cycle education is less than 10%. The completion rate of students in degree
programmes is 40 to 50% for the academic degrees (bachelor, master and doctoral studies).
Latvia has next to degree higher education also clearly Tertiary Short Cycle education with the first
level professional higher education programmes or college programmes. All sub-degree courses have
been developed over the past three years, since the corresponding legislation was introduced only in
December 2000.
1. Tertiary Short Cycle education
1.1. Participation in Tertiary Short Cycle education
According to the information received there are 9,291 students in first-level professional higher
education programmes: 4,843 are male students and 4,457 are female students.
1.2. Organisation of Tertiary Short Cycle education.
Tertiary Short Cycle education - first level professional higher education (college programmes) - is
provided by the state (centrally or through municipalities) or by private providers. It is hence
organised within the university sector and within the college sector.
Access to college programmes is open to holders of certificates of upper secondary education (general
secondary education, professional or vocational secondary education). Admission, however, is
regulated through admission provisions issued by the ministry of science and education and higher
education institutions. It is planned to admit persons in study programmes on the basis of centralised
examinations from 2004 onwards;
The objectives of this first level professional higher education is to prepare a person for working in a
certain profession and promoting one's development as an open, responsible and creative citizen, to
see to it that students acquire specific skills and competencies for gaining level IV professional
qualification. This qualification is not necessarily linked to previous upper secondary studies. A clear
objective is also to motivate students for further education providing the possibility to continue in the
second level of professional higher education.
139
The extent of first level higher education (college) programmes is 80 to 120 credit points and the
duration thus lasts between two to three years (in Latvia 1 credit point equals 40 hours). Studies at
this level can be taken on a full-time basis or on a part-time basis.
The programme is a mixture of theory, practice and work placement. This it is composed of lectures,
seminars laboratory and practical work (together not less than 56 credits, of practice (not less than 16
credits) and of independent work of student (35% to 40% of the total programme). Professional
organisations such as chambers of commerce, trade unions or employment agencies, are closely
involved in designing and/or restructuring the curricula.
The structure and basic content of professional higher education programmes is determined by state
education standard and structured in the two levels mentioned earlier: 1) first level professional higher
education standard – the SBDHE - and 2) second level higher professional education standard.
First level higher education (college) programmes exist in areas such as agriculture, business, catering
and hospitality, cultural heritage, ICT, domestic sciences, leisure, mechanics, music and drama, social
work etc. students receive at the end of the first level studies the Diploma 4th level of qualification.
1.3. Profile of students and teachers in TSC
The students are all holders of an upper secondary education certificate be it general secondary,
vocational or technical secondary education. There are approximately as male female as male students.
The majority of the lecturers in the first level professional higher education programmes in compliance
with the Law of Higher Education Establishments are holders of Master’s degree or Bachelor's degree
in professional programmes where a lecturer has to have a corresponding and sufficient work
experience (e.g. for assistant professors at least 7 years of practical experience).
1.4. Participation in mobility and other programmes
Students and teachers participate in mobility within the framework of Socrates (Erasmus) and
Leonardo da Vinci. Their institutions are also involved in those two programmes as a whole.
One of the key problems mentioned seems to be the fact that the grant doesn't cover sufficiently all
expenses and that consequently own resources have to be invested which is a major problem in this
country.
1.5. Transparency and readability in TSC (ECTS, Diploma supplement)
A national credit system is applied. A credit point is defined as one-week study workload of 40
academic hours from which 50% is devoted to contact hours. An academic hour is a unit of study
work time that lasts 45 minutes. As mentioned earlier the extent of college programmes is from 80 to
120 credit points.
140
ECTS is used by all the first level professional higher education colleges because they are legally
obliged to do so. The diploma supplement is also used by all institutions for the same reason.
1.6. Use of quality assurance and accreditation
There is an external mechanism for monitoring quality assurance in those first level professional
colleges which is implemented through a national quality assurance agency. This QA assurance
system applies to both the public and the private colleges.
There is also a system of accreditation for the first level professional higher education colleges granted
by the ministry of education and a national accreditation agency.
The Ministry of Education and science is responsible politically while the National accreditation
Agency is responsible for organisational issues.
1.7. Transition to degree programmes and LLL
It is laid down in the legislation that a sub-degree can only be started up if the possibility for the
transition to a degree programme is indicated and explicit.
Access to second-level professional higher education programmes (such as the professional
H.Ed. Bachelor Professional H.Ed. Master) is possible for all the students who hold the diploma
of the first level professional higher education (college programmes) in the respective branch.
As the transition is fairly easy to the second level for those having finished the first level, most of the
students from the first level go on to the second level. Unfortunately no data are available to confirm
this since only in 2002 and 2003 there will be the first graduates.
141
LIECHTENSTEIN
Acknowledgements
EURASHE thanks Helmut Konrad, Abteilungsleiter Hoch- und Mittelschulen of the Principality of
Liechtenstein, for filling in the EURASHE questionnaire and for giving his comments on the draft
text.
The Eurybase database of EURYDICE was also consulted..
Introduction
There is no Tertiary Short Cycle education and no post-secondary education in Liechtenstein but this
education may be taken by students from the principality outside Liechtenstein. Hence there is no
separate legislation for Tertiary Short Cycle education and for post-secondary education.
No more information is given in the questionnaire as higher education and post-secondary education
are organised in co-operation with bordering countries and not by Liechtenstein itself. Between 30%
to 35% of students are involved in higher education. Less than 10% of those students are in postsecondary education. The number of students is not known as the studies are made in foreign
countries.
For the information of the reader, some general background information is added from the
EURYBASE database
Liechtenstein has been disposing of autonomous institutions of tertiary education and a law on
vocational colleges, university and research institutions only since 1992. A new legislation is in
preparation. The process will be finished in spring 2004. However, the existing institutions of tertiary
education offer a very limited amount of study courses (e.g; economics, architecture and philosophy)
and vacancies for Liechtenstein students and cannot even begin to cover the relative demand.
Liechtenstein thus depends on the comprehension and good-will of the German-speaking countries to
a high degree. Therefore treaties have been concluded with Switzerland and Austria, which guarantee
Liechtenstein students free access to Swiss and Austrian universities.
The Principality of Liechtenstein has joined the Interkantonale Fachhochschulvereinbarung (InterCanton Agreement on Universities of Applied Sciences 1997) and the Interkantonale
Universitätsvereinbarung (Inter-Canton Agreement on Universities 1998). Thus the Principality has
the same rights and duties as a contracting party as those Swiss Cantons which do not have their own
colleges or universities. This Hochschulabkommen (Colleges and Universities Treaty) permits
Liechtenstein students to gain free access to all Swiss universities and the Eidgenössische Technische
142
Hochschule (Confederate Technical College). Just like the Swiss Cantons without colleges or
universities, Liechtenstein pays an annual contribution per student to the Swiss colleges and
universities.
Since 1976 the Republic of Austria and the Principality of Liechtenstein have maintained contractual
relationships which guarantee the admission of Liechtenstein students to Austrian colleges and
universities. Austria has waived contributions to the operating costs by Liechtenstein. On the other
side Austrian students can visit the Fachhochschule Liechtenstein (University of Applied Sciences
Liechtenstein) without contributions to the operating costs. The Principality supports the Fonds zur
wissenschaftlichen Forschung (Scientific Research Fund) in Vienna by rendering an annual
contribution of CHF 250,000 and assumes part of the costs of university research projects.
Since 1988 there has also been another agreement between the University of Tübingen (BadenWürttemberg) and the Principality of Liechtenstein.
143
LITHUANIA
Acknowledgements
EURASHE thanks Dr. Gintautas Braziunas, president of the Conference of Lithuanian Colleges of
Higher Education and director of the Vilnius College in Higher education. They also thank Raimonda
Markevicienen, National ECTS Co-ordinator.
The study is furthermore based on information gathered on the website of the ministry
http://www.smm.lt and in the Eurybase database of EURYDICE.
Introduction
Higher education is regulated by the new law of higher education of 2000 which makes a distinction
between higher non-university education and higher university education.
The participation rate in HE is more than 50 %. The completion rate of students in degree programmes
is between 60 to 70%.
Higher university education is organised at 15 state and at 4 private higher education institutions. The
system of studies consists of two levels. After completing one's undergraduate studies, which last for
four years, a student acquires a Bachelor's degree. After one and a half or two years more the student
acquires the Master's degree. The students having a Master's degree or integrated study (those that
integrate the first and second level of university education leading to a Master's degree) are allowed to
apply for Doctoral studies which in Lithuania last for three or four years.
1. Sub-degree HE
Higher non-university education is provided by colleges that admit individuals having a maturity
certificate. Studies at colleges combine theoretical studies with professional practice and last three to
four years.
College graduates obtain a diploma of HE and a qualification: engineer, nurse,
programmer, manager, teacher and etc. Non-university higher education is in fact sub-degree higher
education.
1.1. Participation in sub-degree higher education
In 2002 there were 15 state and 9 private colleges in Lithuania. There are 26.000 students enrolled in
the study in the colleges. Between 10% and 20% of the students in higher education participate in subdegree higher education of the college type. The creation of the state college network will be
accomplished in 2006.
144
1.2. Organisation of sub-degree higher education.
Sub-degree higher education (called in Lithuania non-university higher education)- is organised at
national level. It may be organised and subsidised by the state or by private education providers. The
state recognises both state or non-state colleges in HE.
The new legislation of 2000 focuses on all major key elements of higher education both university and
non-university such as the organisation of higher education, the tuition fees, the entrance requirements,
the quality assurance system, the accreditation and the minimum number of students per institution.
The new legislation covers in particular the issues related to the foundation of new institutions of
higher education, the management of new colleges and the tuition fees.
Studies at the non-university colleges last three to four years and the duration is expressed in credits.
This means that the studies are organised either full-time or part-time. After the three or four years the
students obtain a diploma that is not equivalent to a bachelor's degree of a higher education institution
such as a university.
The main objective of the non-university higher education colleges is to provide the students with a
short professional education leading to a certain profession. These studies are not necessarily linked to
their previous study in secondary education.
The curriculum is clearly a combination of theory, practice and work placement in the professional
areas the students prepare for. To this effect professional organisations (such as e.g. chambers of
commerce) may be involved in the design and the restructuring of curricula.
There is a wide range of study field which is covered: administration, agriculture, arts, building,
business studies, law, catering and hospitality, chemistry, crafts, education, health care, ICT, language
studies, leisure, mechanics, music and drama, product development, social work and maritime
education. Music is one of the latest new possibilities.
1.3. Profile of students and teachers in TSC education
The students who enter the non-university higher education colleges must have the official certificate
of general secondary education (general secondary, technical or vocational secondary). In total there
were in 2002 some 26.000 students of which 16.000 female and 10.000 male students.
It is obligatory for teachers to hold a master’s degree.
1.4. Participation in mobility and other programmes
Teachers are involved in mobility activities in the framework of Socrates (Comenius and Erasmus)
and in framework of Leonardo da Vinci. They also participate in other mobility programmes.
145
Students are involved in mobility under Erasmus and in Leonardo da Vinci for placements in
companies. They may also participate in other programmes.
In general colleges of higher education of the non-university sector are involved in all major European
and other transnational co-operation programmes.
One of the key obstacles, which also applies to many other countries, is the lack of foreign language
skills.
1.5. Transparency and readability in TSC education (ECTS, Diploma supplement)
ECTS is used alongside a national credit system by the majority of institutions. ECTS is used because
all Lithuanian higher education is encouraged to do so and because it facilitates co-operation in higher
education.. The diploma supplement, however, is generally not used. As a number of graduates are
studying abroad for a master’s degree so, the diploma supplement might be useful for the Lithuanian
institutions.
1.6. Use of quality assurance and accreditation
The mechanism to monitor quality is provided by a national quality assurance agency to which both
state and private institutions of the non-university higher education sector are subjected.
There is furthermore also an accreditation system for sub-degree higher education which is the
responsibility of the Ministry in co-operation with a national accreditation agency.
1.7. Transition to degree programmes and LLL
At the moment there is no legislation in Lithuania in which the transition from sub-degree to degree
programmes in the universities has been laid down. It depends on bilateral agreements between a
certain University and a certain College but such legislation is in process. However, the students can
already make the transition from the sub-degree to the degree courses but to be able to go on to
the degree course they have to attend a bridging programme.
At the moment more than 10% of graduates are going on to degree studies at university.
Students from other European countries with sub-degree qualifications cannot use the credits earned in
their home country to obtain a degree in Lithuania.
2. Post- secondary education
Post-secondary education is organised by the ministry in colleges of further education or in formal
adult education. The aim of this education is clearly to give further professional specialisation
focusing on employment.
In Lithuania there are vocational colleges that are considered to be post-secondary education.
Applicants to such schools must be graduates of general secondary education and have a maturity
certificate. Normally studies last three years but can also be shorter from one to two years. The
146
graduates obtain both a vocational qualification and a junior college education that is authorised by the
Law on education as an intermediate between secondary and higher education. At the end they thus
obtain a certificate. The skills and knowledge acquired by those students with such a post-secondary
vocational certificate may be taken into account when deciding to go on studying. There are some
15,000 students in those post-secondary vocational colleges of which 8,000 are female and 7000 are
male.
Such vocational post-secondary colleges exist in the following fields: administration, agriculture,
building, business studies, catering and hospitality, craft, leisure, mechanics, product development and
restoration.
The students of those colleges may be involved in mobility programmes such as Leonardo da Vinci,
Youth and other programmes. Teachers will be involved in Socrates (Comenius), Leonardo and other
programmes.
The on-going process of reorganising vocational colleges into non-university type higher institutions
or colleges started in 2000. Admission to studies based on vocational programmes will discontinue in
2003. All vocational colleges, failing to prove their capacity to become colleges will be reorganised
into other type of vocational training institutions.
147
LUXEMBOURG
Acknowledgements
No information was received through the questionnaire. EURASHE thanks M.Jean Tagliaferry of the
Ministry of Culture, Higher Education and Research of the GD de Luxembourg
for the
supplementary information given over the telephone.
The following websites were also used:
the website of the Ministry of Education of Luxemburg: http://www.men.lu/edu/fre/
the website of the Ministry of Culture, Higher education and Research: http://www.ltam.lu/culture/
and the Eurybase database of EURYDICE to draft a short contribution.
Introduction
The absence of a full university structure is a salient feature of Luxembourg's higher education system,
which comprises a range of specific courses dispensed in specialised institutions. The tertiary
education sector currently comprises the following:
-
H. Ed. degree courses leading to the diploma of Industrial Engineer, equivalent to the one
delivered by the German Fachhochschulen at the Institut Supérieur de Technologie or IST
-
H.Ed. degree courses for primary and primary school teachers at the ISERP, Institut Supérieur
d'Etudes et de Recherches Pédagogiques
-
H. Ed. degree courses for educators at the Institut d'Etudes Educatives et Sociales (IEES - Institute
for Educational and Social Studies);
-
the cycle court (short course or sub-degree H.Ed.) in higher management studies (in two years);
-
the university courses (cours universitaires), which offer first- and second year university studies
geared to university courses in neighbouring countries.
-
the brevet de technicien supérieur (BTS - advanced technical training certificate) or postsecondary vocational education;
It should be noted that many Luxembourg students wishing to go on to higher education, and all those
wanting to go to university, do so abroad. There are bilateral agreements between Luxemburg and
many countries and universities to this effect.
1. Tertiary Short Cycle education
In the academic year 1983/84, the Luxembourg centre for higher education (CUNLUX) introduced a
two-year full-time cycle court (short course) in management studies within the law and economics
148
faculty. From the administrative viewpoint, the short course is run by the law and economics faculty as
one of its own courses.
Within those short courses the following sections can be distinguished: a section informatics leading to
a DUT (Diplôme Universitaire de Technologie) and a section management leading to a DUT in
insurance, banking or enterprises. A third section focuses on heath and social management.
It is not clear if the DUT, Diplôme Universitaire de Technologie, is recognised in France of the same
value as the French DUT. If this would be the case that may open possibilities for students with a
Luxemburg DUT to the do in France the top up one year Licence professionnelle (vocation degree)
mentioned under the IUT in France.
2. Post-secondary vocational education: Brevet de Technicien Supérieur
The BTS is a kind of post-secondary vocational training which is in no way to be considered as
Tertiary Short Cycle education.
The Brevet de Technicien Supérieur (BTS - advanced technical training certificate) was established by
the act of 4 September 1990.
Courses leading to the BTS are given in a number of schools in the technical secondary education
(enseignement technique secondaire) system.
Anyone in possession of a diplôme de technicien (technician's diploma), a technical secondary school
leaving certificate or a secondary school leaving certificate may enrol. The law further provides for
people in possession of a CATP (certificate of vocational aptitude) to be admitted
A number of fields of study are currently available: accounting and business management; secretarial
and clerical training; marketing - international commerce; leisure/entertainment (in French
‘animation’). Student numbers are not high enough for some courses, such as ‘animation’, to be run
every year.
The Act of 4 September 1990 does not set out the general aims of this form of training; nor does the
ministerial regulation of 20 January 1992 on the organisation and progress through the levels of
studies leading to the advanced technical training certificate. The courses are generally said to be
intended to provide candidates with a "higher level of training in their given specialisation".
The BTS is taught on a full-time or part-time basis over a period of up to two years combining
theoretical work at school and practice in companies.
On successful completion of the second year of the course, students are awarded the Brevet de
Technicien Supérieur (BTS - advanced technical training certificate), indicating the student's
specialisation and grade.
149
The BTS course is designed to be in touch with the world of work, and accordingly operates on the
principle of alternating classroom teaching and training in industry.
Interpretations of the education/employment link vary, but it is a fact that the BTS is not recognised
as a two-year course of higher education under a number of collective agreements in Luxembourg.
Nor has the public sector yet developed a specific career profile for BTS holders.
Note:
It is not clear whether the BTS of Luxemburg is considered equivalent by French institutions as its
own French BTS. If that would be the case, this would mean that students from Luxemburg holding a
BTS could go and study possibly the top up one year Licence Professionnelle (Vocation degree) in
French universities under certain conditions. The Ministry could not clarify this matter. For
information on this top up year see the contribution on France.
150
MALTA
Acknowledgements
No filled in questionnaire was received although several persons tried to help. EURASHE However
Prof. Ronald Sultana of the University of Malta has commented largely on the provisional text drafted
the experts. He has given valuable information to finalise the present contribution on Malta.
The following websites were used:
the website of the Ministry of Education: http://ww.education.gov.mt and
the website of the University of Malta http://www.um.edu.mt/ and its Junior College
http://www.jc.um.edu.mt/start.html.
1. University of Malta: degree and Tertiary Short Cycle education
There are at present about 8,000 students at the University, including some 700 foreign students,
reading for full-time and part-time degrees and attending diploma courses in all ten faculties. Many of
the courses are run on the modular or credit system, with the academic year running from October to
May.
All first degrees at the University are at least of 3 years' duration. There are sub-degree courses, but
these are generally offered on a part-time basis. The University of Malta offers several
certificate and diploma level courses, which typically last two semesters of study or more. By
part-time we often mean 'evening courses', and often these lead to professional positions (e.g.
counsellors in schools, or educational administrators). The university has 'harmonised' and
'standardised' such courses to maintain comparability between credentials.
Students who have finished a certificate or diploma course may take time out to work and then apply
for further studies. The certificate or diploma courses do not necessarily lead to first-degree
courses. Access to first degree courses is granted on the basis of either a) possession of the
Matriculation certificate, or b) the 'maturity clause', i.e. students over 23 years old who, on the basis of
an interview and/or test, show that that can follow the degree course 'with profit'.
There is no private higher education as such. Post-compulsory education is however offered in private
6th forms, which are generally part of Church schools, and which prepare students for the
Matriculation certificate. In one case, a private Sixth Form at the St Edwards' College, prepares
students for the International Baccalaureate. There are degree level courses - often MBAs, offered by
such English universities as Leicester University, for instance.
151
2. Post-secondary education in the MCAST College
MCAST (Malta College of Arts Science and Technology) is a very important recent initiative - it
brings most post-compulsory level vocational institutes, which previously were under the aegis of the
Education Division of the MoE, under one umbrella, with the College being semi-autonomous from
the Ministry, though practically fully funded by government.
Students here can enter foundation courses in one of the institutes if they do not have the necessary
entry qualifications. Foundation courses are NOT comparable to Foundation Degrees in the UK as
they are meant for students who have not obtained the necessary qualifications to enter regular courses
at the College. It is a sort of second chance schooling opportunity mainly to develop basic skills. If
they follow those foundation courses, they start courses which are arranged in Levels (1, 2, etc)... with
most students sitting for examinations such as the B.Tech. and the City and Guilds... The aspiration is
to have 'passerelles' or 'bridges' between the College and the University, to enable flexible
transfer of students both ways. Such bridging is already happening, though the idea is to
consolidate this practice.
There are other post-compulsory education institutes that are not yet amalgamated with MCAST.
The most important of these would be the Institute of Tourism Studies, which prepares several
students in different courses in the hospitality industry. Management students can join the third year
of the B. Tourism Management course at the university, once they graduate from the ITS.
The University of Malta Junior College
The University of Malta Junior College offers a two-year course specifically designed for
prospective University entrants. It conforms with the prevailing University Entry Requirements
aimed at widening the educational spectrum through the study of two subjects at Advanced Level,
three at Intermediate Level, and through the study of Systems of Knowledge.
Forming part of the University, the College provides the opportunity to students to familiarize
themselves with the University campus where College students can meet both University students and
professors and discuss with them their future study areas. Orientation talks are held regularly at the
College and these are addressed by the Deans of the various faculties at the University. Cultural
projects in common are carried out and include musical concerts, drama, sports, student exchanges,
debates, seminars, and so forth.
The Junior College is a pre-university sixth form, attached to the University. The certificate that
students get at the end of their two-year course of full-time studies is called "Matriculation", and it
does not exempt them from any courses they will take once they join the University. While most
students aim to become university students at the end of their course, others either enter the labour
market, or join the Malta College of Arts, Science and Technology, the MCAST mentioned earlier.
152
THE NETHERLANDS
Acknowledgements
EURASHE would like to thank Mrs. Dea Mooij, Policy officer at the Ministry of Education, Culture
and Science (OCW), Mr. Bert Broerse (OCW) and Mrs. Floor Boselie (OCW), Mr. Roy Tjoa
(directorate vocational and adult education/BVE) and Mrs. Margreet de Vries (BVE ) for the very
comprehensive documentation we received on kort-hbo (TSC) and post-secondary education in the
Netherlands.
We also used the following websites:
http://www.minocw.nl/onderwijs/hogeronderwijs.html
http://www.minocw.nl/onderwijs/hogeronderwijs.html#wet
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=NL&language=EN
http://www.eurydice.org/Documents/Struct/en/netherla.pdf
http://www.minocw.nl/english/
Introduction
The Higher Education system in The Netherlands distinguishes between scientific education offered at
Universities (the University sector) and higher professional education offered at Hogescholen (the
non-university HEIs sector) The Hogescholen offer four-year professional Bachelor programmes and
some of them also offer Master programmes. There is also Tertiary Short Cycle Education in the
Netherlands, called “kort-hbo”(short higher professional education). These are “opleidingen”(courses)
in the CROHO-register92”. The kort-hbo as it is known nowadays, is not seen as a sub-degree but a
short-cycle course leading to a formal qualification. The duration of these courses varies from one to
three years. However these qualifications have a temporary status. They don’t match the Dutch
requirements for a Bachelor degree and in the future Bachelor and Master will be the only degrees
recognised in the Netherlands. In 1998 legislation was laid down stating that the duration of all higher
professional education courses should be at least 240 ECTS-study points. Therefore it was decided
that kort-hbo had to be discontinued and that registration of new kort-hbo courses was not possible any
more. Policy on this subject is still being developed. The date where kort-hbo courses will have to be
discontinued will probably be 31 December 2007.
For the existing kort-hbo courses there are several possibilities: complete run-down, transformation to
a part of / programme within a bachelor or, subject to accreditation, transformation to bachelor by
extending the course (upgrading). Furthermore there is a discussion going on about how to meet the
92
CROHO: Centraal Register Opleidingen Hoger Onderwijs , Central Register for Training programmes in Higher
Education
153
growing demand for flexible learning paths.
The Dutch government has chosen for flexible
programming rather than flexible structures. HE will have to cater for an increasingly heterogeneous
student population and offer more diverse and more flexible learning paths. It should meet the
specific needs of students as well as far as content, programmes, specific competencies and
professional practice are concerned as on the level of pedagogy and didactics.
According to the former Dutch Minister for Education, Culture and Science, drs. Hermans,
possibilities such as shortened Bachelor programmes for students with prior learning or professional
experience with intake assessment should be taken into consideration as well as systems of dual
learning.
When embedding the existing short cycle programmes within Bachelor programmes Hogescholen are
also given the possibility to organise partial programmes that are clearly defined. Students should be
allowed to flow in or out of Bachelor programmes at (a) specific moment(s). They would then get a
certificate that cannot be regarded as an official qualification but a document handed out by the HEI
asserting that the student has successfully finished part of the Bachelor programme. These certificates
should as well be seen as a qualification that can be recognised by the labour market as an entrance
qualification to continue a specific Bachelor programme. It could therefore be seen as part of the
competence portfolio of the student93.
1. Sub-degree or Short-cycle HE
1.1. Importance of sub-degree HE in The Netherlands
The participation rate in HE in The Netherlands is between 40 and 45 % with a completion rate of
between 70 and 80 %. Less than 10 % participate in short-cycle tertiary education (2.700 students of
which 1.850 are male and 850 are female). These figures only consider participation in kort-hbo
courses at state-funded institutions. Data on the number of students in private institutions is not yearly
collected. However, an exploring research on kort-hbo by Smets+ Hover+ (Kort-hbo, een verkennend
onderzoek, August 2001) estimates a total of 9000 students in kort-hbo courses in state-funded and
private institutions.
1.2. Organisation of Tertiary Short Cycle Education in The Netherlands
Short Cycle Tertiary education is organised nationally. As stated in the introduction the situation
described below is only a temporary one as these courses will be discontinued as from 31st December
2007. Legislation covers organisation of TSC, tuition fees, entrance requirements, Quality Assurance
and the transition to degree programmes. The latest change in legislation was the Law of 1998 in
which the minimum requirement of 240 ECTS points was laid down as well as the fact that short cycle
programmes should be discontinued.
93
Drs. Hermans, Beleidsreactie opleidingen kort-HBO, May 2002.
154
Short-cycle programmes are organised by state-funded and by private education providers. They are
provided within the Hogescholen (universities for professional education). On certain conditions other
than state education can be recognised. All sub-degree education provided by state-funded
hogescholen is subsidised by the state, sub-degree education provided by private education providers
isn’t subsidised.
Within the domain of kort-hbo three variants can be described (this is not a formal distinction, but a
description considering the content of the courses):
-
Kort-hbo as post-vocational secondary education
-
Kort-hbo as post-secondary education
-
Kort-hbo comparable to the level of higher professional education.
Courses can be taken either full-time or part-time. Although it might be accepted that the curriculum
is mostly a combination of theory, practice and placement it can vary by study and by institution as the
latter are responsible for the curriculum. Involvement of professional organisations is also the
responsibility of institutions. Therefore this might also differ per study. TSC education is only
organised in a limited number of study fields viz.: Administration, Business studies, Catering and
Hospitality, ICT, Language studies and Leisure and Recreation. Because of the ban on new courses in
kort-hbo no new courses have been developed recently.
1.3. Entrance requirements, duration and certification of studies
Entrance requirements are either a leaving certificate for general or vocational secondary education or
accreditation of prior learning.
The duration of sub-degree education varies from one to three years, but most of the sub-degree
education has a duration of two years. The qualification received is a hbo-diploma (higher professional
education) and a certificate for a programme within a bachelor course. The diploma received is the
same (same title) irrespective of the duration of the programme.
Studies normally last between one and two years or three years. They can be taken either full-time or
part-time. The curriculum consists of a combination of practice and theory (sometimes also work
placement) and its objective is either a further professional specialisation or a short professional
training, not linked to previous studies . The objectives are those of the institutions and students
themselves, and are not set by national policy.
1.4. Profile of the students and the teachers
The objective of kort-hbo in the Netherlands can, depending on the student concerned, be: either a
short professional specialisation, or a short professional training not linked to previous studies or
another objective chosen by the student or the institution. There is a majority of male students in korthbo courses at state-funded institutions.
155
There are no data available on the gender of students in kort-hbo courses at private institutions,
therefore we don’t know the gender of the estimated total of 9000 students94. There are no data
available on the social background of students in TSC. There are also no data on the qualifications of
teachers in kort-hbo.
1.5.Participation in mobility and other actions of EU programmes
There are no data available as far as participation in mobility is concerned.
1.6. Transparency and readability of qualifications in TSC education (ECTS, Diploma supplement)
All Dutch HEIs use a national credit system, in which 60 credits represent the workload of a year of
study (1680 study hours). The majority of institutions use ECTS alongside the national credit system
(60 credits = 60 ECTS). There are no data available as far as the use of the diploma supplement is
concerned.
1.7. Use of quality assurance and accreditation
There are external QA bodies assessing the quality of TSC education in The Netherlands. The Quality
assurance is carried out by a national QA agency. It can also be carried out by the QA of a
professional body or by other QA agencies. Private institutions are subject to the same QA as public
institutions in view of recognition by state/public authorities. There is no mechanism for accreditation
of TSC in The Netherlands.
The absence of an accreditation agency for Tertiary Short Cycle
education in the Netherlands is due to the fact that sub-degree programmes in that country will be
discontinued or integrated in Bachelor programmes. For the latter there is the Dutch Accreditation
Organisation (NAO).
1.8. Transition to degree programmes and LLL
There is no legislation as far as transition to degree programmes is concerned. Depending on the
institution and the programme the transition to degree programmes is fairly easy. There are no data
available on how many students make the transition to degree programmes. There are no access
courses and top-up programmes are only organised for certain studies. There are no data available on
the accreditation of prior learning. Possibilities exist to take TSC education programmes based on
ODL and the use of Internet technology.
No data are available on foreign students making the
transition to degree programmes in the Netherlands.
2. Post-secondary education
The Netherlands also has a limited category of post-secondary non-Tertiary education (ISCED 4 B). In
vocational education one- to two-year post-secondary programmes offering a specific specialisation
are organised. They are provided by colleges for further education and are usually taken part-time
94
Smets+ Hover+, Kort-hbo, een verkennend onderzoek, august 2001.
156
(apprenticeship system). Admission to a course at specialist level is possible with a professional
training qualification for the same occupation or occupational group 3 (professional training) or at
level 4 (middle management training). There are no links between these training programmes or the
qualifications received and Higher education. However, with level 4 qualification, students from
vocational education can access Higher Professional Education (HBO).
Courses lead to qualification for successively higher levels of professional practice, middlemanagement and specialist training courses being the fourth and highest level.
For each course there are in principle two learning pathways: vocational training where practical
training will take up between 20% and 60% of the course and block or day release where practical
training will take up more than 60% of the course.
The courses vary in length:

training to assistant level (assistentopleiding): 6 to 12 months;

basic vocational training (basisberoepsopleiding): 2 to 3 years;

professional training (vakopleiding): 2 to 4 years;

middle-management training (middenkaderopleiding): 3 to 4 years;

specialist training (specialistenopleiding): 1 to 2 years;

other courses: at least 15 weeks.
Bibliography
Smets+ Hover+, Kort-hbo, een verkennend onderzoek, august 2001.
Drs. Hermans, Beleidsreactie opleidingen kort-HBO, May 2002.
Lex Borghans, Gerard Hughes, Wendy Smith, The occupational structure of Further and Higher
Education in Ireland and the Netherlands, Maastricht, 1997.
157
NORWAY
Acknowledgements
EURASHE thanks Tove Lyngra, Adviser of the Ministry of Education and Research of Norway for
having filled in the EURASHE questionnaire and for having contributed to the final version of the
present contribution. She also took the time to respond to questions during a telephone interview.
The following website were also consulted:
Ministry of education and Research of Norway: http://odin.dep.no/ufd/engelsk/index-b-n-a.html
and the Eurybase database of EURYDICE.
Introduction
Higher education consists of courses at universities and university colleges. Entrance to such
institutions is normally gained on the basis of upper secondary education. With the exception of some
private university colleges, all are state-run, but have considerable academic and administrative
autonomy.
Higher Education in Norway consists of 4 universities (Oslo, Bergen,Trondheim,Tromsø), 6
specialised university institutions (economics and business administration, agriculture, veterinary
science, sport and physical education, music, architecture), 26 university colleges,
2 university
colleges of the arts (Oslo, Bergen) and 29 private higher education institutions.
In total it concerns 179 600 students (2002), 158,300 students in public (state) institutions and 21,300
students in private institutions. Most higher education institutions are state owned and tuition is free.
20,000 Norwegian students study abroad (2002) and there are 4,000 international students in Norway
(2000).
All state institutions of higher education are engaged in both teaching and research, but the university
colleges tend to engage less in research and more in vocational training than the universities and
specialised university institutions.
With the introduction of the Quality reform in higher education a new degree structure is being
introduced from 2003 onwards. (Some institutions started out in 2002) The new structure encompasses
90 different degrees and vocational qualifications. The model for the new degree structure, adopted
from the Bologna Process, will be Bachelor’s Degree (3 years) + Master’s Degree (2 years) + Ph.D. (3
years). In a few subject areas, students will enrol for a five-year integrated degree course (Master’s).
Some subject areas are exempted from the new degree structure, namely Medicine, Veterinary
Science, Psychology and Theology.
158
The aim of the state university colleges is to make higher education more widely available while
increasing the amount of academic expertise available to the different regions of Norway. The 26
university colleges tend to offer shorter courses of a more vocational orientation than those
offered by the universities. In addition to teacher training and courses in engineering, health and
social work and other vocational courses, the colleges offer undergraduate courses interchangeable
with those offered by the universities.
These make an important contribution to the decentralisation of higher education. Many students
combine courses at the colleges with courses at universities. Flexibility is thus definitely an asset of
the Norwegian higher education system. Well over half of the university colleges now offer second
degree courses. Four of the colleges have been given the right to grant doctorates.
The participation rate in higher education in Norway is less than 30% and there are no data available
as to the participation or the numbers of students in Tertiary Short Cycle education.
There are no data available as to the completion rate of students in degree programmes.
1. Tertiary Short Cycle education
Tertiary Short Cycle education is be found in university and State university colleges through two year
vocational course leading to the diploma of "Høgskolekandidat". Next to those sub-degree courses
many State university colleges organise bachelors degree courses (equivalent at least with 180 ECTS
credits) or sometimes Master degree courses. They may also organise one-year courses towards
specific professional qualifications.
1.1. Entrance requirements and participation in Tertiary Short Cycle education
The normal requirement for access to all higher education is the completion of a 3-year study in
general subjects at the upper secondary level or of some of the areas of study in technical and
vocational subjects.
Applicants can be admitted to H.Ed. without having passed the normal upper secondary final
examinations. They must fulfil specific minimum requirements such as: be 23 years old or more, have
at least five years of work experience or a combination of work experience, education and training.
From 2001 applicants who are 25 years of age can apply for specific subjects and can be admitted on
the basis of formal, non-formal and informal competence gained at work and life in general They
may be awarded a general study competence after having passed exams after at least one year.
The website of the Ministry only mentions the overall number of students - 170.000 - participating in
universities and university colleges. It also states that the number of students has increased by
approximately 70 per cent from 1989 to 1998.
159
1.2. Organisation of Tertiary Short Cycle education.
It is organised nationally or at the level of each University or University college. Most higher
education (and sub-degree within it) is provided by state institutions of higher education although it is
provided by private institutions. However, 90% of all students are in state higher education. State
higher education is funded by the state.
Tertiary Short Cycle education is governed by the same legislation as other Higher Education. The
latest changes in legislation of H. Ed. occurred with the introduction of the Quality Reform 1 in July
2002.
One important consequence for Tertiary Short Cycle education as a result of the new 2002 legislation
is that higher education institutions are given increased autonomy in terms of introduction and
withdrawal of courses and study programmes.
The general objective of the sub-degree courses (one to two years) is to give a training in a specific
professional field enabling the students after completion of the course to start working in this
professional field. Students may, however, also choose to go on studying.
The one or two years courses are offered on a full-time or a part-time basis.
The curriculum is mainly theoretical although, according to the specific nature of the course, there
may be practice and also placements as part of the curriculum. The variety and flexibility of the
curriculum becomes evident when visiting some of the study programmes offered by the State
university colleges on the website of the Ministry (http://www.ufd.dep.no)
1.3. Profile of students and teachers in TSC
No specific date are available as to the number of female or male students and the social background
of the students. However, bearing in mind the flexible access requirements mentioned earlier one may
assume that the student population is varied in nature both as far as background, former studies, life
experience and professional experience and age are concerned.
As far as the teachers are concerned most of the teachers in Tertiary Short Cycle education in the State
university colleges hold a Master's degree. It is clear that the creation and the implementation of the
State university colleges has resulted in an academic upgrading of the former regional and vocational
colleges with more faculty members holding doctoral degrees than in the old colleges. The academic
upgrading is also reflected in the fact that more high level degrees are being offered by the State
university colleges.
1.4. Participation in mobility and other programmes
Sub-degree level students are involved in mobility activities within EU programmes such as Erasmus
(Socrates) and Leonardo da Vinci and also in other mobility programmes such as the Scandinavian
Nordplus.
160
The teachers of those institutions are involved in mobility within the same programmes. Furthermore
all State university colleges (and universities) are involved in all major EU co-operation programmes
and other co-operation programmes as is apparent when visiting the websites of the universities and
the State university colleges.
1.5. Transparency and readability in TSC (ECTS, Diploma supplement)
From the autumn of 2003 ECTS is applied by all institutions (as is proven when accessing their
websites and the programmes they offer). They use it because they are obliged to do it. All the
institutions also use the diploma supplement for the same reason.
1.6. Use of Quality Assurance and accreditation
There is, of course, an external mechanism for monitoring quality assurance that is provided and
organised by a national Quality Assurance agency. Private institutions providing sub-degree H.Ed. are
subject to the same Quality Assurance as public Institutions in view of the recognition by the state.
Furthermore there is a mechanism for accreditation of sub-degree education through a national
accreditation agency.
1.7. Transition to degree programmes and LLL
The H.Ed. legislation organises the transition from the sub-degree courses to degree courses and this
transition is fairly easy. Because transition is so easy there are no access courses. Neither are there any
top up programmes.
Professional experience may be taken into account when students with a sub-degree level diploma
move on to degree studies.
There are some ODL sub-degree programmes offered using ICT technology to support LLL offer and
delivery.
Students from other countries with sub-degree qualifications can earn a degree in Norway using the
credits they earned in their own country. Many State university colleges offer a wide range of
programmes in English to attract foreign students.
2. Post- secondary education
There is in Norway, according to the information received, post-secondary education preparing
students for specific professions mainly in technical fields. Those institutions may have links with
higher education. Apart from the information received thanks to the co-operation of Tove Lyngra it
was impossible to find information about this post-secondary information on both the website of the
Norwegian Ministry of Education and the EURYBASE website.
This post-secondary education may be changing soon as a new bill on the whole area of postsecondary education has been presented to the Norwegian Parliament in the spring 2003.
161
Post-secondary education may be organised by the Ministry of Education, by private education
providers or by professional organisations. It is to be found in colleges of further education, in
secondary schools, in secondary schools co-operating with industry and in adult education. The
objective is also to give specific professional training to certain groups of people towards specific,
mainly technical, professions.
The duration of this post-secondary education is one to two years and students obtain at the successful
completion a diploma. The information received points out that there are approximately 14,000
students in post-secondary education out of which 3,124 are in technical studies. (of those 150 female
and 2,764 male).
There is no information available on the official websites as to possible links between the postsecondary education sector and the sub-degree courses organised e.g. in the framework of the State
university colleges. The respondent to the questionnaire pointed, however, out that the skills and
knowledge acquired in post-secondary education can be taken into account when the student decides
to go on studying.
162
POLAND
Acknowledgements
We would like to thank Mrs. Beata Skibińska of the Polish NA for Socrates for having filled in the
questionnaire and for having contributed to the final version of the present contribution.
Information was also used from the Eurybase database of EURYDICE.
Introduction
There are various types of university and non-university higher education institutions in Poland:
universities (uniwersytety), technological universities (politechniki), academies of agriculture,
economy, fine arts, medicine, music, pedagogy, physical education and other (akademie rolnicze,
ekonomiczne, sztuk pięknych, medyczne,muzyczne, pedagogiczne, wychowania fizycznego i in.), nonuniversity higher vocational colleges (wyższe szkoły zawodowe), kolegia nauczycielskie (teacher
training colleges). In recent years, the number of students has been growing steadily as a result of a
growth of the number of places at the state universities, creation of several new private higher
education institutions and changes in the structure of the studies (introduction of a two-stage system of
studies: 3-4-year bachelor degree (licencjat/inżynier) and 2-year master degree studies (magister)).
The participation rate in HE in Poland is between 40 and 45%95.
Although the structure of the education system in Poland has been thoroughly changed, these changes
have not substantially influenced post-secondary education as far as the type of schools and types of
qualifications are concerned.
1. Tertiary Short Cycle education
There is no Tertiary Short Cycle education in Poland
2. Post-secondary education
2.1. Importance of post-secondary education in Poland
In the academic year 2001-2002 there were 211,004 students in post-secondary programmes education
in Poland.
2.2. Organisation of post-secondary education in Poland
The courses are organised by the Ministry of education, private education providers or professional
organisations. Post-secondary education in Poland is governed by the Act on the Education System of
95
The education system in Poland, http://www.socrates.org.pl/erasmus/en/education_system.html
163
7th September 1991 with further amendments. Post-secondary education is provided within the
colleges of FE and within centres for formal adult education. All the fields mentioned in the study are
available in post-secondary education. However, the most popular studies are medical sciences
(nursing), economics, teacher training, arts, library management (administration), hotel management
and ICT. No new courses were developed over the last three years.
2.3. Entrance requirements, duration and certification of studies
Students can start in post-secondary education on the basis of a leaving certificate of general
secondary education. Studies last between 6 months and 2,5 years. After six months to one year
students receive the title of skilled worker and after having completed 2,5 years (full-time)
successfully students receive a title of “technician”. The curriculum is mainly practise-based and its
objective is either a short professional training not linked to previous studies or a further professional
specialisation focusing on employment.
2.4. Profile of the students
The majority of students in post-secondary education in are female (131,304 out of 211,004). The
social background of the students is irrelevant. The majority of teachers hold a Master’s degree.
2.5. Participation in mobility and other programmes
The Polish teachers in post-secondary education participate in mobility under Comenius and
Leonardo. Students in post-secondary education participate in mobility under Leonardo, Comenius
and Youth.
2.6. Transition to degree programmes and LLL
The are no links between post-secondary education and HE in Poland. The qualifications acquired in
post-secondary education and professional experience are not taken into account when students want
to go onto degree programmes.
164
PORTUGAL
Acknowledgements
EURASHE thanks Maria de Sousa, International co-ordinator at the Politecnico de Lisboa for having
filled in part of the questionnaire and having given help to clarify the situation in Portugal.
The following websites were also consulted:
the website of the Ministry of education : http://www.min-edu.pt/
the website of Office-General for Higher Education (Direcção-Geral do Ensino Superior - DGESUP )
http://www.desup.min-edu.pt/
Introduction
Information was received that neither the Tertiary Short Cycle education nor the post-secondary
education exists. Some information is given on the higher education system and the vocational school
system in which there is one kind of post-secondary courses.
The information was largely taken from the EURYBASE database.
Since 1978, Portuguese higher education has been structured on a binary model, with a university
and a polytechnic branch. The Basic Law of the Educational System defines a set of common goals,
but distinguishes the two branches by underlining that the universities’ role is "to develop capacities of
conception, innovation and critical analysis" (Art. 11, No. 3), while polytechnic institutes’ is "to
impart theoretical and practical scientific knowledge and its application in future professional
activities" (Art. 11, No. 4).
It is, however, when degrees are taken into consideration that this distinction between the two
branches becomes more evident: M-PhD and PhD degrees are exclusively granted by universities. For
the more common degrees, Bachelor’s and Master’s, the Basic Law states that "mobility between
university and polytechnic higher education can be secured on the basis of the principle of mutual
recognition of the worth of the teaching provided and the acquired skills" (Art. 13, No. 8).
The consequence of a very specific historical context – an enormous demand by students which the
state network of universities and polytechnic institutes was unable to respond to – expansion in
Portuguese higher education in the 1980s and 1990s, was met, to a large extent, by the mushrooming
of private institutions, especially universities, thus giving rise to the current existence of two
subsystems, one state-owned and the other private (co-operative).
1. University education is provided by universities or not integrated university institutes. In
165
Portugal there are 14 state universities (and a university institute with near-university status, High
Institute of Work and Business Science, ISCTE) and 8 private universities, apart from a large number
of private university institutes.
According to the Basic Law of the Educational System, polytechnic higher education aims at
providing a high level of a solid cultural and theoretical preparation, developing capacities for
innovation and critical analysis and imparting scientific knowledge of a theoretical and practical kind
and its applications, with a view to future professional careers.
The Ministerial Decree No. 413-A/98, July 17, has created and regulated two-tier Master’s courses in
state, private and co-operative polytechnic higher education colleges, as a result of the change
introduced by the Basic Law of the Educational System, establishing the obligation for all teachers of
pre- and basic school education to hold a Master’s degree, which, in fact, has led to the suspension,
in the short run, of short specialised courses.
The network of state polytechnic higher education comprises 15 polytechnic institutes, the universities
of the Algarve and Aveiro and 24 nursing colleges, 3 health technology colleges and 1 health college
as part of a polytechnic institute, the Infante D. Henrique navigation school and the Tourism and
Hotel-keeping College in Estoril, the two latter under double tutelage. In 2000, the ensino superior
politécnico public network was enlarged through the creation of new schools proposed by and
included in existing institutos politécnicos.
166
ROMANIA
Acknowledgements
EURASHE thanks Ms Monica Calota, Deputy Director of the National Socrates Agency of Romania
for the information transmitted which has enabled to draft the present contribution to the EURASHE
study.
The website of the Ministry of National education: http://www.edu.ro/engl.htm was also consulted.
Information was also taken from the Eurybase database of EURYDICE.
Introduction
Tertiary education in Romanian is structured into: 1) Post-high school (post-secondary) education; 2)
University education (short- and long-term courses); 3) Post-graduate University education
Romania has both public and private university education institutions (58 institutions and 324 faculties
are public, and 44 universities and 161 faculties are private). The private institutions have been set up
since 1989. Some of universities provide instruction for certain specialised domains: economics,
polytechnics, architecture, arts. Some have a broader education offer, including specialised domains.
There are also seven military university education institutions under the aegis of the Ministry of
National Defence and a National Intelligence Institution under the trusteeship of the Romanian
Intelligence Service. Romanian university education provides courses classified under the instruction
level ISCED 5. As Education Act 84/95 stands, there are two types of university education:-
Short-term university education, concluded with a degree examination, examen de absolvire, students
being awarded a Degree Diploma, diploma de absolvire; - Long-term university education, concluded
with an examen de licenta, the student being awarded the diploma de licenta..
Next to short term and long-term university education there is also in Romania post-high school
education. Short term university is Tertiary Short Cycle education while post-high school education is
post-secondary education. The participation rate to Higher Education in Romania is less than 30%
1. Tertiary Short Cycle education
1.1. Participation in Tertiary Short Cycle education
The participation rate in Tertiary Short Cycle education is less than 10% in total there are some 50,00
students in SBDHE of which 23.000 are male and 27.000 are female. In total in 1996/97 according to
the Eurybase figures there were 354.488 students in university education (both public and private).
167
The number of students to be admitted both in short term and long term university education is
limited. Thus the number of students to be accepted is determined every year through a government's
decision. As there is a large number of candidates, selection is on a selective (competitive) - entrance
examination- basis.
Furthermore there is a number of places for short-term university education graduates holding already
a Diploma de absolvire obtained at the end of those short studies, who wish to apply for studying for
a second specialisation under the short term university education
1.2. Organisation of Tertiary Short Cycle education.
Short-term university education courses are provided in ‘Colegiul universitar’ a university unit that
may be autonomous or subordinated to a university or a specific faculty. The Ministry of National
Education, following the proposal of the university senate, approves the setting up and the
organisation of university colleges. Colegiul universitar are university level institutions offering shorttype pedagogical, economic, technical and administrative courses
State establishments are publicly funded. Private establishments are self-financed and do not receive
grants from public sector. Students enrolled in public institutions must pay fees for entrance
examination, for registration, for extra-curricular activities and for re-examination after failure of an
exam. Students enrolled in private institutions must pay in addition a tuition fee. There are also
students in public-sector institutions who did not obtain places free of charge, as a result of an entrance
examination, but who may attend courses by paying a tuition fee.
Short-term university education lasts two to three years and can be taken part-time or full time. They
are concluded with the examination called the examen de absolvire and the students obtain the
Diploma de Absolvire (at university level after four to six years the diploma awarded is called
Diploma de Licenta).
The major objective of short-term university courses is to provide a specialised professional,
vocational training based on creativity and critical analysis. In several cases these studies give students
a short professional education not necessarily linked to previous secondary education. It can be said
that these short studies are also a preparation for degree studies at university.
The curriculum of those studies is a combination of theory, practice and work placement.
Professional organisations and/or employers are hardly ever involved in designing and restructuring
the curricula of those studies.
Short-term courses are organised in nearly all subjects mentioned in the EURASHE questionnaire.
However, one can state that mainly five branches are covered, comprising many specialisations. Pure
sciences, technical sciences, medical sciences, social sciences and economics and business.
168
1.3. Profile of students and teachers in TSC
The students aged 19+ and who hold an upper secondary qualification diploma de baccalaureat or an
equivalent recognised certificate and pass an entrance examination, can participate in the studies
organised in the Colegiul universitar.
The total number of students as mentioned earlier in the short-term university education is 50,000 out
of which the majority or 27,000 are female.
The majority of the teachers in those institutions hold a Bachelor’s or a Master's degree.
1.4. Participation in mobility and other programmes
Teachers and students are involved in mobility activities in the framework of Erasmus and Comenius
of the Socrates programme , in Leonardo da Vinci mobility and also in other mobility outside EU
programmes. Furthermore the short term university education institutions are involved as such in
other actions of Socrates, Leonardo da Vinci and other transnational or bilateral programmes.
1.5. Transparency and readability in TSC (ECTS, Diploma supplement)
ECTS is used alongside a national credit system and ECTS is used by the majority of the institutions
because they are encouraged to do so and because it facilitates European and international cooperation. The diploma supplement or the certificate supplement are not used.
1.6. Use of quality assurance and accreditation
External mechanisms for monitoring quality in the short-term university education exist. QA is
provided by a national QA agency and is applicable to both public and private institutions (especially
if the latter want to be recognised).
Furthermore there is a national accreditation agency in charge of the accreditation of this education.
1.7. Transition to degree programmes and LLL
Students having obtained the Diploma de Absolvire can go on to degree programmes but in this case
they have to attend a bridging programme or pass supplementary exams. However, it is only a
minority of students who makes the transition towards degree studies.
Thus students who graduate from the short-term colleges may continue their studies in a long-term
university education providing a similar specialisation, if they pass certain examinations. If they are
successful in those, they may go directly to the third year of the long-term university course.
Certain ODL sub-degree programmes at this level use ICT to support lifelong learning and the
delivery of learning.
169
2. Post- secondary education
According to the figures in the Eurybase database there were in 1996/97 some 73.521 students in posthigh school education.
2.1. Organisation
Post-high school education is a form of vocational training for those who completed secondary school,
with 1- to 3-year courses.
This education gives further upper vocational training focusing on
employment. This type of education is organised in secondary schools by the Ministry of Education
and Research, or at the request of interested companies and institutions, by Order of the Minister of
National Education. Thus it can be organised by the state, by private education providers and/or by
professional organisations. The companies and institutions interested in setting up post-high schools or
units shall conclude an agreement with county school inspectorate upon types of specialisations
offered for training, quality of instruction and financial commitments. These contracts must be
approved by the Ministry of National Education. The companies and institutions willing to set up this
type of schools must commit to meeting the financial costs. Only public post-secondary health-service
schools, are financed by the Ministry of Education and Research.
Educational institution offering vocational training, after concluding the high schools is post-high
school, Scola Postliceala. The former can be independent institution, or can be integrated into
combined group of schools, including vocational schools, apprenticeship schools, high schools. The
Ministry of Education and Research monitors the educational process in these schools together with
representatives of other interested companies and institution.
Students who pass the school leaving examination, examen de absolvire, are given a leaving
certificate, certificat de absolvire, which attests the qualification in their respective skills and
occupation
2.2. Types of courses
Post-high school offers three types of courses:
- Specialisation courses - for those who concluded high school;
- Further courses - in the form of initial training, retraining and specialisation;
- Courses organised in special post-high school units for able-bodied persons and eyesight
deficiencies. These institution offer post-secondary vocational courses for students aged 19 who
graduate from Liceu (general, technological or vocational high-schools) and pass an entrance
examination. The leaving certificate, diploma de baccalaureat, is not required by these schools except
medical post-high schools.
Teaching can be in Romanian or in the language of a national minority. Courses lead to the higher
vocational qualifications in the relevant field. The County School Inspectorate has overall
170
responsibility for this institution, which can be public or private. These institutions are financed under
a contract by the companies. An exception is made for medical post-high schools, which are always
financed by the Ministry of National Education. No fees are payable in public-sector institutions but
students must pay fees for entrance examination, for extra-curricular activities and for re-examination
after failure of an exam.
Post-secondary education is organised in the following fields: administration and business studies,
agriculture, bio-technics, building, catering and hospitality, chemistry, craft, domestic sciences,
environmental studies and protection, health care, ICT and mechanics;
Education and training is a mixture of theory practice and placement in companies and/or enterprises.
2.3. Involvement in mobility programmes
Students in post-high schools participate in mobility activities within the framework of Leonardo and
the Youth programmes. The teaching staff participate in mobility in the framework of the Leonardo da
Vinci programme.
171
THE SLOVAK REPUBLIC
Acknowledgements
EURASHE thanks Peter Mederly, Director of Higher Education, of the Slovak Republic for the
information sent in for the EURASHE study.
He clearly pointed out that Tertiary Short Cycle education and post-secondary education do not exist
in the Slovak republic.
The Eurybase database of EURYDICE was also consulted.
Introduction
Although both Tertiary Short Cycle education and post-secondary education do not exist in the
Slovak Republic some general information is given on the higher education system in the Slovak
republic for completeness' sake. This information is taken from the Eurybase data base.
Under the Higher Education Act No. 172/1990 of the Law Code, as amended by subsequent
regulations, the individual types of higher education study include: a) Bachelor's study, b) Magister's
study, Engineer's study and Doctor's study and c) Ph.D. study.
The participation rate to higher education is 40% to 45% and the graduation rate of students in degree
programmes is a bit less than 40%.
University higher education
In the next millennium the program development of the Slovak higher education will be based first
and foremost on the documents approved at the significant world and European forums. They are,
especially, the World Declaration on Higher Education for the 21st Century: Visions and Activities,
that was adopted at the UNESCO World Conference in Paris, October 1998, and the Joint Declaration
of Ministers of June 19th, 1999 in Bologna concerning European Area of Higher Education.
Bachelor's study
Bachelor's study is a comprehensive part of higher education study lasting three or four years
(architecture, fine art and design). The study may be pursued in the following basic forms: a) as a
separately conceived part of study, (after its completion the graduates start their working career), b) as
a part of stage model of study.
A relatively broad scale of forms of Bachelor's studies has been developed and the traditional
universities have also introduced it at almost all of their faculties. In this form of study about 12% of
the students are studying
The Higher Education Act No. 172/1990 of the Law Code, as amended, enables, apart from the staterun higher education institutions, the origination of non-state higher education institutions. The first
172
non-state higher education institution, the College of Management in Trenèín operative as from
December 1, 1999, was enacted by the Act No. 280/1990 of the Law Code. By the Act No. 167/2000
of the Law Code the second non-state higher education institution was established, the Catholic
University in Ružomberok operative from May 10, 2000. any higher education institution may also
organise the Bachelor’s study.
The Magister's study, the Engineer's study and the Doctor's study
The Magister's study, the Engineer's study and the Doctor's study last four years at least, and one up to
three years for graduates who hold already a Bachelor's degree. There are about 80 per cent of students
pursuing this kind of study. Study in medical and veterinary branches last six years with 8 per cent of
students studying in these areas.
The Ph.D. study
The Ph.D. study is a form of scientific education or artistic education for acquiring higher scientific or
higher artistic qualification of graduates. According to the Decree of the Ministry of Education of the
SR No. 131/1997 of the Law Code Ph.D. study may be received by graduates with a Master’s degree
upon meeting requirements for admission. The study takes three years in full-time form and five years
in part-time form.
The students of Ph.D. study in full-time form are provided with scholarships, which is considered to
be a wage in the amount of wage tariff of a university assistant depending on his professional
experience. The Ph.D. study in part-time form may be accomplished for a fee.
Higher education institutions or faculties and other educational institutions carry out education of
Ph.D. students in scientific branches and artistic branches set up by generally binding regulations,
according to the Decree of Ministry of Education of SR N. 131/1997 of Law Code on Ph.D. study.
The external educational institution is a scientific workplace of the Slovak Academy of Sciences or an
institution of science, education, research, technology or art which has an acknowledged right to hold
PhD. study in at least one scientific or artistic branch, upon the approval by the Accreditation
Commission. The Ph.D. study is carried out in full-time or part-time form.
Non- university higher education
According to the Education Act No. 29/1984 of the Law Code, as amended, higher professional
education is carried out at the conservatoire, at the school of applied art, at the secondary health
school, and at other Secondary Specialised schools.
The conservatoire is a specific type of secondary school. Conservatoire is a specific type of Secondary
specialised School hat provides training for branches of singing, music, dance or drama. It also
prepares for study at higher education institution. The conservatoire usually has six grades, in the
branch of dance eight grades. The study is completed with acquisition of absolutorium. As a rule, it
takes six years to complete, in the field of dance eight years (including the upper secondary school).
The conservatoires also prepare the students for the world of work and for higher education study.
173
SLOVENIA
Acknowledgements
EURASHE thanks Ms Tajana Debevec and Ms Dusa Marjetic of the Slovenian Ministry of Education,
Science and Sport; section for post-secondary vocational and higher education
Use was also made of the information available on the website of the Slovenian Ministry of Education,
Science and Sport http://www.mszs.si/eng/education/system/higher.asp and on the EURYBASE
website.
Introduction
Higher Education In Slovenia
The legal basis for the existing higher education system is set out in the Constitution, which recognises
the right of universities and other higher education institutions to act autonomously within the limits
set by the law (Higher Education Act, 1993, Amendments 1999). Higher education is provided in
Slovenia at:
1. state universities (državne univerze) which are divided into: faculties (fakultete), art academies
(umetniške akademije) and professional colleges (visoke strokovne šole);
2. single higher education institutions (higher education institution which is not a member of
university):

public professional colleges can also be organised outside the universities

private faculties and professional colleges; according to the law it is also allowed to
establish private universities and single art academies.
The responsibility to secure minimum standards (ex-ante control) in higher education lies with the
Council for Higher education of the Republic of Slovenia (Svet za visoko šolstvo Republike Slovenije),
which is a consultative body of the Government and consists of the representatives of universities and
single higher education institutions and of other experts. It is authorised to accredit new HE
institutions, to evaluate new study programmes of universities and to issue opinions on them, to
accredit state-approved programmes of single higher education institutions. University study and
research programmes are approved by the senates of university member institutions upon previous
consent of the university senate.
Higher education has a twin-track structure: academic higher education and professionally oriented
higher education. Universities (and single faculties established as private institutions) may offer
174
through its members both types of courses, while professional colleges offer only professionally
oriented courses.
The courses are organised at two levels: at undergraduate level students receive a diploma leading to a
first degree, while at post-graduate level students receive either the second degree of specializacija or
the academic degree of magisterij or doktorat. Institutions of higher education carry out basic and
applied research, development and other projects in compliance with the Act regulating research.
Relation of post-secondary vocational education to higher education
Post-secondary education is a new feature of Slovene education system as it was introduced by the
Vocational and Technical education Act of 1996. In its contents and transfers it differs from the former
short-term higher education programmes offered by universities prior to the adoption of the Higher
Education act. The first vocational colleges (višje strokovne šole) were established in academic year
1996/97. We can say that post-secondary vocational education is organised in parallel with higher
education, and not as an integral part of it. The position of post-secondary education in Slovene
education system is best seen in picture The structure of the education system in Slovenia, 2000 (see
next page).
Since the 1998/99 academic year vocational college graduates have been able to enrol in the
second year of professionally oriented higher education programmes if the higher education
institution providing this type of studies allows such arrangements.
Participation rate in higher education is more than 55% in Slovenia. The participation rate to postsecondary vocational education is between 10 to 20%.
1. Tertiary Short Cycle education
There is no TSC in Slovenia.
2. Post-secondary education
Post-secondary education is organised nationally. There is a specific legislation focusing on the
organisation, the tuition fees, the entrance requirements, the accreditation and the minimum numbers
of students per institution, and the length of duration of the education. Programmes are practical in
orientation, and strongly tied to the world of work. The link between education and work is very
strong, since a significant part of training is provided in companies.
2.1. Participation in post-secondary vocational education, PSVE
There are 10.025 students in PSVE out of which there are 57% male and 43% female. Anyone who
has completed a qualifying secondary technical school (srednja strokovna šola) or a gymnasium
(gimnazija) and meets the requirements defined in the study programme may enrol in a postsecondary vocational college (višja strokovna šola).
175
The structure of the education system in Slovenia, 2000
Age
27
26
doktorat
25
spe-
magisterij
24
cializacija
23
Post-graduate education
25
24
23
22
academic
higher education
21
professionally
oriented higher
education
20
19
Post-secondary
vocational education
Higher education
V
A
d
u
l
t
post-secondary
vocational educ.
e
d
u
c
a
t
i
o
n
m
M
technical
19
18
general
secondary
education
17
16
technical
secondary
education
vocational
secondary
short-term
vocational
15
Upper secondary education
16
10th year
15
14
third cycle
13
n
e
e
d
s
second cycle
12
11
10
9
second cycle
CE
first cycle
8
first cycle
7
6
eight-year elementary school
nine-year elementary school
Basic education
7
6
5
pre-school classes
second age group
second age group
first age group
first age group
4
S
p
e
c
i
a
l
e
d
u
c
a
t
i
o
n
M
u
s
i
c
e
d
u
c
a
t
i
o
n
3
2
1
Pre-school education
Legend:
M - matura course
CE - compulsory education
general access
access under certain conditions
V - vocational courses
m - preparation for master craftsman exam
transfer
176
Furthermore, anyone who has passed a master craftsman's certification examination or completed a
vocational secondary school, and has three years of working experience may enrol in a vocational
college. However, an examination of general subjects is required (Slovene language with literature,
mathematics, or foreign language), i.e. an examination that equals the poklicna matura (a schoolleaving examination in four subjects, prepared in part externally but assessed internally) in a
qualifying four-year secondary school.
2.2. Organisation of post-secondary vocational education.
PSVE is organised by public and private education providers in post-secondary vocational colleges.
PSVE lasts for two years, ending with a diploma examination.
Post-secondary vocational schools were introduced in the academic year 1996/97 during the reform of
the vocational and technical education. They are an integral part of vocational education and training.
The Minister of Education adopts programmes offered by those schools on proposal of the Council of
Experts of the Republic of Slovenia for Vocational and Technical Education. These colleges offer
programmes with an important focus on practice and a profession. PSVE is a separate educational
subsystem, which distinguishes itself from former short-term (two-year) vocational programmes
offered by the two universities prior to the adoption of the current Higher Education Act.
Education programmes offered by PSVE are based on the Nomenclature of Occupations / Professions,
which is set forth by the Minister of Labour, Family and Social Affairs on proposal of chambers. Due
to its specific characteristics and requirements, post-secondary vocational education is organised
parallel to higher education and not as an integral part of it.
The objective of post-secondary vocational education is to obtain properly qualified workers with
ample knowledge of theory and practise. The Slovenian vocational education system must be adapted
to market economy requirements, and programmes must follow the development of professional fields
and qualification structures. PSVE aims at satisfying the growing demand for knowledge in the
manufacturing sector and public services, and thus gears its programmes to the new professional
needs. Thus the objective is clearly further professional specialisation focusing on employment. To
this effect the studies are combining theory, practice and placements in enterprises. Practical training
accounts for around 40% of the curriculum and is completed within companies.
The following fields of study are available in post-secondary vocational education: administration,
agriculture*, building, catering, tourism, mechanical engineering, civil engineering, electrical
engineering, mining, power engineering, postal service, telecommunications, business secretary*,
health care*, information science*, product development* and food science. The latest fields of study
177
added were those in the field of services and health *. Several of those mentioned earlier (with an *)
were developed over the last three years.
In 2003/04 academic year 37 vocational colleges will offer post-secondary education, 17 of them are
public vocational colleges and 1 private vocational college with concession, which also enrol full-time
students.
Slovenia has a wide spread national network of vocational colleges. Practically every region is
included in post-secondary vocational education.
For education programmes from administration field of study (Business secretary and Commercialist)
and as a trial for the second year for the education programme Mechanical engineer long distance
learning for part-time students is being organised.
After completing their studies, students are awarded the 'diploma' that specifies their respective study
programmes and the title of vocational qualification.
2.3. Profile of students and teachers in post-secondary education
As mentioned earlier all students would have finished secondary vocational school or would be in
agreement with the other entrance requirement mentioned earlier.
Teachers of vocational colleges are vocational college-lecturers. They must possess at least an
undergraduate university degree, pedagogical qualifications, three years of appropriate work
experience and fulfil the criteria set by the Council of Experts of the Republic of Slovenia for
Vocational and Technical Education (Strokovni svet Republike Slovenije za poklicno in strokovno
izobraževanje). The general conditions for INSET, promotion and the status of teachers also apply to
the vocational college-lecturers. The title of "vocational college-lecturer" (predavatelj višje šole) is
awarded by the Council of Experts of the Republic of Slovenia for Vocational and Technical
Education.
2.4. Participation in mobility and other programmes
Students and teachers are involved in mobility activities in the framework of the Leonardo da Vinci
programme. Vocational colleges themselves also organize mobility of students and teachers through
cooperation with foreign vocational colleges.
2.5. Transition to degree programmes and LLL
Only for certain study fields there are links with higher degree education. The Council for Higher
Education of the Republic of Slovenia sets the criteria for the transition to the degree programmes.
178
The skills and knowledge acquired by the students in PSVE are not really taken into account if they
decide to go on studying in higher education. However very few of them do as after PSVE most of
them decided to practice the profession they have been trained for in PSVE.
Students coming from other European countries with post-secondary qualifications cannot earn a
'diploma' using the credits they earned in their own country. However the vocational college to which
they wish to apply can deal with their application individually. The council of lecturers (predavateljski
zbor) has the ability to assess whether the credits they earned in their own country can be
acknowledged.
179
SPAIN
Acknowledgements
EURASHE thanks Dña MaJosé Muniozguren Lazcano, Consejera Tecnica, Subdirección General de
Formacion Profesional, Ministerio de Educación Cultura y Deporte, for having filled in the
questionnaire.
EURASHE also thanks other colleagues who have given supplementary information; our special
thanks go to Dr Jezus Marodan, director of the CEFIRE in-service training centre of the Ministry of
Education in the Communidad de Valencia
Use has also been made of the Eurybase of EURYDICE and of the website of the Spanish Ministry of
Education: http://www.mec.es and the one on legislation http://www.mec.es/leycalidad/index.htm
Introduction
Spain is divided into 17 Autonomous Communities. Their respective Statutes of Autonomy (Estatutos)
constitute their basic institutional law, which the State recognises and upholds as an integral part of its
legal system. Among the responsibilities they may have are the organisation of their self-governing
institutions, alterations in Municipal demarcations comprised in their area, territorial organisation,
urban planning and housing, agriculture and cattle-breeding, development of culture, research and, in
certain cases, teaching of the Autonomous Community co-official language, social welfare and health
care.
As far as education is concerned, the Autonomous Communities have the power to develop State
regulations and to regulate the non-basic elements of the education system, as well as the executive
and administrative powers which allow them to administer the education system within their own
territory
Higher Education includes university and non-university education. Universities may be either
public or private. In order to ensure the quality of the university education provided a series of
conditions has been laid down relating to the creation of new universities and to the standards to be
met by existing establishments. University Education is organised into cycles with specific educational
goals and autonomous academic value. Consequent to this organisational model, there are four types
of education: first cycle education (short cycle); dual cycle education (long cycle); second cycle only
education; and third cycle education.
In both public and private universities the establishments responsible for organising studies are the
Faculties, the so-called escuelas tecnicas superiores and the escuelas universitarias; the latter are just
180
offering the first cycle only. In addition to those, universities have university institutes devoted mainly
to research. They do, however, also undertake very specialised educational activities, such as doctorate
degree courses.
The non-university education sector includes a set of types of education that may be grouped into
three categories:
studies offering a qualification equivalent to a University one, but which, due to their specific nature,
are not taught at University (higher Artistic Studies and higher Military Education);
Advanced level Specific Vocational Training; (Formación Professional de Grado supérior or
FPGS)
a) the education leading to the Advanced Sport Technician certificate; and, finally,
b) a set of studies regulated by specific statutory instruments which award a specific certificate which
is not comparable to the rest of studies mentioned.
Advanced Specific Vocational Training (FPGS) as well as some advanced studies of Plastic Arts and
Design are organised into ciclos formativos (training cycles) of variable length. The case is similar for
the training leading to Sport Technician certificate.
Advanced Artistic Education, in addition to comprising the aforementioned “ciclos formativos” of
Plastic Arts and Design, also comprises training in Conservation and Restoration of Cultural Heritage,
and advanced studies in Ceramics and in Design. These studies are organised in one single cycle of a
four- to five-year duration for Music and Dance Education, four years for Dramatic Art, three years for
studies of Conservation and
Restoration of Cultural Heritage and advanced studies in Ceramics and in Design.
1. Tertiary short cycle or FPGS
Introduction
The present study will focus on the Advanced Specific Vocational Training (FPGS) putting it
into the area of Teritiary short cycle education. It is organised mainly in vocational training
establishments that also teach the so-called intermediate tier , FPGM or Formación Professional de
Grado Medio which accepts students who have finished the first tier of professional education, leading
to the Certificatión professional or the Titulo de Graduado en Educación Secundaria Obligatoria..
Specific Vocational training as established by the LOGSE is divided into two educational levels or
tiers: intermediate and advanced ciclos formativos which lead to the award of vocational certificates.
For clarity's sake we have placed the Advanced Specific Vocational training or FPGS under Tertiary
181
Short Cycle while we place the Formación Professional de Grado Medio (FPGM) under postsecondary.
The FPGS gives direct access to university in certain study areas which are linked to the vocational
education taken during the FPGS. The FPGM only gives access to the Bachillerato two year studies
which lead to the titulo de Bachiller and then to the university. The FPGS leads to the title of
‘Tecnico Superior’ while the FPGM leads to the title of ‘Tecnico’.
The FPGS is mostly organised in upper secondary schools. It may also be organised in secondary
schools in co-operation with industry or chambers of commerce and in formal adult education.
Nonetheless in some Autonomous Communities, Institutes of advanced Specific Vocational training
are being established.
1.1. Participation in Tertiary Short Cycle education
Advanced Specific Vocational Training is taken after the successful completion of either the Curso de
Orientación Universitaria, the LOGSE Baccalaureate (diploma upper secondary education ), the
successful completion of the FPGM or by passing an entrance exam or test (a.o. when coming from
work). The test is regulated by the Autonomous Communities and its objective is to prove that the
applicant's maturity is up to the requirements and objectives of the Baccalaureate and the skills
required for the ciclo formativo of the corresponding professional field. Working experience can also
be taken into account.
FPGS comprises a suite of ciclos formativos with an organisation into modulos (modules) which are
variable in length and made up of areas of technical / practical knowledge related to diverse
professional fields.
In Spain the overall participation rate to higher education is between 30% to 35%. The participation
rate to the FPGS is approximately 30% of the group in higher education (227,574 students are
involved in the FPGS). 80% of the students enrolling in FPGS complete their studies successfully;
1.2. Organisation
FPGS can be organised both by the state and by private institutions. It is mostly organised in the
framework of upper secondary schools although, as mentioned earlier, some Autonomous
Communities are establishing specific institutes for FPGS. It is funded by the state and other public
authorities.
The organisation of the FPGS is governed by several laws: o.a. the Lay Orgánica 1/1990 and some
laws of 2002: Ley Orgánica 5/2002 of 19 June concerning the qualifications and the professional
training and the Ley Orgánica 10/2002 of 23 December on the quality of education. Recent changes in
182
the law concern the following aspects: the organisation of an integrated system of professional
training, of qualifications and accreditation: the creation of a national system of qualifications; the
promotion of lifelong learning taking into account the different professional and personal situations.
Full information on those changes can be found on the website: http://www.mec.es.fp/index.shtml.
The laws mentioned above apply to all professional training and education.
The main objective of FPGS is the acquisition by the pupils of the professional skills and
competencies for each specific certificate as well as the understanding of the organisation and
characteristics of the corresponding sector and the mechanisms of their professional insertion. It also
aims to give to students a professional identity and maturity which will motivate them for further
learning and allow them to adapt to possible changes in qualifications required.
Although the main objective is to prepare the students for immediate employment after having
finished their studies, it also enables them with the diploma of "Tecnico Superior" to access specific
university degree studies. They start from the first year at university.
The duration of the studies is between one and two years or full two years according to the FPGS
studies concerned. After two years the students obtain the title of " Tecnico Superior " or "Higher
Technician".
Studies exist in all the areas studies by the EURASHE study except in crafts, domestic sciences and
languages. In Spain the job qualifications at the level of the Tecnico Superior are grouped in 22
professional families with a total of 75 possibilities with 75 professional profiles. Full information
about those professional profiles can be found on the website: http://www.mec.es/fp/index.shtml.
New professional training was approved in 2000 in the area of Hotel and Tourism with a Titulo de
Tecnico Superior in the area of Tourist animation. In the area of health a new specialisation was
created in the field of audio- prosthesis. In the area of mechanical construction the specialisation of
Optica y Anteojeria (Optometry and Visual Aids) field was created in 2001 and will be implemented
in the near future.
Studies in FPGS are full-time studies which combine theory, practice and placements in enterprises.
The time devoted to those parts may differ according to the kind of special field a student is studying
in. A student studying to become a Tecnico Superior in electro-technical installations will get theory
and practice for approx. 80% in the training institute and approx. 20% in a work placement. A student
studying for Tecnico superior in restoration will get theory and practice for approx. 65% in the
training institute and approx. 35% in a work placement.
183
1.3. Profile of students and teachers
There are, as mentioned earlier, 227,574 students in FPGS of which there are approximately as many
boys as girls. The entrance requirements were expanded upon above. Most of the students would be of
middle class background.
Most of the teachers in the FPGS schools will hold a university degree "Licenciatura" which is the
equivalent of a Master's degree as it is awarded after 4 or 5 years of university studies. However, the
teachers of the technical subjects will hold the so-called "Diplomatura" which is the diploma awarded
at the end of the first cycle (3 years) of university studies generally in Escualas Universitarias; thus it
is the equivalent to a Bachelor.
1.4. Participation in mobility and other programmes
Teachers are mainly involved in Leonardo da Vinci mobility while students are also involved in it. In
some cases the Europass is used in relation with this mobility. FPGS institutions are mainly involved
in the Leonardo da Vinci programme which focuses on professional training.
One of the obstacles mentioned is the lack of transferability and transparency of vocational degrees
and qualifications such as those awarded by the FPGS. It is added that the Bruges (or Bruges Copenhagen) process for vocational education (similar to the Bologna process for higher education)
will help to solve this obstacle in the future.
1.5. Transparency and readability in of diplomas or certificates
ECTS is not used in FPGS and neither is the diploma supplement. Some form of diploma supplement
could be useful for the FPGS. In some cases the certificate supplement is sued.
1.6. Use of quality assurance and accreditation
There is a quality assurance system for all public FPGS institutions which is the responsibility of the
Inspection services of the national ministry of education and of the inspection services of the
Autonomous Communities.
Private FPGS institutions are subject to the same quality assurance systems.
There is a system for accrediting the FPGS institutions and it is the responsibility of the ministry of
education.
1.7. Transition to degree programmes and LLL
The legislation foresees the transition of FPGS to degree university education. It is fairly easy for
students who have finished their FPGS studies successfully to go on at university but very few do this
as most go working after FPGS. They start in the first year of studies that are related to the studies
they did in the FPGS.
184
There are no bridge courses, no access courses and there are no top up programmes for FPGS students.
Professional experience is not taken into account when the graduates from FPGS want to move on to a
degree programme. It was mentioned earlier, however, that access in FPGS is possible taking into
account professional experience for those not having the full secondary education diploma or
Bachiller.
No specific FPGS studies are offered using ICT to support LLL at the moment but it is foreseen by the
law and will be developed in the near future.
Students coming from other European countries can acquire the FPGS qualification on certain
conditions.
2. Post-secondary education or Formación Professioal de Grado Medio
It is organised by the Ministry of education or by private education.
It is mainly organised in secondary schools, in secondary schools in co-operation with industry. It may
also be organised in adult education centres.
It is very clear professional training at intermediate level below the level of the FPGS mentioned
earlier under the Tertiary Short cycle education.
It exists nearly in all areas mentioned and it lasts between one and two or full two years leading to the
title of Tecnico. When they have completed these studies successfully they can move on to the FPGS.
They may also go to the Bachillerato for a two-year study which enables them afterwards to go on to
university.
The pupils may be involved in Leonardo mobility and the teachers may be involved in mobility in the
framework of Leonardo, Comenius and Youth.
185
SWEDEN
Acknowledgements
EURASHE would like to thank Ms. Helena Mähler (higher education, Project Manager of the
National Agency for Higher Education and Senior Administrative Officer Per Byström (postsecondary education) of the Ministry of Education and Science for the interesting and extensive
information received and for the feedback on the text.
The following websites were also consulted:
Swedish Ministry of Education and Science:
http://utbildning.regeringen.se/inenglish/educresearch/highered.htm
National Admissions Office to Higher Education, VHS : www.vhs.se
The Higher Education Ordinance can be found at :
http://utbildning.regeringen.se/inenglish/pdf/heo_jan03.pdf
The website of the International Program Office for Education and Training for more information on
mobility programmes: http://www.programkontoret.se
The Swedish Internet University: http://www.netuniversity.se
Folk High Schools: http://www.folkhogskola.nu/english.asp?TAB=S
The Swedish Agency for Advanced Vocational Education (KY-myndigheten) http://www.ky.se
Introduction
In Sweden, higher education institutions (HEIs) have great autonomy in the organisation of studies,
use of resources and general organisation. Diplomas from all higher education institutions recognised
by the Government have equal official value.
Higher education institutions in Sweden are designated as either “universitet” (university) or
“högskola” (university college). The main difference between universities and university colleges is
that the universities have a general right to provide postgraduate education and award doctoral
degrees. University Colleges may apply to the Government for one or several “research areas”
(vetenskapsområden) in order to be allowed to perform these tasks. Institutions awarded a research
area have the right to provide postgraduate education and award postgraduate degrees in the specific
field in question. There are four research areas, the humanities/social sciences, technology, natural
sciences, and medicine.
University status is awarded by the Government to higher education institutions fulfilling certain
criteria. The same law governs all higher education institutions. Private providers of higher education
186
may be recognised by the Government and obtain the right to award degrees and receive state
subsidies. All recognised higher education is funded by the State.
Undergraduate education is provided in the form of courses. These may be linked together to
constitute degree programmes with varying levels of individual choice. Students themselves are also
able to combine different courses into a degree. A course syllabus is required for each undergraduate
course and a curriculum for each degree programme. These may be combined by the institution
providing them to create programmes of education with a varying element of individual choice.
In the Swedish higher education system there are generally no intermediate qualifications. All degrees
are regarded as final qualifications, even if there is a possibility to continue studying. Degrees in
undergraduate education are divided into general degrees (“generella examina”) and professional
degrees (“yrkesexamina”). In the Degree Ordinance, the Government lays down which degrees may be
awarded and the objectives for these degrees
The entrance rate (share of a cohort of the population at the age of 25 that goes into higher education)
is 46 %.
1. Swedish sub-degree HE
Sub-degree HE, or short-cycle tertiary education, in Sweden can be understood as tertiary education
with course requirements of less than 120 credits (<180 ECTS). There are also voluntary preparatory
programmes aiming at preparing students for higher study, either in general or in a specific field.
However, several of the degrees with a formal (provided in the Degree Ordinance) requirement of less
than 120 credits are often longer in practice, since the individual HEIs have the right to increase the
course requirements.
1.1. Importance of sub-degree education in Sweden
Short-cycle tertiary education is formally and in practice part of the overall higher education
framework. There is thus no separate system for courses or shorter degree programmes. The relatively
flexible course and credit system makes it possible for students to combine their own degrees or to
take one or more courses independently, outside a programme, or in addition to an existing degree. It
is also possible to take additional courses in order to receive a higher degree. Together, these factors
make it difficult to discern data in the centrally collected statistics on shorter education from those on
longer education. Therefore there are no comprehensive data that reliably cover all short-cycle tertiary
education. Available data cover the individual professional degree programmes, together with the
preparatory study programmes (basår). There are also data on the total number of general University
Diplomas awarded. No data have yet been compiled concerning the general preparatory “college
programmes” (collegeutbildning).
187
1.2. Organisation of sub-degree education
1.2.1. Legislative framework
The goals and legal framework for all higher education is provided in national legislation (Higher
Education Act, Higher Education Ordinance). However, Swedish HEIs have a significant amount of
autonomy as to how these goals are achieved. They are also free, within the established framework, to
establish degree programmes and courses. Provisions in the Higher Education Ordinance on a new,
general professional degree (Yrkeshögskoleexamen) were passed in 2002 and entered into force on 1
March, 2003.
There have been a significant number of legislative changes during the last years. A complete
enumeration is therefore not possible. Important changes related to sub-degree or short-cycle tertiary
education during the period have been:

Accreditation of prior and experimental learning

“College programme” (collegeutbildning, a short voluntary education programme aiming to
prepare for higher studies and/or provide basic eligibility). See also section 2.3.2.

Preparatory studies (basår) in more subjects than science/technology (the “basår” is a
voluntary short programme aiming to give the student eligibility for certain areas of study).

The new general, professional/vocational degree (yrkeshögskoleexamen) (SFS No. 2002:1107,
entered into force on 2003-03-01)
Legislation also covers tuition fees, entrance requirements, professional degrees, quality assurance,
accreditation, and transition to degree studies.
As far as tuition fees are concerned Swedish higher education legislation states: “Education at the
institutions of higher education shall be free of charge to the students.” This applies to all higher
education.
The legislation does not specify fields of study for the shorter general degree (högskoleexamen).
Professional degrees in undergraduate education (incl. shorter degrees) are enumerated in Appendix 2
of the HE Ordinance, where also the requirements are laid down for the conferment of these degrees.
Provisions relating to degrees in sectors under the Ministry of Agriculture, Food and Fisheries are
regulated separately.
Quality requirements, applicable to all higher education, are found in the HE Act. The directions for
the National Agency for Higher Education, Förordning med instruktion för Högskoleverket (2003:7),
contains, i.a., provisions on the quality audit and evaluation functions of the Agency.
188
The right to award degrees is evaluated on a recurrent basis within the framework of national quality
audit and programme and course evaluations. This practice is valid for all higher education.
After completing a shorter degree the student can take additional courses, either independently or as
part of a programme leading to a higher degree, provided that he/she fulfils the eligibility
requirements. The eligibility requirements for higher education are laid down in the HE Act and the
HE Ordinance (see 2.3.).
1.2.2. Practical organisation
Higher Education in Sweden, including sub-degree programmes, is provided by universities and
university colleges. In cooperation with municipal adult education centres, universitites can offer socalled college programmes (collegeutbildning) in order to promote recruitment to higher education
(see also 2.3.2.). Private providers of higher education may be recognised by the Government and
obtain the right to award degrees and receive state subsidies. All recognised higher education is funded
by the State.
The curriculum may contain theory, practice and work placement and its objective is either further
professional specialisation, preparation for degree studies or a short professional training. Courses can
be taken as well full-time as part-time.
Professional organisations such as Trade Unions, employment agencies and employers may be
involved in the designing and restructuring of curricula for sub-degree education.
Individual HEIs accredited to award the short general degree (University Diploma) are generally free
to provide both independent courses and programmes leading to this degree with specialisation in most
areas of study mentioned in the comparative table p. 29.
1.3. Entrance requirements, duration and certification of studies
1.3.1. Entrance requirements
Higher education in Sweden has two strata of eligibility: general/basic and (additional) specific
requirements.
To be admitted to undergraduate education the applicant must satisfy the basic eligibility
requirements, which are the same for all courses and programmes of education. Basic eligibility is
attained by completing an upper secondary school programme and obtaining a pass grade or better in
courses covering at least 90 per cent of the upper secondary credits required in the programme, or by
providing proof of an equivalent level of knowledge. People who are at least 25 years old, who have
been in work for four years and who have a command of English and Swedish corresponding to that
obtained by completing a national upper secondary programme are also considered to have basic
eligibility.
189
Most courses and programmes of education also have course eligibility requirements that vary
depending on the subject area and the type of course. Course eligibility requirements in courses open
to new students are set out in the form of standard eligibility requirements. The National Agency for
Higher Education determines these requirements for programmes leading to a professional degree in
accordance with the Degree Ordinance. Standard course requirements are set locally by the individual
institutions of higher education.
If the number of qualified applicants for a course or a programme exceeds the number of places
allotted for new students, a selection process is necessary. At least a third of the places must be
allocated on the basis of upper secondary grades, and at least a third on the basis of the Swedish
Scholastic Aptitude Test.
Within a given framework, each institution of higher education decides how students for its
programmes of education will be selected, and whether selection will take place locally or be coordinated by the National Admissions Office to Higher Education, VHS (website: www.vhs.se). The
VHS is primarily funded by the institutions of higher education themselves.
1.3.2. Duration and certification of studies
There are several professional degrees and one general degree which, according to the Degree
Ordinance, require a minimum of less than 120 credit points. However, individual HEIs are free to
increase the amount of courses required for most of the programmes leading to these degrees. Hence,
many degrees in fact require more courses than the specified minimum.
Degrees in higher education formally requiring less than 120 credits
The only general degree of less than 120 credits is the University Diploma (högskoleexamen), which
can be obtained after completion of course requirements totalling at least 80 credit points (with a
certain specialisation in accordance with the further decision of the institution of higher education).
This degree is often vocationally oriented.
Many professional degrees require 120 credits or more. There are also professional degrees requiring
less than 120 credits, but which require a previous degree. These degrees will not be further elaborated
on here.
A number of professional degrees formally require a minimum of less than 120 credits (but are often
longer in practice):

University
Diploma
in
Engineering/
Bachelor
of
Science
in
Engineering
(högskoleingenjörsexamen): course requirements of at least 80 credit points in total. Often
longer than minimum requirement.
190

University Diploma in Dance (konstnärlig högskoleexamen i dans), University Diploma in
Fine Arts and Design (konstnärlig högskoleexamen i konst och design), University Diploma in
Music (konstnärlig högskoleexamen i musik) and University Diploma in Performing Arts and
Media (konstnärlig högskoleexamen i scen och medier): course requirements of at least 80
credit points in total. Often longer than minimum requirement.

University Diploma in Social Care/Bachelor of Science in Social Care/Master of Science in
Social Care (Social omsorgsexamen): course requirements of at least 100 credit points. Often
longer than minimum requirement.

University Diploma in Dental Hygiene (Tandhygienistexamen): course requirements of at least
80 credit points. Often longer than minimum requirement.

University Diploma in Applied Technology (Yrkesteknisk examen): course requirements of 60
credit points in total. Relevant prior work experience is required to be admitted.

Starting on 1 March, 2003, a new vocationally oriented degree will be introduced, the
Yrkeshögskoleexamen. This degree will initially coexist with, and eventually supplant, the
above University Diploma in Applied Technology (Yrkesteknisk examen). However, the
Yrkeshögskoleexamen may also be awarded with a specialisation in a number of other subject
areas, i.a. business administration and health care. The Yrkeshögskoleexamen degree has a
course requirement of 80 credit points.
The Swedish University of Agricultural Sciences provides a number of degrees requiring 80 credit
points
(djursjukvårdarexamen,
hippologexamen,
ingenjörsexamen,
lantmästarexamen,
skogsteknikerexamen, trädgårdsingenjörsexamen). This university falls under the authority of the
Ministry for Agriculture, Food, and Fisheries, and hence these degrees will not be elaborated on here.
Preparatory studies
There are also voluntary short programmes (generally one year or less) aimed at applicants who lack
the specific qualification for a certain area of study (basår), often in the fields of science and
engineering. The possibilities to provide this type of introductory education have recently been
extended also to other fields of study, on certain conditions. The “basår” gives eligibility for
undergraduate study in the chosen field. It is arranged by HEIs or within the framework of adult
education.
In cooperation with municipal adult education, universities can offer so-called college programmes
(collegeutbildning) in order to promote recruitment to higher education. This introductory programme
consists of an upper secondary school component and a higher education component. The programme
aims, i.a., to improve the student’s general qualifications and provide an introduction to higher studies.
The aim is for participants to continue to study at university level.
191
ODL courses and some programmes are offered within the framework of the Swedish Net University.
1.4. Profile of the students
As in many other countries the gender of students depends on the specialisation. There is a rather
traditional division, with more women than men on programmes leading to degrees e.g. in social care,
nursing, and education, and more men than women on programmes leading to degrees in engineering
and applied technology.
As far as the social background is concerned the respondents state that shorter and more vocationally
oriented programmes generally attract more students from the working and lower middle classes (than
do longer programmes leading to a higher degree), even if these students may not constitute the
majority (more than 50 %) of students in a given sub-degree programme.
There are no data on the qualifications of teachers specifically in shorter HE. The fact that shorter HE
is a part of the overall higher education framework indicates, however, that most teachers hold
Bachelor’s degrees or higher.
In Swedish HE as a whole, the share of the teaching staff holding Ph.D. qualifications is around 55 %.
This proportion is probably lower at shorter and more vocationally oriented programmes, where
teachers to a larger extent may hold Bachelor’s or Master’s degrees.
1.5. Participation in mobility and other actions of EU programmes
Teachers in sub-degree HE can participate in mobility under Erasmus, Leonardo and a number of
other programmes, i.a. ASEM-DUO or national programme Linnaeus-Palme or, to some extent, within
cooperation projects in Tempus, EU-Canada, EU-USA, EU-Australia et al. Students also participate
in mobility under all those programmes. Mobility under Comenius is irrelevant as all teacher-training
programmes are at least Bachelor’s level and thus not included in this study. Swedish HEIs also
participate in other actions of the same programmes.
1.6. Transparency and readability of qualifications in TSC education (ECTS, Diploma supplement)
The extent of a programme of education or a course is measured in credits. One credit corresponds to
one week's full-time study, and an academic year normally consists of 40 credits, usually divided into
two terms. One credit corresponds to 1.5 ECTS (European Credit Transfer System). Within the
framework of international co-operation ECTS is used by all Swedish institutions. ECTS may also be
used alongside the compulsory national credit system, and it is used in this way by a few HEIs. The
main reason given for the use of ECTS is the fact that it facilitates international co-operation. Since
January 1 2003 all institutions have been legally obliged to use the Diploma supplement and thus it is
used by all Swedish HEIs.
192
1.7. Use of quality assurance and accreditation
The quality of Swedish higher education institutions is supervised, promoted and assessed in various
ways by the National Agency for Higher Education. The aim of assessments of the right to award
degrees is to assess an institution’s quality and its standard of education and research. Such
assessments are made in response to requests from the institutions of higher education themselves.
The Agency also performs national evaluations related to entire programmes of education and
subjects. Since 2001, the Agency performs recurrent and comprehensive subject and programme
evaluations. All programmes of higher education, including postgraduate training, are to be evaluated
once every six years, and the results are made available to students and the general public.
In addition, the Agency also assesses the application by a University College for the right to establish
areas of research and, where applicable, its right to university status. Decisions on such matters are
made by the Government.
A fourth type of assessment relates to quality management at institutions of higher education. The
Agency examines quality management, i.e. the processes that result in quality at the local level. The
QA is carried out by a national QA agency/body (National Agency for Higher Education) assisted by
experts from other countries and/or from within Sweden.
In view of recognition by the state private education providers undergo the same QA. Accreditation
for private institutions is granted by the Ministry of education. For state education it is granted by the
National Agency for Higher Education.
1.8. Transition to degree programmes
As can be seen from the above, Swedish short-cycle tertiary education is formally and in practice part
of the overall higher education framework, and there is no separate system for courses or shorter
degree programmes. Transition to degree programmes is therefore mostly relatively easy.
Students from short-cycle programmes can enter studies aiming at a higher degree, subject to the same
eligibility requirements as other students.
There are no comprehensive data on how many students make this transition. It is probable that the
very much depends on the length and aims of the degree. For example, University Diploma in
Engineering (högskoleingenjörsexamen) students often continue to a higher degree (e.g. Master in
Engineering).
There are courses both at the level of adult education (not part of higher education) and in/with links to
higher education (basår, collegeår) aimed at giving the students eligibility for higher studies in
193
general or in a specific area, and/or preparing them for higher studies. There are no programmes aimed
specifically at short-cycle tertiary education students, who are already in higher education.
There are no formal obstacles to foreign students with sub-degree qualifications taking degree courses
in Sweden. Assessment and accreditation of prior qualifications of students applying to Swedish HEIs
is decentralised and takes place at the individual HEI concerned.
2. Post-secondary education
2.1. Importance of post-secondary education in Sweden
At present there are 27,500 student places in post-secondary education in Sweden.
2.2. Organisation of post-secondary education in Sweden
Post-secondary education in Sweden is organised as well by the state, by private education providers,
by professional organisations and by other education providers (see below). The objective is either a
further professional specialisation or a preparation for degree studies. It is organised in virtually all
fields of study mentioned in the comparative table (see p.55). Recent legislative changes concerning
post-secondary education have been an Act and an Ordinance on Advanced Vocational Education
Advanced Vocational Education (Kvalificerad yrkesutbildning, KY)
During the period 1996-2001, a pilot project involving advanced vocational education (AVE) was
carried out in Sweden. In 2002, AVE was made a permanent part of the educational system in Sweden.
AVE is administrated and supervised by The Swedish Agency for Advanced Vocational Education
(KY-myndigheten). It is a form of post-secondary education in which one third of the time is spent in
the advanced application of theoretical knowledge at a workplace. AVE is based on a close
cooperation between employers and different providers of education (upper secondary school,
municipal adult education [komvux], HEIs and commercial educators).
The courses are intended to correspond to real needs in the employment market, and are open both to
persons coming directly from upper secondary school and to persons who are already employed and
wish to develop their skills within a defined area. The student is entitled to financial support, subject to
the current regulations for higher education.
Folk high schools (Folkhögskolor) provide, i.a., certain types of postsecondary education and
education which gives eligibility for higher education. All folk high schools give general courses
(allmän kurs), suitable for those who have not completed their secondary education or for those who
want to go on to further education. The course content covers a broad spectrum of subjects, with social
studies, language and science as the main fields. In addition to the general subjects the student may
also choose an optional special course such as computing, music, sport, art & design etc.
194
The majority of the Folk High Schools also offer a wide range of special courses. Among such courses
are aestethic courses (fine arts and design, painting, weaving etc.), music, journalism and studies on
developing countries. Some schools provide vocational training for various leader categories, e.g.
youth and recreational leaders and drama leaders.
On certain conditions courses at folk high schools may be equated, for example, with the upper level
of the comprehensive school or with the upper secondary school, which means that these latter courses
may qualify for higher education.
Adult education
Adult education in Sweden is extensive . It is provided in many different forms and under many
different auspices, ranging from national or municipal adult education to labour market and staff
training and competence development at work.
The state school system for adults includes municipal adult education (komvux), adult education for
the mentally handicapped (särvux), Swedish language teaching for immigrants (sfi) and the National
Schools for Adults (SSV).
Municipal adult education, (komvux), includes both basic and upper secondary adult education.
Komvux started up in 1968 for the benefit of adults lacking the equivalent of basic or upper secondary
schooling. A new komvux curriculum came into force on 1 July 1994.
Supplementary Education
Supplementary Education (påbyggnadsutbildningar) is a study form run and funded by the
municipalities in connection to the municipal adult education, regulated by the Education Act and an
Ordinance on Adult Supplementary Education. The municipalities should, according to demand, aim
at providing supplementary education for further training in a certain occupation or training for a
completely new occupation. Most programmes are between six months and a year mainly on a postsecondary level. Study support is available on certain conditions.
Complementary Education
Complementary education (kompletterande utbildning) is a framework which entails schools with
private principals who provide training for certain occupations or give preparatory training for studies
at higher levels. There is a diversity of shorter or longer courses in different sectors. Fine arts, dance,
design, handicraft and economics are among the predominant. These courses are supervised by The
National Agency for Education and are regulated by an Ordinance on Complementary Education. The
courses are often, but not necessarily in every respect, on a post-secondary level. Student fees are
common in this study form. Some courses entitle the student to study support.
195
2.3. Entrance requirements, duration and certification of studies
Advanced Vocational Education (kvalificerad yrkesutbildning)is open both to persons coming directly
from upper secondary school and to persons who are already employed and wish to develop their skills
within a defined area. The courses confer at least 40 “points” (i.e., comprising 40 weeks' full-time
study) and lead to an AVE certificate. However, the “points” do not correspond to the credit points of
higher education and the student is not normally given credit for them when applying to higher
education. The institutions concerned can decide differently, on an individual basis.
The duration of programmes can range from one year to more than two years. The qualification
received after one year is the Certificate of Advanced Vocational Education, after two years or more
the qualification received remains the same.
2.4. Profile of the students
The majority of students in PS education in Sweden are female (14,600 out of 27,500).
2.5. Participation in mobility and other actions of EU programmes
Students and teachers in PS education participate in mobility under Leonardo.
2.6. Links to degree programmes and LLL
There are only occasional links (for certain studies) between post-secondary courses and Higher
Education. However, skills and qualifications acquired are taken into account when students decide to
go on studying.
196
THE SWISS CONFEDERATION
Acknowledgements
EURASHE thanks Christian RUBI, scientific advisor, BBT, Bern for having filled in the EURASHE
questionnaire.
Use was also made of the information on the website of EDK, the Swiss Conference of Cantonal
Ministers of Education: http://edkwww.unibe.ch. and of
the Federal Office for Education and Science: http://www.bbw.admin.ch/html/pages/bildung-e.html
Introduction
Higher education is composed in Switzerland of universities, non-university higher education and
higher vocational training. Less than 30% of young people are involved in higher education overall.
Less than 40% of those involved graduate at the end of degree programmes.
Universities
There are eleven university-level institutions in Switzerland, which are not evenly distributed
geographically speaking.
Non-university higher education and higher vocational training
Non-university higher education is important in the Swiss system: for example, approximately 28,000
people enrolled for a non-university course of higher studies in 1992/93, which is just over a quarter of
the population of the relevant age-group. At present there are about twenty different faculties, some
very different from others, represented in non-university institutes of higher education. They vary
according to their type, educational aim, conditions of admission, length of the courses, organisational
status - cantonal or federal - and funding.
As a whole the non-university higher education sector offers courses which are more practical than
theoretical, i.e. more technical than academic (engineering, agriculture, commerce, business
management, teaching, social sciences, health care). Most of the colleges would be categorised as
universities (or polytechnics) in other countries. The non-university institutes of technology offer
courses in the following fields: engineering (*) , administration and commerce (*) , the hotel trade and
tourism (*) , health care , social sciences (*) , media, communications, information (*) , arts and
design. (*) means they are also offered by universities.
In 1993 a new type of training was introduced which leads to a technical school-leaving certificate.
This qualification enables students to pursue higher vocational training, in particular at the new
specialised polytechnics (Fachhochschulen) which are being set up. There are several ways of
obtaining a technical school-leaving certificate.
.
197
Higher vocational training is very important in Switzerland. There are two paths leading to higher
technical diplomas: non-university institutes of technology or a system of intermediate and higher
professional examinations. Until now there has been a system of selection for places at institutes of
technology; in the future anyone who has a technical school-leaving certificate will have automatic
access. The intermediate and higher technical examinations are organised by the professional
associations with the authorisation of the Confederation. Recognition applies only to the actual
examinations and not to the preparatory work. Successful candidates are awarded certificates or
diplomas issued by the federal authorities.
The non-university higher education sector is currently being reformed on a global scale. In
order to meet the growing demand for qualified workers and to work towards international recognition
of these Swiss diplomas, most of the institutions in this sector will be modified and reclassified as
"polytechnics" (Fachhochschulen) within the next few years. A corresponding federal law is being
debated by parliament at the moment. Automatic admission, without an entrance examination, will be
conditional on the technical school-leaving certificate which has recently been introduced in various
fields of vocational training . These changes will put advanced vocational training on the same footing
as school-leaving certificate plus a university education, these sectors being considered equivalent,
although different, in the future.
1. Tertiary Short Cycle education
The legislation concerning Tertiary Short Cycle education covers the organisation, the entrance
requirements and the fields of study. The legislation was modified last time in March 2001.
1.1. Participation in Tertiary Short Cycle education
In total some 70,000 students are involved in Tertiary Short Cycle education which is organised within
universities, in non university higher education institutions, in schools and in adult education. Out of
the 70,000, 55,000 are male and 25,000 are female
Overall, less than 10% are involved in Tertiary Short Cycle education.
1.2. Organisation of Tertiary Short Cycle education.
The main objective of Tertiary Short Cycle education is to provide students with a further professional
specialisation focusing on employment.
Tertiary Short Cycle education is provided by the state, by private education providers, by industry or
by the state in co-operation with private education and industry.
Tertiary Short Cycle education is funded by the state or other authorities, by private education
providers or by industry.
As mentioned above Tertiary Short Cycle education is provided in universities, in other institutes of
higher education, in schools and in adult education.
198
Non-state Tertiary Short Cycle education can be recognised by the educational authorities.
TSC education lasts two or three years but is organised on a full-time or a part-time basis.
The curriculum combines theory and practice. Professional organisations an/or employers are only
rarely involved in the design and the restructuring of the curricula. Most of the teachers in TSC
education strands hold a master's degree.
At the end of the two years TSC education studies students obtain a qualification of Techniker or after
three years they obtain the diploma of ING. FH (Ingenieur Fachhochschule).
TSC education exists in the following areas: administration, agriculture, arts, biotechnics, building,
business studies, catering and hospitality, chemistry, domestic sciences, education (educators,
trainers), health care,
ICT, leisure and recreation, mechanics, music and theatre,
product
development, restoration and social work
1.3.Profile of students and teachers in TSC
The students participating in Tertiary Short Cycle education all have a diploma a full secondary
education (general, vocational or technical). Teachers all have mostly Bachelor or Master degree
qualifications.
1.4. Participation in mobility and other programmes
Students and teachers are involved in mobility in the framework of the Erasmus action of the Socrates
programme, even if CH is not officially involved. The institutes which organise Tertiary Short Cycle
education are involved in general in the Erasmus programme, in other EU programmes and also in
bilateral co-operation programmes.
Language and intercultural understanding are two obstacles in terms of student and teacher mobility.
1.5. Transparency and readability in TSC (ECTS, Diploma supplement)
TSC education doesn't use a credit system in general and also not in particular the ECTS system. The
diploma supplement is not used either.
1.6. Use of quality assurance and accreditation
There is a national Quality Assurance system which is provided by a national QA agency. Private
institutions organising TSC education are also subject to the same QA as public institutions in view of
official recognition by the state.
There is a mechanism for accreditation of Tertiary Short Cycle education and accreditation is granted
by the Ministry of Education.
199
1.7. Transition to degree programmes and LLL
There is no legislation in which the transition from sub-degree to degree programmes has been laid
down. Students can go on to degree programmes on condition that they attend a bridging programme.
However, most of the student of Tertiary Short Cycle education do not go on to degree programmes
but want to start work in the profession they have been prepared for.
There are also access courses which prepare students who want to make the transition form the subdegree courses to degree programmes but there are no top up programmes for them.
No sub-degree ODL programmes are offered using ICT to support lifelong learning offer and delivery.
Students coming from other European countries with sub-degree qualifications cannot earn a degree in
Switzerland using the credits earned in their own country.
2. Post-secondary education
There is no post-secondary education in Switzerland.
200
TURKEY
Acknowledgements
EURASHE thanks Ülkü GURSOY, assistant principal of FMV ÖZEL ISIK LISESI for having filled
in the EURASHE questionnaire and for having corrected the provisional version of the text.
Efforts were made to contact colleagues at the Ministry of Education but these efforts were
unfortunately unsuccessful!
Information was
also largely taken
from the Websites
of
the
Turkish
Government:
http://www.osym.gov.tr (The Student Selection and Placement Centre)and from the website
http://ww.yok.gov.tr (Higher Education Council).
Introduction
Higher education
The purpose of higher education is to train manpower within a system of contemporary educational
and training principles to meet the needs of the country. It provides high level specialised education in
various fields for students who have completed secondary education. The Higher Education Law (Law
no. 2547) which went into effect in 1981, covers all higher education institutions and regulates their
organisation and functions. Universities comprising several units are established by the state and by
law as public corporations having autonomy in teaching and research. Furthermore, institutions of
higher education, under the supervision and control of the state, can also be established by private
foundations in accordance with procedures and principles set forth in the law provided that they are
non-profit in nature.
Today, higher education institutions in Turkey fall into three categories
a) universities,
b) non university higher education such as military and police colleges and academies, and
c)
vocational schools affiliated with ministries.
The present text will just focus on the first group as the second one very specific in nature - military
and police colleges and academies. The third one is not expanded upon due to the impossibility to
find detailed information but it seems to be focusing on the training of specific technical professions
such as electricians.
201
The university is main higher education institution. It possesses academic autonomy and a public
legal personality. It is responsible for carrying out high-level educational activities, scientific research
and publications.
It is made up of faculties, graduate schools, schools of higher education, conservatories, two-year
vocational training schools and centres for applied work and research. . There are 53 state and 19
private universities in Turkey.
A faculty is a higher education unit which is responsible for high level education, as well as for
scientific research and publications. Units such as departments, schools of higher education, etc., may
be affiliated with a faculty.
A graduate school in universities and in faculties is concerned with graduate study, scientific research
and applied studies in more than one related subject area.
A school of higher education is an institution which is mainly concerned with offering instruction
directed towards a specific vocation. Examples are the School of Home Economics affiliated with
Ankara University and the School of Foreign Languages within Boğaziçi University.
A conservatory is a higher education institution which is concerned with the training of artists in the
fields of music and the performing arts.
A two-year vocational training school is a higher education institution established for the purpose of
providing vocational education to meet the practical needs of various fields.
The faculties and four-year graduate schools offer bachelor's level programs, the latter with a
vocational emphasis, and the two year vocational schools offering pre-bachelor's (associate's) level
programs of a strictly vocational nature. Both are organised within the universities.
Anadolu University in Eskiþehir offers two-and four-year programmes through distance education.
Graduate-level programs consists of master's and doctoral programs, co-ordinated by institutes for
graduate studies. Medical specialist training programs equivalent to doctoral level programs are,
carried out within the faculties of medicine and the training hospitals owned by the Ministry of Health
(Saðlýk Bakanlýðý) and the Social Insurance Organisation (Sosyal Sigortalar Kurumu, SSK).
Universities, faculties, institutions and four-year schools are founded by law, while two-year
vocational
schools and departments are established by the Council of Higher Education.
Likewise, the opening of a degree program at any level is subject to ratification by the Council. There
are presently 468 types of bachelor's and 267 types of pre-bachelor's level programmes operating in
2,835 bachelor's and 3,336 pre-bachelor's programmes in universities.
202
In 2001-2002 academic year, undergraduate enrolment in Turkish universities was 775,132 in fulltime bachelor's studies, 262,649 in full-time pre-bachelor's. There were 623,465 in bachelor's
education through distance education, and 138,628 students in pre-bachelor's distance education.
In addition 7,654 bachelor's and 692 pre-bachelor's level students were enrolled in the non-university
institutions (the police and military academies and colleges), bringing the total to 1,568,384 of which
16,328 were foreign students. This amounts to a gross participation ratio of 33% i.e. the ratio of total
enrolment in H.Ed. to the population in the age group 18-21 years of age.
1. Sub-degree HE
It is clear from the information above that sub degree higher education exists within the universities in
Turkey in the so-called two-year vocational training school which are higher education institutions
established for the purpose of providing vocational education to meet the practical needs of various
fields
Furthermore you have vocational higher schools affiliated to the ministry of education which are
mostly preparing for concrete professions such as electrician.
1.1. Participation in sub-degree higher education
In 2001-2002 a total of 262.649 students were in pre-bachelor's programmes while there are 77.139
in bachelor's programmes. Most students in pre-bachelor's programmes are in Technical sciences
(115.368) and in Applied social sciences (110.440). All other areas such as health sciences (12.102)
would have much less students. Some would have very few like maths and natural sciences were there
would only be 74 in pre-bachelor programmes.
The minimum entrance requirements are the diploma of general or technical / vocational secondary
school. Admission to higher education in general is centralised and based on a nation-wide singlestage examination administered by the Student Selection and Placement Centre every year.
1.2. Organisation of sub-degree higher education.
Sub-degree higher education - pre-bachelor- lasts two years in full-time study and is provided by the
state within the university higher education sector. It may also be organised in private universities;
those , however, only take in 4.6 % of the total H.Ed. student population. Sub-degree H.Ed. is
subsidised by the state but may also be subsidised by industry, by professional organisations or by
private foundations
203
Sub degree higher education - or pre-bachelor education - is organised at national level within the
framework of all higher education. There is clear legislation governing all key issues such as tuition
fees, entrance requirements and the fields of study in these pre-bachelor's programmes.
The main objective is to provide further professional specialisation focusing on employment. This
short professional education is not necessarily linked to previous secondary education.
To this effect the curriculum consists of a combination of theory, practice and work placement. Not
withstanding the professional character of the education provided, professional organisations are rarely
involved in designing and/or restructuring the curricula.. However, in some cases Chambers of
Commerce or trade unions may be involved to a limited extent.
Pre-bachelor's higher education would cover the following fields of study (in decreasing order as to
the number of students involved: technical sciences, applied social sciences, agriculture and forestry,
health sciences, arts, language and literature and maths and natural science.
Student who complete successfully this pre-bachelor studies are awarded the two year Higher
Education Diploma.
1.3. Profile of students and teachers in TSC education
There are approximately as many female as male students. Most of the students would be of middle
class origin. All of them would have a secondary school diploma and gone through the specific
selection procedure for access to higher education.
In the academic year 2001-2002 the total number of academic staff in the universities was 70,012 of
which 25,953 held a Ph.D. or an equivalent degree. In the sub degree higher education, the prebachelor's, there would be mainly teachers holding either a bachelor's or a Master's degree.
1.4. Participation in mobility and other programmes
Turkish students, teachers and universities are not yet involved in mobility and other activities in the
framework of the EU programmes such as Socrates and Leonardo da Vinci as there has been no
official participation of Turkey in those programmes. As Turkey is about to be involved this situation
is to change radically and quickly in the immediate future.
1.5. Transparency and readability in TSC education (ECTS, Diploma supplement)
What is mentioned above applies also to the use of ECTS in Turkish Universities.
204
1.6. Use of quality assurance and accreditation
No concrete information has been found. However, in one of the texts on the website of the
government in relation with the "Currently issues in higher education" it is mentioned that "Academic
assessment and evaluation mechanisms, eventually leading to a full accreditation system must be
established so that funding can be linked to performance, and potential consumers can be properly
informed about the alternatives".
1.7. Transition to degree programmes and LLL
Students who have successfully completed the two years pre-bachelors studies and obtained the
Higher Education Diploma they can continue to the bachelor's studies provided they pass some socalled barrages points which are a kind of access examinations leading to extra points to enter
bachelor's studies. Having finished the two-years pre-bachelor programme they can continue in
the second year of the four years bachelor's at the university. So the study duration is reduced
by one year.
The students who study for two years in the vocational higher schools affiliated to ministries do not
seem to go on studying but go working when they finish their studies.
2. Post- secondary education
There is no post-secondary education in the meaning of education closely linked to secondary
education in Turkey as higher education is defined in all texts and websites consulted as postsecondary programmes with a duration of at least two years.
205
THE UNITED KINGDOM
Introduction
Education in the UK (England, Wales, Northern Ireland and Scotland) is characterised by its
decentralised nature. Responsibility for different aspects of the service is shared between Central
Government, local government, churches and other voluntary bodies, the bodies of educational
institutions and the teaching profession.
Overall responsibility for all aspects of education lies with the Department for Education and Skills –
England, the Welsh Office, the Scottish Executive and the Department for Employment and Learning
– Northern Ireland.
The fact that the educational systems for England and Wales, Northern Ireland and Scotland are
subject to independent legislation results in variations with respect to the organization, administration
and control of the education systems and in the educational terminology and the designation of
educational institutions96.
Therefore what follows will be arranged in three sections to outline the separate systems in England
and Wales, Northern Ireland and Scotland.
England and Wales
Acknowledgements
EURASHE would like to thank Ms Siân Owen, Education Policy Analyst of Edexcel, Ms Patricia
Ambrose, Executive Secretary Standing Conference of Principals (SCOP), Ms Susan Slater, Senior
Administrative Officer, UK Socrates-Erasmus council,
Ms Tish Bourke,
EU Affairs Officer
Universities UK and Mr. Byron Price (HESA) for the very comprehensive and useful information
received.
Furthermore we have used the following websites:
http://www.qaa.ac.uk/crntwork/nqf/ewni2001/
The Future of Higher Education
http://www.dfes.gov.uk/14-19/
96
http://www.eurydice.org/Documents/Struct/en/uk.pdf
206
http://www.dfes.gov.uk/learning&skills/index.shtml
http://www.dfes.gov.uk/index.htmDfES (Department for Education and Skills)
http://www.hefce.ac.uk/HEFCE (Higher Education Funding Council for England)
http://www.hesa.ac.uk/HESA (Higher Education Statistics Agency)
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=UK&language=VO
http://www.eurydice.org/Documents/Struct/en/img/engwal.pdf
http://www.la-hq.org.uk/directory/prof_issues/reg3.html
1. Specific Legislative Framework for England and Wales
Following the implementation of the Further and Higher Education Act 1992, there is now a single
sector for all higher education institutions in England and Wales. Higher education is offered by
universities and other higher education institutions. Higher education courses are also increasingly
provided in some further education colleges97. Many universities were formerly polytechnics. These
were originally set up by charitable endowment to enable working-class men and women to advance
their general knowledge and industrial skills on a part-time or full-time basis, and were later
maintained and regulated by local authorities. The former polytechnics gained university status
following the Further and Higher Education Act 1992 which reformed the structure of higher
education in England and Wales into a single sector.
The Department for Education and Skills (DfES - formerly Department for Education and
Employment) in more or less its present form was established in 1995 by combining the former
Department of Employment (responsible for policy on employment and training, unemployment
benefits, the promotion of equality in employment women's opportunities, the funding of employment
and training initiatives in England and for National Vocational Qualifications), with the (primarily
English) Department of Education (which is the successor to the Board of Education established in
1899 and the Ministry of Education created by the 1944 Education Act).
The higher education qualifications awarded by universities and colleges in England, Wales and
Northern Ireland are at five levels. In ascending order, these are the Certificate, Intermediate, Honours,
Masters and Doctoral levels.
The present study deals with certificate and intermediate level. The
intermediate level includes ordinary (non-Honours) degrees, the Foundation degree, Diplomas of
Higher Education, and other higher diplomas98.
97
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=UK&language=VO
98
http://www.qaa.ac.uk/crntwork/nqf/ewni2001/
207
2. Sub-degree higher education
2.1. Importance of sub-degree higher education in England and Wales
The participation rate in HE in England and Wales is between 40-45 % with a completion rate of over
80%. Between 10 to 20% of students in HE or 567,395 students (of which 437,695 are part-time or
other)99 attend sub-degree courses (these figures are UK-wide).
2.2. Organisation of sub-degree higher education in England and Wales
The 1992 Further and Higher Education Act was the latest legislation on Tertiary Short Cycle
education as far as the UK is concerned. However, on the 22nd January 2003 the Secretary of State
for Education and Skills, Charles Clarke, announced publication of the White Paper "The Future of
Higher Education", which sets out the Government's plans for radical reform and investment in
universities and HE colleges. The paper includes proposals for changes in the student finance system,
and plans for making higher education more accessible to more young people100. After the launch of
the document there will be a period for comment, in which the Government will be engaging in a
wide-ranging dialogue with those who provide higher education and those who benefit from it. The
UK National Qualifications Framework – should be fully implemented by September 2003.
Legislation covers organisation of Tertiary Short Cycle education, tuition fees, Quality Assurance and
Accreditation. The legislative changes are in relation to: boosting vocational education, funding,
structural changes to the delivery of programmes, access to programmes and move towards being
driven more by regional, employer and individual needs.
SDHE is provided within universities and HE colleges as well as within the framework of formal adult
education and in other sectors. The courses can be taken on a full-time or a part-time basis.
Sub-degree programmes are organised by the state, by private institutions, by industry and by
professional organisations. Private institutions can be recognised. Funding comes from the state or
other authorities, industry, professional organisations or the authorities with any of the latter.
Professional organisations such as Chambers of Commerce are closely involved in designing and
restructuring curricula for Tertiary Short Cycle education. There are sub-degree programmes in all
fields mentioned in the questionnaire (see comparative table p. 29) and in many more. Further fields
are being developed. Foundation Degree programmes are taking off in England and Wales but also in
the rest of the UK.
HNs, professional qualifications and other sub-degree programmes have all been running within the
UK for some time. They too are continually being developed in new fields.
99
SCOP: these figures relate to 2000/01 and cover all students on ‘other undergraduate’ programmes.
100
The Future of Higher Education"
208
The curriculum consists of a combination of practice and theory (sometimes also work placement) and
its objective is either a further professional specialisation or a preparation for degree studies.
Sometimes a short professional training, not linked to previous studies is given.
2.3. Entrance requirements, duration and certification of studies
Students can start in SDHE on the basis of a leaving certificate of general/ or vocational secondary
education and the basis of APEL. For mature students there is an age requirement and sometimes even
other entrance requirements. Studies normally last one or two years but sometimes three years or even
more. They can be taken either full-time or part-time. After having completed one year successfully
they receive a Higher National Certificate (HNC) or a Certificate in HE or a short award. After two
years (full-time) students receive a Higher National Diploma (HND) Diploma in HE or a Foundation
Degree or even entry on to Honours Degree programme. Sometimes it takes longer than one year for
an HNC and longer than two years for a Foundation degree.
2.4. Profile of the students and the teachers
The large majority of students in sub-degree higher education are female (332,000 in HE institutions
versus 192,000 male students (UK)).
The majority of the students take the courses part-time. This is as well the case for females as for
males. 247,000 of female students are part-time and 70,000 full-time and
144,000 male students are
part-time and 37,500 full-time. This might be explained by the fact that one of the respondents states
that the social background of the majority of students in Tertiary Short Cycle education is either lower
class or lower middle class.
Although there are no precise figures available the qualifications of teachers are likely to be a mix of
Bachelor’s and Master’s degrees.
2.5. Participation in mobility and other programmes
The British teachers and students in SDHE participate in mobility under Erasmus, Comenius and
Leonardo as well as in mobility in other programme. Students in SDHE participating in mobility
don’t use the Europass. As far as participation in other actions is concerned British institutions actively
participate in Leonardo, Comenius, Erasmus and other EU- programmes and also in bilateral
programmes outside the EU. There are no obstacles specific to Tertiary Short Cycle education. A lack
of resources is mentioned as one of the obstacles.
2.6. Transparency and readability of qualifications in SDHE (ECTS, Diploma supplement)
There are national credit systems in Scotland and Wales – with regional systems in England. These
tend to link into ECTS.
The majority of institutions participating in actions under Erasmus use ECTS mainly for mobility
purposes. Respondents mention that the use of ECTS facilitates international co-operation and that
209
they are encouraged to use the credit system. The diploma supplement is only used by a small number
of institutions. However, the UK higher education sector is currently working towards the introduction
of a standardised transcript which is also compatible with the Diploma Supplement.
As in the case of ECTS, respondents also state that the diploma supplement is very useful in
international co-operation. The certificate supplement is not used.
2.7. Use of quality assurance and accreditation
There is an external QA body assessing the quality of Tertiary Short Cycle education in the UK. The
Quality assurance is carried out by a national QA agency. Sometimes there is also QA by professional
agencies. Private institutions are subject to the same QA as public institutions in view of recognition
by state/public authorities (except in Northern Ireland where there is no education provided by private
education providers). In Scotland Private institutions are not subject to the same QA. There is also a
mechanism for accreditation of SDHE in The UK. The accreditation can be given by a national
accreditation agency or an international accreditation agency or a foreign HEI. Many programmes are
accredited by universities and other degree-awarding HEIs.
2.8. Transition to degree programmes and LLL
There is no legislation on transition to degree programmes in SDHE. However, there are agreed
principles concerning the transition of sub-degree to degree programmes, but they are not driven by
legislation.
Although the transition is seen as fairly easy, students sometimes have to take bridging courses.
Also foreign students can take advantage of this possibility. With the exception of Northern
Ireland the majority of students in Tertiary Short Cycle education go on to degree level. There
are access courses organised for those students who want to make the transition. Sometimes prior
professional experience is taken into account when students want to go on to degree programmes.
Possibilities exist to take SDHE programmes based on ODL and the use of Internet technology.
3. Post-secondary education
3.1. Importance of post-secondary education
There are 155,000 sub-degree101 students in FE colleges in the UK. In total there are 2,120,000
students in HE and FE institutions in the UK.
3.2. Organisation of post-secondary education
In England and Wales post-secondary education it is either funded by the Ministry of education or by
professional organisations. Post-secondary education is generally provided in Further Education
colleges and in centres for formal adult education. Sometimes it is also provided in secondary schools
101
Academic year 2000-2001: Difference between total of all other undergraduate students in HE and FE
institutions and the total of all other undergraduates in HEIs.
210
or in secondary schools collaboration with industry.
The main objectives are either further
professional specialisation focusing on employment or a short professional education not linked to
previous studies but sometimes students also have other objectives.
The latest changes in legislation concerning Tertiary Short Cycle education, in post-secondary
education, are contained in the documents:

14-19 opportunity and excellence (DfES, January 2003) on vocational routes that provide
access to higher education as well as employment. It focuses on the aims of breadth and
stretch, raising the status of vocational provision and student motivation through a unified
framework of qualifications. Any such framework must be suitable for young people across
the ability range and promote progression through Foundation to Intermediate and Advanced
levels.

Success For All: Reforming Further Education and Training. Our vision for the future' (DfES
November 2002) where it was announced by Charles Clarke, Secretary of State for Education
and Skills that an extra £1.2 billion will be invested into further education over the next three
years. But he made clear that this record investment will be matched by tough reform of the
sector to raise standards.
Post-secondary education in the UK exists for all of the fields mentioned in the comparative table p.55
and others (except education and chemistry). Also here Foundation degrees are taking off and there
are new ones constantly being developed.
3.3. Duration of studies and qualifications received
As in Tertiary Short Cycle education studies in post-secondary education can take one, two or even
more years. After one year, students receive an HNC or a short award and after two years an HND or
Foundation degree or entry to Honours Degree programmes. Foundation degrees sometimes take
more than two years.
3.4. Mobility of teachers and students
There are no data available as far as participation in mobility programmes is concerned.
3.5. Transition to degree programmes
As the programmes offered and the qualifications received are very similar to those in Tertiary Short
Cycle education it is obvious that there are links between post-secondary education and Higher
education and that the skills and knowledge acquired are mostly taken into account when going on to
degree programmes.
211
Northern Ireland
Acknowledgements
Mrs
Angela Ballentine, Executive Officer, Northern Ireland Department for Employment and
Learning for the very useful information she has sent us.
We have also used the following websites:
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=UK&language=VO
http://www.eurydice.org/Documents/Struct/en/img/nireland.pdf
1. Specific Legislative Framework for Northern Ireland
The Northern Ireland Executive has legislative authority in the fields previously administered by the
Northern Ireland Departments, including education. The Executive is led by the First Minister and
includes: a Minister for Education who leads the Department for Education (DE) and is responsible for
policy, legislation and resource issues relating to schools and the Youth Service; and a Minister for
Employment and Learning who leads the Department for Employment and Learning (DEL) and is
responsible for further and higher education, training and employment. In Northern Ireland, the
merger, in 1984, of the Ulster Polytechnic with the New University of Ulster to form the University of
Ulster had already effectively removed the binary divide which separated universities from
polytechnics and colleges102.
2. Sub-degree higher education in Northern Ireland
2.1. Importance of sub-degree higher education
Participation in HE in Northern Ireland is between 50 and 55 %. 20,001 of them are in Tertiary Short
Cycle education (HEIs plus HE in FE).
2.2. Organisation of sub-degree higher education in Northern Ireland
Legislation on SDHE in Northern Ireland is funded regionally. Legislation covers Quality Assurance
and Accreditation. The UK National Qualifications Framework – should be fully implemented by
September 2003.
Sub-degree higher education in Northern Ireland is funded by the authorities. There is no other than
state education recognised. SDHE is provided within universities and colleges. The courses can be
taken on a full-time or a part-time basis.
Professional organisations such as Employers and their sector organisations are closely involved in
designing and restructuring curricula for Tertiary Short Cycle education.
There are sub-degree
programmes in virtually all fields mentioned in the questionnaire (see comparative table p. 29).
102
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=UK&language=VO
212
Recently Foundation Degrees have been developed in ICT, Electronics, Building Engineering and
Hospitality Management.
The curriculum consists of a combination of theory, practice and work placement and its objective is
either a further professional specialisation or preparation for degree studies.
2.3. Entrance requirements, duration and certification of studies
Students can start in SDHE on the basis of a leaving certificate of general/ or vocational secondary
education and the basis of APEL. Studies normally last two years. Courses are offered as well fulltime as part-time. After having completed one year successfully students receive a certification in HE.
After two years (full-time) students receive a Higher National Diploma (HND) Diploma in HE or a
Foundation Degree.
2.4. Profile of the students and the teachers
The large majority of students in Tertiary Short Cycle education are female: there are 12,751 female
students versus 7,250 male students. The majority of teachers hold a Master’s degree.
2.5. Participation in mobility and other programmes
The teachers and students in SDHE participate in mobility under Erasmus.
Students in SDHE
participating in mobility don’t use the Europass. As far as participation in other actions is concerned
institutions in Northern Ireland actively participate in Erasmus and also in bilateral programmes
outside the EU. There are no obstacles to mobility specific to Tertiary Short Cycle education.
2.6. Transparency and readability of qualifications in SDHE (ECTS, Diploma supplement)
The majority of institutions use ECTS mainly because it facilitates international co-operation. In
Northern Ireland where HEIs are legally obliged to use the Diploma Supplement it is obviously used
by all institutions. The certificate supplement is not used.
2.7. Use of quality assurance and accreditation
There is an external QA body assessing the quality of Tertiary Short Cycle education in Northern
Ireland. The Quality assurance is carried out by a national or a regional QA agency. There is also a
mechanism for accreditation of SDHE in Northern Ireland.
The accreditation is given by a
professional accreditation agency.
2.8. Transition to degree programmes and LLL
There is no legislation on transition to degree programmes in SDHE. Students who want to go on to
degree programmes have to take bridging courses. There are access courses organised for those
students who want to make the transition. Sometimes prior professional experience is taken into
account when students want to go on to degree programmes. The majority of students do not go on to
213
degree level. For certain studies top-up programmes are organised. Possibilities exist to take SDHE
programmes based on ODL and the use of Internet technology. Also foreign students who want to go
on to degree programmes can take advantage of these possibilities.
3. Post-secondary education
3.1. Importance of post-secondary education
In Northern Ireland there are 79,867 students in FE colleges, 46, 376 female students and 33,491 male
students.
3.2. Organisation of post-secondary education in the Northern Ireland
Post-secondary education is governed by legislation. In Northern Ireland it is funded by the
Department of Employment and Learning. Post-secondary education is generally provided in Further
Education colleges and in centres for formal adult education. The main objectives are either further
professional specialisation focusing on employment or a short professional education not linked to
previous studies but sometimes students also have other objectives. Post-secondary education in the
Northern Ireland exists for many of the fields mentioned in the comparative table p 55.
3.3. Duration and certification of studies
As in sub-degree higher education studies in post-secondary education can take one or two years.
After one year students receive an HNC and after two years an HND.
3.4. Mobility of teachers and students
There are no data available as far as participation in mobility programmes is concerned.
3.5. Transition to degree programmes
As the programmes offered and the qualifications received are very similar to those in Tertiary Short
Cycle education it is obvious that there are links between post-secondary education and Higher
education and that the skills and knowledge acquired are mostly taken into account when going on to
degree programmes.
Scotland
Acknowledgements
EURASHE wants to thank Mr. Tom Craig of the Scottish Executive for the interesting information
received and for the amendments made to the text.
We have also used the following websites:
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=SC&language=VO
http://www.eurydice.org/Documents/Struct/en/img/scotland.pdf
214
http://www.hmso.gov.uk/acts/acts1996/1996043.htm
http://www.scotland.gov.uk/who/elld/
http://www.rgu.ac.uk/academicaffairs/courseinfo/page.cfm?pge=1865
1. Specific Legislative Framework for Scotland
The Further and Higher Education (Scotland) Act 1992 made fundamental changes in the organisation
of post-school education in Scotland. Further education colleges, which had previously been the
responsibility of the education authorities, became ‘incorporated’ (i.e. self-governing) under the
general supervision of the Scottish Office (now the Scottish Executive). The Act also created a
separate Scottish Higher Education Funding Council (SHEFC), removing the dividing line which
existed between the former Central Institutions and the universities in respect of their funding
mechanisms and creating a distinctly Scottish body able to take major decisions affecting the future of
higher education in Scotland. By meeting the criteria laid down for acquiring the title of university,
five of the former Central Institutions became universities, raising the number of Scottish universities
to 13. The Open University also operates in Scotland, making the total now 14. In addition, Queen
Margaret College, another former Central Institution, became, in 1998, Queen Margaret University
College. UHI Millennium Institute, serving the highlands and islands of Scotland, and Bell College of
Technology, Hamilton, became higher education institutions in 2001.
From 1 July 1999, under powers provided in the 1992 Act, a Scottish Further Education Funding
Council (SFEFC) came into operation, replacing the former FE Funding Unit of the Scottish Office
(now the Scottish Executive). The Council funds Scotland’s 42 incorporated further education (FE)
colleges, using finances made available to it by the Scottish Parliament. The Council works closely
with the Scottish Higher Education Funding Council (SHEFC), because of the amount of higher
education provided in FE colleges, and has the same Chief Executive103.
2.1. Importance of sub-degree education
Based on the Age Participation Index for 2000-01, the rate of participation in HE in Scotland is over
50 %. The percentage of Scots who leave without an award in Scotland is only 16 (completion rate of
84 %) 104. The graduation rate for first degrees in session 1999-00 was 39.2%. This was the best figure
achieved by an OECD member country. As far as sub-degree education is concerned, participation is
between 20 and 30 % (99,039 students). Both HEIs and FECs provide Higher Education. Therefore
the figures from HESA (Higher Education Statistics Agency) and SFEFC (the Scottish Further
Education Funding Council) have been combined to give the HE data105.
103
104
http://www.eurydice.org/Eurybase/Application/frameset.asp?country=SC&language=VO
http://www.universities-scotland.ac.uk/Media releases/PRs 2000 PDFs/PR2100.pdf
105
HESA supply student numbers from Higher Education Institutions. SFEFC supply student enrolment
numbers from Further Education Colleges (FECs)
215
2.2. Organisation of sub-degree HE in Scotland
SDH education in Scotland is organised nationally. The Education (Scotland) Act 1996 was the latest
act dealing with sub-degree higher education as far as Scotland is concerned. Legislation covers
organisation of sub-degree education, Quality Assurance and Accreditation.
Sub-degree education in Scotland is organised mainly by the state or the authorities but there are also a
few private education providers organising sub-degree education. These are also recognised by the
authorities. Funding comes from the state or local authorities. SDHE education is provided within
Higher Education Institutions and Further Education Colleges. The courses can be taken on a fulltime or a part-time basis.
Professional organisations are sometimes involved in designing and restructuring curricula for subdegree HE. There are sub-degree programmes in all fields mentioned in the questionnaire (see
comparative table p. 29). There have been new courses developed such as animal husbandry. Recently
HNs have also been devised in partnerships between the Scottish Qualifications Authority and local
consortia of colleges.
The curriculum consists of a combination of theory and practice and its objective is either a further
professional specialisation, a short professional training not linked to previous studies or preparation
for degree studies.
2.3. Entrance requirements, duration and certification of studies
Students can start in SDH education on the basis of a leaving certificate of general, professional or
vocational secondary education as well as on the basis of APEL. Sometimes there is an age
requirement or other entrance requirements. Studies normally last one or two years and may be on a
full-time or part-time basis. After having completed one year successfully, students receive a Higher
National Certificate (HNC). After two years (full-time), students receive a Higher National Diploma
(HND).
2.4. Profile of the students and the teachers
The majority of students in sub-degree HE are female: there are 41,612 male students versus 57,427
female students. The majority of teachers hold a Bachelor’s degree.
2.5. Participation in mobility and other programmes
The teachers and students in SDH education participate in mobility under Erasmus, Leonardo and
other mobility programmes.
Students in SDH education participating in mobility don’t use the
Europass. As far as participation in other actions is concerned, institutions in Scotland actively
participate in Erasmus, Leonardo, other EU-programmes and also in bilateral programmes outside the
EU. There are no obstacles specific to sub-degree education. However, a lack of resources is
mentioned as a possible obstacle to mobility.
216
2.6. Transparency and readability of qualifications in SDH education (ECTS, Diploma supplement)
There is a national credit system in Scotland called the Scottish Credit and Qualification Framework
(SCQF). ECTS is not used. Neither the diploma nor the Certificate supplement are used by HEIs in
Scotland.
The Scottish Framework is at the forefront of European and world-wide developments,
achieving the inclusion of qualifications across academic and vocational sectors into a single
credit-based framework.
The central aims of the SCQF are to:

enable employers, learners, and the public in general to understand the full range of Scottish
qualifications, how they relate to each other, and how different types of qualifications can
contribute to improving the skills of the workforce

help people of all ages and circumstances access appropriate education and training over their
lifetime to fulfil their personal, social and economic potential
The SCQF will make the relationships between qualifications clearer. It will clarify entry and exit
points and routes for progression within and across education and training sectors. It will also
maximise the opportunities for credit transfer. In these ways, it will assist learners to plan their
progress and learning throughout their lives.
2.7. Use of quality assurance and accreditation
There is an external QA body assessing the quality of sub-degree education in Scotland. The Quality
assurance is carried out by a national QA agency. Private institutions in Scotland are not subject to the
same QA.
There is also a mechanism for accreditation of SDH education in Scotland.
The
accreditation is given by a national accreditation agency.
2.8. Transition to degree programmes and LLL
There is no legislation on transition to degree programmes from SDH education. Although the
transition to degree programmes is seen as fairly easy, the majority of students do not go on to
degree programmes. Appropriate prior professional experience is taken into account when students
want to go on from SDHE to degree programmes. For certain studies, top-up programmes are
organised. These can also be taken with the Open University. (However, strictly speaking, the system
of SCOTCAT106 points allows for this).
106
SCOTCAT - Scottish Credit Accumulation and Transfer Scheme
217
Possibilities exist to take SDH education programmes based on ODL and the use of Internet
technology.
Also, foreign students who want to go on to degree programmes can potentially take
advantage of these possibilities.
3. Post-secondary education
As stated above the figures for HEIs and FECs have been combined for Scotland.
HESA definitions and Rounding Strategy (courtesy HESA)
Higher education (HE) students are those students on programmes of study for which the level of
instruction is above that of courses leading to the Advanced Level of the General Certificate of
Education (GCE A-levels), the Advanced Higher Grade and Higher Grade of the Scottish Certificate
of Education (SCE Advanced Highers/Highers), or the BTEC or SCOTVEC National
Certificate/Diploma (ONC/OND).
The HESA Student Record contains information about individual enrolments, which, because a
student can be enrolled on more than one programme of study, will exceed the number of students.
The HESA standard registration population has been derived from the HESA July Individualised
Student Record and ensures that similar activity is counted in a similar way irrespective of when it
occurs. The population splits the student experience into ‘years of programme of study’; the first year
of which is deemed to start on the commencement date of the programme with second, and subsequent
years, starting on, or near, the anniversary of that date. Registrations are counted once for each ‘year of
programme of study’. Short course registrations are counted in the standard registration population
regardless of whether they are active on the 1 December of the reporting period. However students
who leave within 2 weeks of their start date, or anniversary of their start date, and are on a course of
more than two weeks duration, are not included in the standard registration population. Dormant
students, incoming visiting and exchange students from overseas, postdoctoral students and students
studying for the whole of their programme of study outside of the UK are also excluded from this
population.
Rounding Strategy
Due to the provisions of the Data Protection Act 1998 and the Human Rights Act 1998, HESA now
implements a strategy in published and released tabulations designed to prevent the disclosure of
personal information about any individual. These tabulations are derived from the HESA non-statutory
populations and may differ slightly from those published by related statutory bodies. This strategy
involves rounding all numbers to the nearest 5. A summary of this strategy is as follows:
1. 0, 1, 2 are rounded to 0
218
2. All other numbers are rounded to the nearest 5
So for example 3 is represented as 5, 22 is represented as 20, 3286 is represented as 3285 while 0, 20,
55, 3510 remain unchanged.
Total figures are also subject to this rounding methodology; the consequence of which is that the sum
of numbers in each row or column will rarely match the total shown precisely.
Average values, proportions and FTE values prepared by HESA are not subject to the above strategy,
and will be calculated on precise raw numbers. However, percentages calculated on populations which
contain less than 50 individuals will be suppressed and represented as '..' as will averages based on
populations of 7 or less.
Mode of Study (for HESA populations except the qualifications obtained
population)
Full-time students are those normally required to attend an institution for periods amounting to at least
24 weeks within the year of programme of study, on thick or thin sandwich courses, and those on a
study-related year out of their institution. During that time students are normally expected to undertake
periods of study, tuition or work experience which amount to an average of at least 21 hours per week.
Part-time students are those recorded as studying part-time, or studying full-time on courses lasting
less than 24 weeks, on block release, or studying during the evenings only.
Other modes of study include those students writing-up theses or on sabbatical, except where these
have been tabulated separately.
Writing-up students are those who are normally expected to submit a thesis to the institution for
examination within a period of one calendar year (or 18 months in the case of part-time students) after
the end of fee-paying enrolment.
Mode of Study (for HESA qualifications obtained population)
Full-time students are those whose study was recorded as full-time (described as above), including
sandwich students. Awards from dormant status and those writing-up theses are also included where a
student’s mode of study was previously full-time.
Part-time students are those whose study was recorded as part-time, or studying full-time on courses
lasting less than 24 weeks, on block release, or studying during the evenings. Awards from dormant
status and those writing-up theses are also included where a student’s mode of study was previously
part-time.
Level of Study
The level of study is taken from the qualification aim of the student.
219
Other undergraduate includes qualification aims below degree level such as Foundation degrees,
Higher National Diploma (HND), Higher National Certificate (HNC), Diploma of Higher Education
(DipHE), Certificate of Higher Education (CertHE), foundation courses at HE level, NVQ/SVQ levels
4 and 5, post-degree diplomas and certificates at undergraduate level, professional qualifications at
undergraduate level, other undergraduate diplomas and certificates, other formal HE qualifications of
less than degree standard, institutional undergraduate credit and no formal undergraduate
qualifications.
Domicile
Domicile data is supplied to HESA in the form of postcodes (UK domiciled students) or country
codes. Postcodes are mapped to counties, unitary authorities and UK nations following consultation
with Geoplan Postcode Marketing. Countries are mapped to geographical regions following
consultation with the Department for Education and Skills. Where no data is supplied about the
student’s domicile, fee eligibility is used to determine whether domicile is UK or overseas.
UK domiciled students are those whose normal residence is in the UK, including the Channel Islands
and Isle of Man.
Of those students from overseas, other EU students are those whose normal residence is in countries
which were European Union (EU) members as at 1 December of the reporting period. Other overseas
students are those whose normal residence prior to commencing their programme of study was outside
the EU.
220
BIBLIOGRAPHY
Analyse des politiques d’éducation, OCDE, Paris, 1999.
A Framework for Higher Education in Scotland, Higher Education Review Phase 2, Scottish
Executive, 2003.
Beernaert et al., Comparative Study on Mobility of School Teachers in the European Union,
KHLeuven, 2002.
Boezerooy Petra, Kaiser Frans, Nieuwe lijnen in het onderwijs, Statistische trends in negen WestEuropese lanaden, Periode 1990-1998, CHEPS, 2001.
Borghans Lex, Hughes Gerard, Smits Wendy, The Occupational Structure of further and Higher
Education in Ireland and the Netherlands, Maastricht 1997.
Brown Richard, Piatt Wendy, Funding widening participation in Higher Education, UNESCO, Paris,
2001.
Communication from the Commission - The role of the universities in the Europe of knowledge
Com 58, 2003
Communication from the Commission - Investing efficiently in education and training: an imperative
for Europe Com 779, 2002
Communication from the Commission - European benchmarks in education and training : follow-up to
the Lisbon European Council Com 629, 20/11/2002
Communication from the Commission - Making a European Area of Lifelong Learning a Reality:
Com 678, 2001
Commission: Detailed work programme on the follow-up of the objectives of education and training
systems in Europe (web site Commission: http://europa.eu.int/comm/education/keydoc.html)
Dearing Ron, The Report of the National Committee of Inquiry into Higher Education, 1997.
Education at a glance, OECD indicators, OECD, Paris, 2000.
Education at a Glance, OECD Indicators 2002 , Paris, 2002.
Gansbergen P., Visser K., Kort-HBO, een verkennend onderzoek, Den Haag, 2001.
Georgieva Patricia, Higher Education in Bulgaria, UNESCO-CEPES, 2002.
Haug Guy, Kirstein Jette, Trends and Issues in Learning Structures in Higher Education in Europe,
CRE, 1999.
Haug Guy, Tauch Christian, Trends in Learning Structures in Higher Education (II),Follow-up Report
to the Bologna Declaration, CRE, 2001.
Hermans L.M.L.H.A., Beleidsreactie opleidingen kort-HBO, Ministerie van Onderwijs Cultuur en
Wetenschappen, Zoetermeer, 2002.
221
Higher Education for the 21st Century, Response to the Dearing Report, DfEE, 1998.
Key Data on Education in Europe 2002, Chapter F, Tertiary Education, European Commission/
Eurydice/ Eurostat, 2002.
Kronberger Angelika, Kasparovsky Heinz, Österreich, Postsekundäre Bildungseinrichtungen,
Bundesministerium für Bildung/ Socrates/ Naric Austria, Wien, 2002.
Manual for the International Standard for the Classification of Education, ISCED 1997, UNESCO,
New York, 1999.
Osborne Robert, Higher Education Participation in Northern Ireland, Journal of Statistical and Social
Inquiry Society of Ireland, Vol. XXVIII, Part I, 1999.
Phelps Richard P. et al., Higher Education: An International Perspective, NCES, 1996.
Redefining Tertiary Education, OECD, Paris, 1998.
Smets+ Hover+, Kort-hbo, een verkennend onderzoek, august 2001.
Schaumann Fritz, Accountability Report, Recent Developments in German Higher Education, NUAS,
Stockholm, 1998.
Tauch Christian, Rauhvargers Andrejs, Survey on Master Degrees and Joint Degrees in Europe, EUA,
2002.
The Future of Higher Education, DfES, Norwich, 2003.
Towards a Danish ‘Qualifications Framework’ for higher Education, Final report by the Danish
Bologna follow-up group, 2003.
We have also consulted the following websites
First of all extensive use has been made of the web sites of the different ministries of education as
mentioned at the introduction of each of the country descriptions.
Next to this extensive use has been made of the EURYBASE database of EURYDICE, the
Information Network on Education of the European Union.
Use has also been made of the web sites of several major organisations working in the filed or
representing higher education or tertiary education.
The CEDEFOP (French acronym for European Centre for the Development of Vocational Training)
web site http://www.cedefop.eu.int/ was also largely consulted.
Use has also been made of the following web sites
http://europa.eu.int/comm/education/higher.html
http://www.utwente.nl/cheps/documenten/dutchart01nieuwe.pdf
http://www.ilo.org/public/english/employment/strat/kilm/kilm13.htm
http://www.see-educoop.net/education_in/pdf/bela_knjiga-09-cro-enl-t02.pdf
http://www.scotland.gov.uk/stats/bulletins/00171-00.asp
222
http://www.oecd.org/EN/links_abstract/0,,EN-links_abstract-604-20-no-no-1239-0,00.html
http://www.unesco.org/iau/cd-data/it.rtf
http://nces.ed.gov/programs/coe/2001/pdf/32_2001.pdf
http://www.air.org/pubs/HigherEd/12b_Appendix%20B%20(continued).pdf
http://www.abo.fi/norden/nuas/publik/dirsem/sthlm98/schaum.pdf
http://www.dfes.gov.uk/highereducation/hestrategy/pdfs/DfES-HigherEducation.pdf
http://www.unesco.org/education/wche/index.shtml
http://europa.eu.int/comm/education/recognition/national_en.html#isl
We also refer to all the websites at the introduction of each of the country descriptions.
223
ANNEXES
Glossary – List of Acronyms
Access course
A course which helps prepare applicants without traditional academic qualifications for entry to higher
education programmes.
Accreditation
A process of granting recognition to academic institutions and professional programs offered by those
institutions for meeting established standards of performance, integrity and quality and which entitles
them to the confidence of the educational community and the public.
Assessment of Prior (Experiential) Learning (AP(E)L)
The process of assessing and sometimes giving credit for a student’s previous experience and learning,
for example gained in the work place, or other experience, not assessed or accredited by traditional
qualifications.
Associate Degree
Degree granted upon the completion of a two-year academic program mostly offered at two-year
institutions.
College
A general term for post-secondary education. It often refers to institutions which offer undergraduate
programs or to the undergraduate divisions of large universities.
Completion rate
The percentage of students who complete their programme of higher education. See also drop-out rate
and completion rate.
Credit
Time-based quantitative measure assigned to courses or course-equivalent learning.
Credit accumulation and transfer (CAT)
Credit accumulation provides students with the opportunity to gain credit for their learning
achievements which then count progressively towards an award. Credit transfer is an arrangement by
which credits granted by one body are recognised by another.
224
Curriculum
The body of courses and other formally established learning experiences that constitute a program of
study.
Distance learning
Learning through TV, radio, correspondence or via computer networks which takes place mainly at a
distance from the educational institution responsible for the learning programme.
Enrolment rate
Defined by the OECD as the proportion of the population at a particular age enrolled in tertiary
education. The enrolment rate for a particular age is used to measure the participation rate of students
at that age.
ECTS : (European Credit Transfer System)
The objective of ECTS is to guarantee academic recognition of studies abroad, enabling students to
have access to regular courses alongside local students, with the benefit of full participation in the
academic life of the host institution. It guarantees curriculum transparency by providing detailed
information on the curricula and their relevance towards a degree.
ECTS helps academics to make academic recognition decisions thanks to prior agreements on the
content of study programmes abroad between students and their home and host institutions.
ECTS credits are a value allocated to course units to describe the student workload required to
complete them. They reflect the quantity of work each course requires in relation to the total quantity
of work required to complete a full year of academic study at the institution, that is, lectures, practical
work, seminars, private work- in the library or at home- and examinations or other assessment
activities. Credits thus express a relative value.
In ECTS, 60 credits represent the workload of a year of study; normally 30 credits are given for a
semester, and 20 credits for a term. ECTS credits can be allocated to practical placements, and to
thesis preparation when these activities are an assessed part of the official programme of study.
ECTS credits are allocated to courses and awarded to students who successfully complete those
courses by passing the examinations or other assessments107.
Exemption
The practice of exempting a student from a requirement. For example, if a college required all students
to take practical courses in a certain subject, but on the basis of prior experiential learning or
experience of the student waived the requirement, this would constitute an exemption.
Experiential Learning
Learning which takes place outside of the classroom through formal courses or other life activities.
107
http://www.ensc-lille.fr/int_eng/ects/definition.html
225
Foundation degree (UK)
Foundation degrees are a new, vocationally focused qualification, delivered in two years and designed
to equip learners with skills and knowledge relevant to their employment. The foundation degree
provides a new model of vocational higher education based on close collaboration between employers
and providers of higher education. It aims to widen and increase participation in higher education by
delivering knowledge and skills needed for employment by the application of work-based and flexible
modes of learning.
Full-time (UK)
Full-time students are those normally required to attend an institution for periods amounting to at least
24 weeks within the year of programme of study, and those on a study-related year out of their
institution. During that time students are normally expected to undertake periods of study, tuition or
work experience.108.
FTE
Full-time equivalent.
Further education (FE)
Further education is provision for people over compulsory school age which does not take place in a
secondary school. Post-school education below higher education level. Further education may take
further education colleges or higher education institutions.
Further education college (FEC)
An institution whose primary mission is the delivery of further education.
Graduation rate
The percentage of students graduating with a first degree at typical graduation age.
Higher education
Educational provision above ISCED Level 4.
Higher education institution (HEI)
An institution whose primary purpose is the provision of higher education. This includes universities
and colleges of higher education but can also include art schools and conservatoires.
Higher National Certificate/Higher National Diploma (HNC/HND)
Sub-degree vocational qualifications awarded by Edexcel in England and by the Scottish
Qualifications Authority in Scotland. They are alternative awards to a degree normally seen as having
a strongly vocational basis and taking one or two years to complete.
108
http://www.hesa.ac.uk/holisdocs/pubinfo/student/studef01.htm
226
Junior College
Private two-year institution.
Lifelong learning (LLL)
The practice of students of all ages and backgrounds pursuing education and training throughout life.
Modularisation
Modularisation involves dividing a programme of study into units (modules). The module should
consist of coherent and explicit learning activities. Modules can vary in length. There is an agreed
group of modules in order to obtain an award. In each programme there will usually be modules that
are compulsory, with other optional modules taken from a wider choice.
NDA
No data available
Participation rate
The percentage of the population which goes into higher education.
Qualification
The outcome of a course.
Quality Assurance Agency (QAA)
An independent agency responsible for ensuring and enhancing quality and academic standards.
Sub-Degree Diplomate
Student successfully completing courses classified as higher education but not classified as
postgraduate or first degree.
Sub-degree qualifications
Higher education qualifications below degree level, for example HNDs and HNCs, Foundation
degrees etc.
SDHE
Sub-degree Higher education.
Tertiary education
Usually taken to cover both further and higher education, but this term is variously interpreted.
We have used the following websites for the above glossary
http://www.universities-scotland.ac.uk/Glossary/HE.htm
http://www.leeds.ac.uk/educol/ncihe/
http://www.uta.fi/FAST/US5/REF/glossary.html
http://www.qaa.ac.uk/public/foundation/contents.htm
227
http://www.foundationdegree.org.uk/
http://www.ensc-lille.fr/int_eng/ects/definition.html
http://www.hesa.ac.uk/holisdocs/pubinfo/student/studef01.htm
http://www.ous.edu/irs/factbook98/WEBcontents/glossary.pdf
http://www.pc.gov.au/research/studies/highered/finalreport/glossary.rtf
228
Country codes
For clarity’s sake we have used the full name of the countries whenever possible. However, where
this was not possible we have used the following country codes:
Austria
A
Belgium – Flemish Community
B nl
Belgium – French Community
B fr
Belgium – German-speaking Community
B de
Bulgaria
BG
Croatia
HR
Cyprus
CY
Czech Rep.
CZ
Denmark
DK
Estonia
EE
Finland
FIN
France
F
Germany
D
Greece
GR
Hungary
HU
Iceland
IS
Ireland
IRL
Italy
I
Latvia
LV
Liechtenstein
LI
Lithuania
LT
Luxemburg
L
Malta
MT
Netherlands
NL
Norway
NO
Poland
PL
Portugal
P
Romania
RO
Slovak Rep
SK
Slovenia
SI
Spain
E
Sweden
S
Swiss Confederation
CH
Turkey
TR
UK England & Wales
UK (E/W)
UK Northern Ireland
UK (NI)
UK Scotland
UK (SC)
229
Additional tables
Table 1 b: Funding and recognition by the authorities
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK: E & W
UK: NI
UK: SCOT
State
Private
Industry




























Prof org
Collab
Other


Other than state
recognised
Conditional
recognition















*


















Table 2b: Main objective of SDH
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK: E / W
UK: NI
UK: SC
Further
professional
specialisation





















Short professional education not
linked to previous studies
Preparation for degree
studies




















Other
















230
Table 3 b: Curriculum
Practice
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK: E / W
UK: NI
UK: SC
Mainly
Theory
Combination of
practice
and
theory
Combination
of
theory and work
placement
Combination of theory,
practice and work placement




















































Table 4 b: Entrance requirements
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
UK: E /W
UK: NI
UK: SC
109
110
CGSE
DGSE


NDA
NDA









NDA
NDA










CFSE
DFSE







CVSE
DVSE


APEL
Age
Other



Entrance exams




















109
18



 (contest)



110





mature students
age requirement, 25 and 4 years’ experience
231
5 b: Qualifications of Tertiary Short Cycle education Teachers
Less than
Bachelor’s
Austria
Bulgaria
Croatia
Cyprus
Czech Rep.
Denmark
France
Hungary
Iceland
Ireland
Italy
Latvia
Lithuania
Luxemburg
Malta
Netherlands
Norway
Romania
Spain
Sweden
Swiss Confed
Turkey
Bachelor’s
Master’s
PH D




NDA








(majority)


NDA
NDA
NDA
Diplomatura111



 Licenciatura




UK
E/W
NI
SC
111



For the teachers of technical subjects
232
English Questionnaire
ABOUT THE QUESTIONNAIRE
1. Format of the questionnaire
The format of the questionnaire should facilitate rapid completion.
The questionnaire contains three types of questions. Some will invite you to choose one response from
several options. An example of how to answer this type of question follows. However, as the situation
of sub-degree education might be different according to the different professions there are a number of
questions where several answers are possible. Here you can tick all possible answers and add the
possibilities that didn’t occur in the questionnaire. An example of this type of question also follows.
Lastly there are a limited number of open questions.
We have also given the opportunity to give comment on a number of questions. We would like you to
give all your comments or answers to open questions in English. When types of education or
professions are concerned that do not exist in the English speaking countries we would like you to use
the nearest English equivalent.
To facilitate the understanding of the questionnaire a number of terms that could lead to a
misunderstanding have been explained in footnotes.
2. Examples of how to fill in the questionnaire
When only one answer is possible
1. Is any sub-degree education other than state education recognised by the educational
authorities in your country?
1. Yes
2. No
3
3. On certain conditions
Comment
e.g. the criteria that have to be fulfilled can be enlarged upon
…………………………………………………………………………………………….
When several answers are possible simultaneously
2. Is sub-degree education in your country provided
2.1
By the state or any other authority
2.2
By private education providers
2.3
By industry
2.4
By professional organisations
2.5
By the authorities in collaboration with any of the above
2.6
By others
√
Employment
agencies
233
Before starting to fill in the questionnaire please indicate the following:
Country: ………………………………………………………………………………………
Region/community……………………………………………………………………………
Organisation, department, institution, association:………………………………………
Questionnaire filled in by: ……………………………………………………………………
Function:
E-mail: …………………………………………………………………………………………
The replies given in the questionnaire are valid for the whole country
Yes/No
The replies given in the questionnaire are only valid for the region/community of ………
The organisers of this analysis will contact some of the respondents for further
information.
Person to be contacted for further questions:
Telephone:
e-mail:
If you have a summary of existing legislation governing HE in your country
please add it as an attachment to the questionnaire. If not please give the
website or documents(s) where we can find it.
Thank you in advance
234
PART I
1. General Questions (to be filled in by all respondents!)
1.
Does sub-degree Higher Education exist in your country/region?
1.1.
1.2.
1.3.
1.4.
Yes, we have sub-degree HE
We have post-secondary education having formal links with HE
We have post-secondary education having no formal links with HE
We only have degree programmes
2.
How is sub-degree HE in your country organised?
1
Nationally
2.
Regionally or at the level of the Communities
3.
Is there any legislation governing sub-degree education in your country on any of
the following?
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
4.
Organisation of sub-degree education
Tuition fees for sub-degree education
Entrance requirements for sub-degree education
Fields of study in sub-degree education
Quality Assurance of sub-degree education
Accreditation of sub-degree education
The transition from sub-degree studies to degree studies
The minimum number of students per institution
Other items
There is no legislation on sub-degree education
If there is legislation governing sub-degree HE, when was the latest change in
legislation concerning sub-degree education implemented in your country?
Mention the date of the latest changes in legislation concerning sub-degree
Education…………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………..…………………
5.
If there have been any recent changes (over the last five years) in legislation what
were the issues covered by this new legislation? 112:
……………………………………………..
……………………………………………..
……………………………………………..
……………………………………………..
112
Please send with the questionnaire any legislative text or supportive document concerning TSC sub-degree
education in your country!
235
6.
What is the participation rate113 in HE in your country?
1.
2.
3.
4.
5.
6.
7.
7.
What is the participation rate in sub-degree HE in your country?
1
2
3
4
8.
Less than 10%
Between 10% and 20%
Between 20% and 30%
More than 30%
How many students (approximately) participate in sub-degree HE in your
country?
Total number of sub degree students: ………..
Total number of male students
: ………..
Total Number of female students
: ….…….
1
2
3
9.
More than 55 %
Between 50% and 55%
Between 45% and 50%
Between 40% and 45%
Between 35% and 40%
Between 30% and 35%
Less than 30 %
What is the graduation rate114 of students in degree programmes in your country?
1.
2.
3.
4.
5.
6.
Less than 40%
Between 40% and 50%
Between 50% and 60%
Between 60% and 70%
Between 70% and 80%
More than 80%
If you have sub-degree HE in your country please go on to page 7.
If there is only post-secondary education in your country please go on to
page 17.
If post-secondary or sub-degree education does not exist in your country we
would like to thank you for your collaboration.
PLEASE RETURN THE COMPLETED QUESTIONNAIRE VIA E-MAIL
BY 28 FEBRUARY 2003
TO EURASHE, USING THE EMAIL ADDRESS: eurashe@eurashe.be
PART II
113
114
The percentage of the population which goes into higher education.
the percentage of students graduating with a first degree at typical graduation age
236
2.
10.
Organisation of sub-degree HE
By whom is sub-degree education in your country provided?
10.1
10.2
10.3
10.4
10.5
10.6
By the state or any other public authority
By private education providers
By industry
By professional organisations
By the authorities in collaboration with any of the above
(10.2,10.3,10.4)
By others
11. Is sub-degree education provided
12
11.1.
11.2.
11.3.
11.4.
Within the university sector?
Within the polytechnic/ institute of technology sector?
Within the college sector?
Within the framework of formal adult education?
11.5
Other
Is any sub-degree education other than state education recognised by the
educational authorities in your country?
1. Yes
2. No
3. Yes, on certain conditions
Comment
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
13. Is sub-degree education in your country subsidised?
13.1
13.2
13.3
13.4
13.5
13.6
13.7
By the state or any other authority
By private education providers
By industry
By professional organisations
By the authorities in collaboration with any of the above
By other organisations or foundations
No, it is not subsidised
237
14. What are the minimum entrance requirements for students in sub-degree
education?
14.1
14.2
14.3
14.4
14.5
14.6
Certificate/diploma of general secondary education
Certificate/diploma of professional secondary education
Certificate/diploma of vocational secondary education
Entry on the basis of Accreditation of Prior Experiential Learning
Age requirement
Other
15. What is the duration of full-time sub-degree education in your country/region?
15.1
15.2
15.3
15.4
15.5
15.6
One year
Between one and two years
Two years
Three years
More than three years
The duration is expressed in credits
16. To what certificate, diploma or other qualification does sub-degree education lead?
Qualification received115
16.1
16.2
16.3
16.4
17.
After one year
After two years
After three years
After four years
What is the main objective of sub-degree education in your country?
17.1
17.2
17.3
17.4
Further professional specialisation focusing on employment
A short professional education not linked to previous
studies (e.g. nursing)
Preparation for degree studies
Other
18. In what way is sub-degree education offered in your country?
1 On a full-time basis
2 On a part-time basis
3 As well on a full-time as a part-time basis
19.
What is the gender of students in sub-degree education in your country?
1.
2
3
The majority are male students
The majority are female students
There are approximately as many male as female students
115
Mention clearly if it is a certifcate or a diploma; mention also the term used in your language. Any supportive
document giving supplementary information is welcome!
238
20.
What is the social background of the majority of students in sub-degree education?
1
2
3
4
5
6
21.
Lower social class
Lower middle class
Middle class
Upper class
The social background is irrelevant
No data available
On what is the curriculum of most sub-degree studies in your country based?
1.
2.
3.
4.
5.
22
The curriculum is mainly practice –based
The curriculum mainly consists of theory
The curriculum consists of a combination of practice and theory
The curriculum consists of a combination of theory and work placement
The curriculum consists of a combination of theory, practice and work placement
Are professional organisations and/or employers involved in the designing and
restructuring of curricula for sub-degree education?
1.
2.
3.
23
Yes, closely involved
Yes, occasionally involved
Rarely
If sub-degree education is organised in collaboration with professional
organisations what are they?
23.1
23.2
Chambers of Commerce
Trade Unions
23.3
Employment agencies
23.4
23.5
Other
It is not organised in collaboration with professional organisations
24 What are the qualifications held by the majority of teachers/lecturers in sub-degree
education in your country?
1
2
3
4
Less than a bachelor’s degree
Bachelor’s degree
Master’s degree
Ph. D
239
25 In what field does sub degree education occur in your country?
25.1
25.2
25.3
25.4
25.5
25.6
25.7
25.8
25.9
25.10
25.11
25.12
25.13
25.14
25.15
25.16
25.17
25.18
25.19
25.20
25.21
25.22
25.23
25.24
Administration
Agriculture
Arts
Biotechnics
Building
Business studies
Catering and Hospitality
Chemistry
Crafts
Cultural heritage
Domestic sciences
Education (educators, trainers)
Environmental studies / protection
Health care
ICT
Language studies
Leisure, recreation
Mechanics
Music and Drama
Product development
Restoration
Social work
Other
Other
If for any of the categories mentioned above, you want to give more detailed
information, please do it here in the box below!
Have you developed NEW sub degree courses over the last 3 years? In which areas?
240
3.
Participation in mobility programmes
26
Do teachers in sub-degree education participate in teacher mobility?
26.1
26.4
Yes, they participate in teacher mobility under the Erasmus
programme
Yes, they participate in teacher mobility under the Comenius
programme
Yes, they participate in teacher mobility under the Leonardo
programme
Yes, they participate in other mobility programmes
26.5
No, they don’t participate in teacher mobility
26.2
26.3
27
Do students in sub-degree education participate in student mobility?
27.1
27.4
Yes, they participate in student mobility under the Erasmus
programme
Yes, they participate in student mobility under the Comenius
programme
Yes, they participate in student mobility under the Leonardo
programme
Do students participating in mobility use the Europass116?
27.5
Yes, they participate in other student mobility programmes
27.6
No, they don’t participate in student mobility
27.2
27.3
28
29
Do institutions organising sub-degree education
programmes for other actions than mobility?
28.1
Yes they participate in the Erasmus programme
participate
28.2
Yes they participate in the Comenius programme
28.3
Yes they participate in the Leonardo programme
28.4
Yes they participate in other EU-programmes
28.5
Yes they participate in bilateral programmes outside the EU
28.6
No they don’t participate in international programmes
in
international
Are there specific obstacles to teacher or student mobility in sub-degree education?
……………………………………………………….
…………………………………………………………….
Comment: If you have any comment concerning teacher or student mobility please give it here
………………………………………………………………
116
Europass: information see web site: http://europa.eu.int/comm/education/europass/index_en.html
241
4.
Transparency and readability of qualifications in sub-degree education
(ETCS117, Diploma Supplement118).
30
Is a credit transfer system applied in sub-degree HE in your country?
1.
2.
3.
4.
31.
Is ECTS used in HE in your country?
1
2
3
4
32.
Yes, by all institutions
Yes, by the majority of institutions
Yes, but only by a small number of institutions
No, it is not used
Why is the diploma supplement used?
34.1
34.2
34.3
34.4
34.5
34.6
35.
Because institutions are legally obliged to do so
Because institutions are encouraged to do so
Because it facilitates transition onto undergraduate programmes
Because it facilitates international co-operation
Other
Not applicable
Is the diploma supplement used in sub-degree education?
1
2
3
4
34
Yes, by all institutions
Yes, by the majority of institutions
Yes, but by a small number of institutions
No, it is not used
Why is ECTS used by institutions offering sub-degree education?
32.1
32.2
32.3
32.4
32.5
32.6
33.
Yes, a national credit system is applied
Yes, ECTS is applied
Yes, ECTS is used alongside a national credit system
No, there is no credit system in sub-degree HE
Because institutions are legally obliged to do so
Because institutions are encouraged to do so
Because it facilitates transition onto undergraduate programmes
Because it facilitates international co-operation
Other
Not applicable
Is the certificate supplement119 used in sub-degree education in your country?
117
The European Credit Transfer System (ECTS) was developed by the Commision of the European
Communities. It provides common procedures to guarantee academic recognition of studies abroad. The ECTS
provides a way of measuring and comparing learning achievements, and transferring them from one institution to
another. In ECTS 60 credits represent the workload of a year of study.
118
The Diploma Supplement includes both a graduate's personal achievements and a description of his or her
national higher education system.
242
1.
2.
3.
4.
Yes, by all institutions
Yes, by the majority of institutions
Yes, but only by a small number of institutions
No, it is not used
119
The Certificate Supplement for vocational qualifications, has been developed in parallel to the Diploma
supplement in higher education, and is currently (2002) being tested in the Member States. More information:
http://www.cedefop.eu.int/transparency/certsupp.asp
243
Use of Quality Assurance System(s).
5.
36.
Do external mechanisms120 for monitoring quality assurance in sub-degree
education exist in your country?
1.
Yes
2.
No
37.
If yes, is Quality Assurance of sub-degree education provided ?
37.1
37.2
37.3
37.4
37.5
By a national quality assurance agency
A regional QA agency/body
By a national or regional QA agency/body assisted by experts from
other countries
By a the QA agency/body of a professional body
By another QA agency/body
38.
Are private Institutions providing sub-degree HE subject to the same QA as public
institutions?
1.
Yes, all
2.
Yes, some
3.
Yes, in view of recognition by state/public authorities
4.
No
39.
Is there a mechanism for accreditation of sub-degree education in your country?
1
Yes
2
No
40.
If yes, is the accreditation of sub-degree education granted by
40.1
40.2
40.3
40.4
40.5
40.6
40.7
40.8
The Ministry of education
A national accreditation agency
A regional accreditation agency
An international accreditation agency
A professional accreditation agency
A private accreditation agency
A foreign institution of HE
other
Comment
........................................
...............................................
6.
Existing links to degree programmes in the context of Lifelong Learning
(LLL)
41.
Is there any legislation in your country in which the transition of sub-degree to degree
programmes has been laid down?
1
120
Yes
By external we mean external to the institution
244
2
No
Comment
................................
42
Is there a possibility for students from sub-degree education to make the transition
to degree programmes?
1 Yes, and the transition is fairly easy
2 Yes, students can go onto degree programmes but have to attend a bridging
programme
3 No, there is no transition possible
43.
Do the majority of students in sub-degree education make the transition to degree
programmes
1 Yes
2 No
3 Impossible
44.
Are there „access“121 courses organised in your country to prepare the transition
from sub-degree to degree programmes?
1
2
Yes
No
45
Is professional experience taken into account when graduates from sub-degree
programmes in your country want to move onto a degree programme?
1 Yes
2 No
3 Sometimes
46
Are special top-up programmes organised in your country where students from
sub-degree programmes can earn a degree?
1. Yes
2. No
3. Only for certain studies
Comment:……………………………….
47
Are certain ODL122 sub-degree programmes offered using information and
communication technology to support LLL offer and delivery? (e.g. internet,
distance-learning based modules)
1. Yes
2. No
48.
Can students coming from other (European) countries with sub-degree
qualifications earn a degree in your country using the credits earned in their own
country?
121
Access
Course:
Aimed at people over the age of 19 returning to education. These courses are designed to prepare students for
University study. Usually run at Further Education Colleges.
122
Open and Distance Learning
245
1.
2.
Yes
No
COMMENTS
Please use the space below to share with us some of your experiences as far as sub-degree
education is concerned. Feel free to add any comments on a page attached. Please add any
comments and reactions to this questionnaire as well.
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
THANK YOU FOR YOUR TIME
PLEASE RETURN THE COMPLETED QUESTIONNAIRE VIA E-MAIL
BY 28 FEBRUARY 2003
TO EURASHE, USING THE EMAIL ADDRESS: eurashe@eurashe.be
For post-secondary education not integrated in HE please go on
246
Part III: Only to be filled in if there is post-secondary education which is not
integrated in HE in your country
Introductory Note
In some countries there may be next to sub-degree courses in higher education post-secondary
education which is organised by secondary education.
In other countries there may be no sub degree courses in higher education and just post-secondary
education. If one of these two possibilities applies to your country, please also fill in part II; of
this questionnaire!
7.
Post-secondary education
49.
Does existing post-secondary education in your country have links with Higher
Education?
1.
Yes
2.
No
3.
Only for certain studies
Comment ……………………………………………………
………………………………………………………………….
50
Is post-secondary education in your country organised?
50.1
By the Ministry of Education
50.2
50.3
50.4
By private education providers
By professional organisations
By others
51
Where is post-secondary education in your country provided?
51.1
In colleges of further education?
51.2
51.3
51.4
51.5
In secondary schools
In secondary schools in collaboration with industry
In formal adult education
Other
52
52.1
52.2
52.3
What is the aim of post-secondary education in your country?
Further professional specialisation focusing on employment
A short professional education not linked to previous studies
(e.g. nursing)
Other
247
53. What is the duration of full-time post-secondary education in your country/region?
53.1
53.2
53.3
53.4
One year
Between one and two years
Two years
More than two years
54. To what certificate, diploma or other qualification does post-secondary education
lead?
Qualification received
54.1
54.2
54.3
55
After one year
After two years
More than two years
How many students are in post-secondary education in your country?
In total:
Female students:
Male students:
……….
……….
……….
56.
Has there been any recent change in legislation governing post-secondary
education in your country?123
1.
Yes
2.
No
Comment……………………………………………….
………………………………………………………….
……………………………………………………………
57.
In view of LLL are the skills and knowledge acquired in post-secondary education
taken into account in any way when students decide to go on studying?
1.
Yes
2.
No
3.
In certain cases
123
Please send with the questionnaire any legislative text or supportive document concerning post-secondary
education in your country!
248
58
In what field are post-secondary studies organised in your country?
58.1
58.2
58.3
58.4
58.5
58.6
58.7
58.8
58.9
58.10
58.11
58.12
58.13
58.14
58.15
58.16
58.17
58.18
58.19
58.20
58.21
58.22
58.23
58.24
Administration
Agriculture
Arts
Biotechnics
Building
Business studies
Catering and Hospitality
Chemistry
Craft
Cultural heritage
Domestic sciences
Education (educators, trainers)
Environmental studies / protection
Health care
ICT
Language studies
Leisure, recreation
Mechanics
Music and Drama
Product development
Restoration
Social work
Other
Other
249
If for any of the categories mentioned above, you want to give more detailed
information, please do it here in the box below!
Have you developed any post-secondary courses over the last three years? In Which areas?
59.
Do students in post-secondary education participate in mobility programmes?
59.1
59.2
59.3
59.4
59.5
60
Yes, they participate in mobility under Leonardo
Yes, they participate in mobility under Comenius
Yes, they participate in mobility under Youth
Yes, they participate in other programmes
No, they don’t participate in any mobility
Do teachers in post-secondary education participate in mobility programmes?
60.1
60.2
60.3
60.4
60.5
Yes, they participate in mobility under Leonardo
Yes, they participate in mobility under Comenius
Yes, they participate in mobility under Youth
Yes, they participate in other programmes
No, they don’t participate in any mobility
250
COMMENTS
Please use the space below to share with us some of your experiences as far as sub-degree or
post-secondary education are concerned. Feel free to add any comments on a page attached.
Please add any comments and reactions to this questionnaire as well.
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
………………………………………………………………………………………………….
THANK YOU VERY MUCH FOR YOUR TIME
PLEASE RETURN THE COMPLETED QUESTIONNAIRE VIA E-MAIL
BY 28 FEBRUARY 2003
TO EURASHE, USING THE EMAIL ADDRESS: eurashe@eurashe.be
If you have a summary of existing legislation governing post-secondary
education in your country please add it as an attachment to the
questionnaire. If not please give the web site where we can find it.
251