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MoE Draft Action Plan For the Implementation of the Azerbaijan Qualifications Framework 2016-2022

Draft Action Plan For the Implementation of the Azerbaijan Qualifications Framework 2016-2022

1. NATIONAL COORDINATION OF THE QUALIFICATIONS FRAMEWORK
1.1. The National Qualification Framework for lifelong learning is approved		As foreseen in the Action Plan for the Implementation of the Education Strategy, (point 3.3.3.)	Spring 2016	Cabinet of Ministers
1.2. Roles of the implementing bodies have been clearly identified, and if needed new roles have been attributed	In particular roles for: · Standard setting Who will define the occupational standards, education standards, qualification standards and curricula? · Quality assurance Different quality assurance processes include checking that standards and curricula are relevant and based on learning outcomes; quality assuring final assessment and certification and quality assuring the institutions that train, assess and issue state documents (diplomas, certificates)		April-June 2016	Suggestion that MoE and MLSPP establishing of WG for QF implementation chaired by Deputy Minister
1.3. The legal implications of the AZQF have been regulated in the appropriate laws	Suggested to analyse existing legislation and define recommendations, and to integrate existing recommendations from international projects Apart from legislation on education, it may be important to consider as well employment legislation and the labour code.		June-October 2016	Ministry of Education Ministry of Labour and Social Protection of the Population
1.4. The reforms in different sectors of the education system (common principles for describing learning outcomes, for assessment and for QA practices) are coordinated through the AZQF	Establish coordination mechanisms (coordinating committee(s) involving different institutions stakeholders) and secretarial support · Dealing with decision-making and technical issues may be dealt with by different groups · Clarify links with the implementation of the Education Development Strategy.		September2016 2017-2022	Coordination group established Technical implementation group(s) to be established later
1.5. There is a coordinating body for the implementation for the AZQF including all key stakeholders	See above 1.4		2016	MoE
1.6. A clear need analysis has been made of the required professional capacities to implement the AZQF	Work to be specified based on expected activities in the implementation plan (incl. different economic sectors, numbers of standards and curricula and number of providers) and checked against existing capacities,	Expert support from EU programme foreseen	December2016-March 2017 Updated annually	Coordinating groups and MoE
1.7. Preparing proposals on creation of a legislative framework for organization of lifelong education and informal education and assessment of knowledge and skills of those who were educated this way (Point 3.3.5 National Strategy for Education Development)	Suggest that legislation developed on basis of study/policy document on recognition of non-formal and informal learning drawing on European experiences and pilots in Azerbaijan		2016-2017
1.8. The AZQF is reviewed periodically	First review Followed by recommendations and possibly amendments to decree	Additional donor support needed?	2020
2. IMPROVING THE ANTICIPATION OF SKILL NEEDS
2.1. An system for skills anticipation has been established for the use of different institutions, including a new methodology for skills anticipation and workforce planning is in place	Some studies available, Further methodological support needed. A working group for skills anticipation exists supported by ETF.	Additional donor support needed?		MoLSP
2.2. The Classification system for Employment have been updated, a register of occupations is available on-line	The National Classification System for Employment has been updated to ISCO 2008 classification, and is in place in contract registration system, but needs to be maintained and regularly updated. Links occupational standards and where appropriate qualifications?		2016-2022	MoLSP
2.3. Priorities for the development of new profiles are being identified continuously			2016-2022	MoLSP
2.4. Occupational standards are reviewed or developed	Currently 275 standards approved and 75 awaiting validation. How many do we need in the future? How can we ensure systematic updating and collecting feedback for improving them? Should current resources for Occupational Standard development be strengthened?	Additional donor support needed?	ongoing	MoLSP (with inputs from MoE and social partners)
2.5. Occupational standards are validated with stakeholders	The procedures for this exist by validating the standards with line ministries and leading enterprises. Should they change?		ongoing	MoLSP
2.6. Occupational standards are formally approved	Standards that are validated are approved by the MoLSP and published		ongoing	MoLSP
2.7. A public database of occupational standards is available		Additional donor support needed?		MoLSP
2.8. Other possible actions
3. UPDATING AND DEVELOPING EDUCATIONAL STANDARDS AND CURRICULA ON THE BASIS OF LEARNING OUTCOMES AND IN LINE WITH AZQF
3.1. Qualifications (Educational standards or Qualification standards) have been developed or reviewed	For level 8 develop PhD and DSc standards Cabinet of Ministers Decree # 65 (March 15, 2012), on the Classification of specialties for Doctoral level of higher education includes 399 specialties. Would we need 399 standards? Is there a plan for taught Doctoral degrees?		2017-2018	Higher Attestation Committee MoE Universities Academy of Science
	For level 7 and 6: All standards to be aligned with AZQF (learning outcomes, levels, ECTS). 154 state educational are to be redeveloped for Bachelor and 156 for masters. 36 occupational standards exist for higher levels. Possible involvement of world of work in standard setting for HE should be clarified.	Possible expert support needed from EU and/or Council of Europe	2017	MoE Universities
	For Level 5 Classifier for secondary specialised education has 156 specialties. Following CabMin Resolution 354 (Dec 2013) 115 state education standards for secondary specialised education reviewed but still need alignment with AZQF. Concrete recommendations from ETF study on qualification standards available. Is stronger input from representatives of the world of work desirable? How will reform of secondary specialised education change standards?		2017-2018	MoE Institute of Educational Problems Universities Colleges Representatives from the world of work
	For Level 3-4 56 curricula have been reformed, but other programmes are outdated. 131 programmes are offered out of 216 speciality groups in 9 directions. How many do we really need? Can specialties be classified by level? Can we clarify the division of work between stakeholders?	Support will be available from EU programme.	2016-2018	MoE TVET Agency Institute of Educational Problems MoLSP Representatives from the world of work
	For Level 1-2 and 4 General Education There is a single set of state standards for primary education, secondary education and full secondary education that include key statements on learning outcomes. Is review needed to define separate standards for different levels of general education, to address existing gaps (see ETF Study on qualification standards) extension to 12 years of secondary education?		2016-2017	Ministry of Education Institute of Educational Problems
	ADULT LEARNING
	Qualifications for different teacher groups aligned with appropriate occupational standards developed by MoE as well as European best practice.	Donor support needed?	2018-2020	Ministry of Education
	For other most adult learning, quality assurance and certification to be developed further beyond existing licensing arrangements and brought in line with AZQF. Which standards should be used? How should adult learning be quality assured and certificated?		2016-2022	MoE TVET Agency Institute of Educational Problems MoLSP MoEI Others
3.2. Qualifications have been formally approved	All State Education Standards are approved by the Cabinet of Ministers Occupational Standards and Qualification Standards are approved by MoLSP For Higher Education are state standard subject area benchmark or assessment requirements? Are classifiers of programmes and specialisations still needed once NQF register is established?		2016-2022	Cabinet of Ministers
3.3. Clear criteria and a procedure for the inclusion of qualifications in the Register have been established	Can we identify minimal criteria for inclusion of state education standards, etc, in the AZQF register?		2016-2018	Cabinet of Ministers MoE Stakeholder coordination groups
4. STRENGTHENING QUALITY ASSURANCE PROCESSES
4.1. A National Register is established, including · Accredited institutions awarding state documents (qualifications/ usually a diploma); · Accredited study programmes; · Awarded qualifications (diplomas, certificates and other state recognised documents).	Guidelines and database development	EU Support through Education Programme	2016-2019	MoE
4.2. An accreditation system for providers/ certificating bodies is in place	According to the National Strategy for the Development of Education Quality is the main strategic priority Is there sufficient capacity for this? How can European experience be used to improve the approach? .	EU Twinning project Further Adherence of HE system to EHEA	2016-2019	MoE
4.3. Providers can apply to issue the new qualification	The link between the state educational programmes, accredited programmes and providers needs to be specified.	EU Twinning project Further Adherence of HE system to EHEA?	2017-2018	MoE
4.4. Providers are identified/apply to design and provide the new programmes	As above Need guidelines, procedures, IT tools and technical support for this task		2018-2020	MoE
4.5. Providers are accredited/ licensed for providing the new programmes			2016-2019	MoE
4.6. Guidelines for establishing internal QA procedures for providers, with a link to ESG and EQAVET, are available	Such guidelines exist in many countries and can be analysed and adapted for application. There is also guidance available on ENQA, EQAR registered agencies and on EQAVET Website. Last year Cedefop has published a *Handbook for VET providers* *Supporting internal quality management and quality culture* http://www.cedefop.europa.eu/en/publications-and-resources/publications/3068	EU programme for Education AP 2014	2017-2020	MoE TVET Agency Universities VET providers
4.7. Achieved learning outcomes are assessed (summative assessment) by providers under supervision of different quality assurance organisations?	Assessment is a very critical area for strengthening trust in qualifications. Special guidelines for assessment and for internal validators, checking that the assessment process has been carried out objectively, and possible training for assessors are desirable. If assessment materials for summative assessment are developed at provider level how will the validity and reliability of assessment ensured? Who will verify the assessment criteria and methodology?	EU programme for Education AP 2014?	2019-2022 Assessment is only due after programmes are completed	Accredited providers MoE (external quality assurance of assessment of College and Higher Education) State Commission for Student Admission (general education) and TVET graduates completing full secondary education (vocational Lyceum) Higher Attestation Commission (PhD and DSc) TVET Agency Possibly also Institute of Educational Problems (test development)
4.8. Results of the assessment are validated and certificates issued by quality assurance organisation	Guidelines for internal and external validation and for issuing certificates. How can we ensure that nobody receives a state document on education who is not entitled to it?	EU programme for Education AP 2014	2018-2019	MoE
4.9. The MoE or an organisation designated by the government is performing the external validation of final assessment and certification processes for all qualifications from L 1-7, including higher education (L5-7)	How will the European Standards and Guidelines be applied?	Possible new regulation by Cabinet of Ministers? EU Twinning project Further Adherence of HE system to EHEA		MoE State Student Admission Committee Higher Attestation Committee TVET Agency
4.10. The Higher Attestation Committee is performing the external assessment and certification of PhD and DSc Degrees	Adapting existing guidelines and procedures with European approaches for Doctoral studies see e.g http://www.ehea.info/Uploads/Seminars/050203-05_Monteil_speech.pdf http://www.ehea.info/article-details.aspx?ArticleId=144		2017-2019	Cabinet of Ministers Higher Attestation Committee MoE Academy of Science Universities
4.11. Feedback is collected systematically from stakeholders and graduates	Develop a research plan for monitoring the progress of reforms	Financial allocation from government needed	2016 2018 2020 2022	MoE Institute of Educational Problems Statistical Office Others
5. SUPPORTING PROVISION
5.1 New programmes are being provided by accredited providers	(Essential for obtain impact but outside the immediate scope of the AZQF)	Education Development Strategy EU Support Programme for Education
6. COMMUNICATION AND INFORMATION ABOUT QUALIFICATIONS, PROGRAMMES AND CAREER, LIFELONG LEARNING AND RECOGNITION OPPORTUNITIES HAS BEEN IMPROVED
6.1. Information about new qualifications and study programmes have been disseminated to stakeholders	Databases on AZQF website and other organisations Information, Guidance and Counselling services.	Financial support from government EU Programme for Education AP 2014	2018-2020	MoE MoLSP State Employment Service Universal Regional Centres (See National Strategy for the Development of Education 4.3)
6.2. Different communication tools are available to provide information and promote lifelong learning, career development, the AZQF and the validation of non-formal and informal learning	Training of career counsellors Handbook for Counselling Newsletter for guidance counsellors in universal regional centres, state employment service, schools and universities and ngo’s, network of HR officers in companies and organisations		2018-2022	MoE MoLSP State Employment Services Universal Regional Centers Universities Schools Ngo’s HR officers network
6.3. Awareness is raised on the AZQF and European Qualification Framework among students and researchers (see Mobility Partnership)	Information disseminated via mass media and social media. Brochure on AZQF, EQF available in Azerbaijani and English in print and and on local websites Link between AZQF and EQF explained Possible seminar on Mobility Partnership	Possible EU support for implementation of the Mobility Partnership	2016-2018	MoE
6.4. Information on alternative routes to qualifications, including alternative pathways within formal systems and validation of non-formal and informal learning is available	Special brochures and information points linked to the career guidance network outlined above Possible central coordination point for the implementation of Recognition of Non-Formal and Informal Learning in TVET Agency Links to validation opportunities or career navigation website Training and awareness raising among guidance officers		2017-2019	TVET Agency Stakeholder Coordination Groups MoE MoLSP State Employment Service Providers

7. IMPROVED (INTERNATIONAL) RECOGNITION PROCEDURES ARE IN PLACE
7.1. The AZQF is aligned with QF of EHEA and the EQF	For self-certification to QF EHEA perform a preliminary self-certification exercise as a gap analysis; develop action plan to address gaps & recommendations and address gaps progressively For alignment / referencing to EQF Procedures still need to be clarified	Donor support desirable ETF and Council of Europe ready to provide advice	2016-2020 Note that a deadline for self-certification has been set in 2020 making this a very urgent issue	Stakeholder Coordination Groups implementation support Erasmus+ Office MoE
7.2. The self-certification report has been completed	Draft completed self-certification report Involve international experts Cooperate with Council of Europe and Bologna Secretariat and BFWG	Council of Europe	2019-2020	MoE
7.3. An alignment or referencing report to the EQF has been prepared	First procedures need to be clarified (the EQF Recommendation is being revised in 2016/2017), then active steps can be undertaken	Possible support under the Mobility Partnership	2020-2022
7.4. The AZQF is used as a tool to support recognition procedures of qualifications	Extend the current information on the ENIC NARIC in Azerbaijan https://www.nostrifikasiya.edu.az/frontend/ Extend the scope of recognition activities Promote the AZQF Apply Subsidiary text to the Lisbon Convention: “Recommendation on the use of qualifications frameworks in the recognition of foreign qualifications” Council of Europe 2013		2017-2022	ENIC-NARIC contact point MoE universities

AzSG Drafting Group Standards and Guidelines for Quality Assurance of Higher Education in Azerbaijan - Manual for Pilot Evaluations

Standards and Guidelines for Quality Assurance of Higher Education in Azerbaijan - Manual for Pilot Evaluations

Standards and Guidelines for Quality Assurance of

Higher Education in Azerbaijan

- Manual for Pilot Evaluations

Contents

1 Overall framework and objectives of evaluation. 3

2 Focus and outcome of evaluation. 5

2.1 Assessment areas and criteria. 5

3 Evaluation process. 10

3.1 International evaluation group. 10

3.1.1 Composition and operating principles of the evaluation group. 10

3.1.2 Tasks of the evaluation group. 12

3.2 Self-evaluation and other material for evaluation. 12

3.2.1 Guidelines for self-evaluation report. 13

3.2.2 Other material 13

3.2.3 Submission of material 13

3.3 Site visit. 13

3.4 Evaluation group’s report. 14

1 Overall framework and objectives of evaluation

Azerbaijan joined the Bologna Process in 2005. International cooperation in quality assurance has been an essential element of the Bologna Process aiming to create a European Higher Education Area. A central tool in the work has been the publication Standards and Guidelines for Quality Assurance in the European Higher Education Area^{^[1]} (also known as ESG). The revised ESG 2015 were adopted by the Ministers responsible for higher education in the European Higher Education Area in May 2015. As a result of the participative revision the responsible bodies are confident that they reflect a consensus among all the organisations and ministries involved on how to take forward quality assurance in the European Higher Education Area and, as such, provide a firm basis for successful implementation.

Twinning project Support to the Ministry of Education of the Republic of Azerbaijan for Further Adherence of the Higher Education System to the European Higher Education Area (AZ-ad-EHEA) offers the opportunity for applying the new Standards and Guidelines for Quality Assurance in Azerbaijani higher education. Twinning is a European Union instrument for institutional cooperation between Public Administrations of EU Member States and of beneficiary or partner countries. The EU Member States to carry out this project are Finland and Estonia. Twinning projects bring together public sector expertise from EU Member States and beneficiary countries with the aim of achieving concrete mandatory operational results through peer to peer activities. The relevant mandatory result of the project for developing the Standards and Guidelines for Quality Assurance in higher education in Azerbaijan (AzSG) is to draft them in line with the European Standards and Guidelines for Quality Assurance and test them with three higher education institutions.

The focus of the ESG is on quality assurance related to learning and teaching in higher education, including the learning environment and relevant links to research and innovation. In addition, institutions have policies and processes to ensure and improve the quality of their other activities, such as research and governance. At the heart of all quality assurance activities are the twin purposes of accountability and enhancement. Taken together, these create trust in the higher education institution’s performance. A successfully implemented quality assurance system will provide information to assure the higher education institution and the public of the quality of the institution’s activities (accountability) as well as provide advice and recommendations on how it might improve what it is doing (enhancement). Quality assurance and quality enhancement are thus inter-related. They can support the development of a quality culture that is embraced by all: from the students and academic staff to the institutional leadership and management.

The ESG may be used and implemented in different ways by different institutions, agencies and countries. The EHEA is characterised by its diversity of political systems, higher education systems, socio-cultural and educational traditions, languages, aspirations and expectations. In order to create the Azerbaijani understanding of the ESG the Twinning project and the Azerbaijani Ministry of Education invited a drafting group to work on a proposal. The drafting group consisted of stakeholders from Azerbaijani universities, representatives from the Ministry of Education, students and experts from Finland and Estonia.

The evaluations will be implemented in four stages. First, the higher education institution carries out a self-evaluation and prepares the evaluation material. Next, a team of experts examines the material and then visits the institution. Finally, the results of the evaluation are published in the form of a report.

Chapter 2 of the manual describes the assessment areas and the final outcome of the evaluation, and Chapter 3 outlines the evaluation process.

2 Focus and outcome of evaluation

The aim of the institutional evaluation is to support the strategic management of higher education institutions, provide external feedback to the institutions’ own internal quality assurance procedures, and inform stakeholders of the compliance of the process and outcomes of teaching and learning to the European standards and guidelines for quality assurance in higher education.

The final outcome of a pilot evaluation is a publicly available report that gives recommendations for improvements, as well as, identifies strengths and good practices in the university.

2.1 Assessment areas and criteria

Strategic and organisational management

The higher education institution has defined its mission and quality policy/values. The development plan of the institution is in accordance with the mission statement and quality policy, and takes into account national priorities and society’s expectations. The institution’s system of governance supports the implementation of the development plan in accordance with the mission statement and quality policy.

The vision and mission of the institution are clearly defined and the result of a process involving all relevant stakeholders (staff, students, external stakeholders); stakeholders are aware of the mission and values of the institution.
The development plan is compliant with the mission statement, as well as with the aims and objectives of the institution; institutional strategic planning leads to strategic planning of all units. Processes to evaluate the achievement of the objectives are in place; annual (or biannual) action plans are in place, followed and monitored.
The management structure of the institution supports the achievement of the institutional goals, and clear division of responsibilities among structural units is defined.
Involvement of all relevant internal stakeholders from different levels of the organisation to decision-making processes is ensured.
Financial planning and management is in accordance with strategic planning and is transparent; relevant units are involved in financial planning and management processes; the allocation of financial resources as well as the administration and development of infrastructure are economically feasible, and are based on the objectives of the development plan of the institution.
Rights and responsibilities (incl. research, if appropriate) of staff members are clearly described (job descriptions), and staff development measures are in place. The institution has an effective system to support R&D activities of academic staff members (e.g., incentives for conducting research, counselling related to intellectual property, support for publishing in international journals, motivating cooperation with employers).
The institution supports academic integrity and is vigilant against academic fraud; it supports guarding against intolerance of any kind or discrimination against the students and staff.
Employee satisfaction with their roles and responsibilities, the work environment, and their experiences with management is regularly surveyed; the results of surveys lead to continuous improvement of activities.
Internal and external communication takes into account the needs of various stakeholders; communication is purposeful and effective; information provided is accurate, transparent and accessible to internal and external stakeholders.
Activities of the higher education institution are supported by up-to-date information technology solutions, including the study information system, e-learning opportunities, and communication portals for students and teaching staff; up-to-date information sources (incl. electronic databases) are available to the staff and students.
The working conditions, teaching and learning environment, and R&D conditions (library, studios, workshops, laboratories etc.) support the achievement of institutional and educational objectives.
Internal quality assurance mechanisms are implemented in order to ensure that the university functions in line with its development plan. Procedures for monitoring, reporting and follow-up are clear and functional.

Study programmes (applied on 2 samples of study programmes from different academic units)

The design and development of study programmes is in line with educational objectives of the institution, expectations of the society, labour market needs, and the latest research. The qualification resulting from a programme is in accordance with the national qualifications framework and ECTS principles.

Processes for the design and approval of the programmes are defined and implemented.
Programmes are designed with objectives that are in line with the institutional strategy, national standards for higher education, national qualifications framework, expectations of the society and economy, and labour market needs.
The content of the study programme in the light of the latest research in the given discipline is up-to-date.
Objectives, intended learning outcomes and graduation requirements of the programmes are clearly defined; qualification resulting from the programme is clearly specified, communicated and referred to the appropriate level of the national qualifications framework.
Objectives, learning outcomes, teaching and learning methods (incl. students’ independent work), assessment methods and criteria are described and available for relevant stakeholders.
Expected student workload is defined in ECTS.
Practical work/internship supports the achievement of the learning outcomes of the programme.
Study programmes are monitored and reviewed regularly; relevant stakeholders (incl. students) are involved in these processes.
Graduate satisfaction with the quality of study programmes are surveyed and analysed; the results are considered in the development of study programmes.

Teaching and learning

Teaching and learning takes into account the educational needs of students, provides flexible learning opportunities and encourages active participation of students in creating the learning process.

Clear admission processes and requirements based on qualities necessary for the completion of study programmes are defined and implemented consistently.
In teaching and learning process individual and special needs of the student are taken into account and the active participation of the student in creating the learning process is encouraged.
Student workload in line with ECTS is assured.
Student assessment is objective, consistent, transparent and supports the achievement of learning outcomes.
Up-to-date and interactive teaching methods and educational technology are used in teaching and learning process.
Up-to-date teaching materials are used.
Students are involved in research and development activities; the supervision of students’ research papers (seminar papers, applied projects, final thesis) is well organised.
The institution has a system for the recognition of prior learning and work experience.
Students are regularly asked for feedback on teaching and learning process (teaching and learning methods, assessment, learning materials etc.); feedback is analysed and leads to continuous improvement of activities.

Research and development

The higher education institution has defined objectives for its R&D activities, measures their implementation, and ensures the link between research and education.

The objectives for R&D are defined. The achievement of the objectives and the impact of R&D activities are regularly measured (scientific and educational publications, doctoral students etc.).
The institution monitors the needs of society and the economy, and takes them into account in planning its R&D activities.
The institution promotes and upholds high quality academic and ethical standards of research; procedures for dealing with allegations of research misconduct are defined and followed.
The institution has financial resources needed for R&D activities and a strategy that supports their acquisition in order to be competitive at international level.
Institution has an effective system to support the R&D activities of academic staff members (e.g., incentives for conducting research, counselling related to intellectual property, support for publishing in international journals, motivating the cooperation with employers).
The institution participates in different regional and international R&D networks in their areas of academic activities.

Academic staff

Academic staff with adequate qualifications ensure the achievement of the objectives and learning outcomes of the study programme, as well as the quality and sustainability of teaching and learning.

Principles and procedures for the recruitment and development of the academic staff arise from the educational objectives of the institution.
The qualification of the academic staff and the number of full-time staff are in accordance with national requirements and the responsibilities, workload and the number of supervised students, and, thus, ensure the achievement of educational and scientific objectives of the institution.
The distribution of full-time teaching staff by age and qualifications facilitates the sustainability of studies.
The academic staff members are supported by the higher education institution and are regularly engaged in professional and teaching-skills development.
Academic staff members participate in international exchange programmes, projects and conferences.
The teaching staff collaborate in the fields of teaching and research within the higher education institution and with external partners (practitioners in their fields, employers, and staff members at other Azerbaijani or foreign higher education institutions).
Qualified foreign and visiting teaching staff and practitioners participate in teaching within the study programme.
Assessment of the work of the teaching staff takes into account the quality of their teaching as well as of their research, including development of their teaching skills, and their international mobility.

Students

The shift towards student-centred learning and flexible modes of learning and teaching are taken into account when allocating, planning and providing the learning resources and student support.

Students (incl. prospective students) are provided accurate and up-to-date information about the content, intended learning outcomes and graduate employment of the programmes.
Academic, career and psychological counselling is provided by the higher education institution.
Students’ academic progress is monitored and supported; the institution has processes and tools to support special educational needs.
Students’ rights and responsibilities are clearly defined; appeal mechanism as well as the system for the detection and prevention of academic fraud are in place.
Flexible learning opportunities are provided for students (incl. internal and external mobility).
The higher education institution supports the international mobility of students, and the students’ participation in international mobility is increasing.
Graduates are competitive in the labour market (incl. international) in their specialty area and the institution monitors the employment of its graduates.
Students participate in decision-making bodies as well as in elections of student unions.
The institution has mechanisms to support the internationalisation of the student body.
Students are regularly asked for feedback on the support services, and the feedback leads to continuous improvement of activities.

3 Evaluation process

The evaluation process consists of the following main stages:

Appointment and training of the international evaluation group
Self-evaluation and compilation of other material by the higher education institution
Site visit to the higher education institution
Publication of the report.

3.1 International evaluation group

3.1.1 Composition and operating principles of the evaluation group

The evaluation is carried out by an international evaluation group. The group consists of five members: three Azerbaijani experts, who are acquainted with the domestic higher education system, and two international experts. The working language of evaluation is English.

Project Leaders appoint the evaluation group and its chair. Group members are selected so that they represent staff and management of higher education institutions, as well as students. In addition, a member from outside the higher education sector (representative from working life) is involved whenever possible. The goal is to include a few individuals with prior experience in the external evaluation of higher education institutions in the evaluation group.

The members of the evaluation group are on an equal footing as evaluators. A project manager from FINEEC/EKKA in charge of the evaluation supports the work of the group, and takes part in the group’s activities as an expert of the external evaluation of higher education.

Requirements for members of an evaluation group:

Members of the group are independent, and they present neither the interests of the organisation they belong to, nor the interests of any other third parties.
Members of the group confirm by signature an obligation to maintain the confidentiality of information (except for that published in the final report) that has become known to them by their membership in an evaluation group and the lack of conflicts of interest. A person is disqualified from acting as a member of the evaluation group if he or she is an interested party or if confidence in his or her impartiality in relation to the higher education institution subject to the evaluation comes under question. A conflict of interest is presumed to be present in the following cases:

a group member has an employment or other contractual relationship with the higher education institution subject to the evaluation at the time of evaluation, or he or she has had an employment relationship with that higher education institution within five years prior to the site visit;
a group member is participating in the work of a decision-making or advisory body of the higher education institution subject to the evaluation at the time of evaluation;
a group member is studying at the higher education institution subject to the evaluation, or graduated from it less than five years ago;
the membership connected with the higher education institution subject to the evaluation includes a person closely related to an evaluation group member – spouse or life partner or a family member.

The evaluation group has good knowledge of the higher education system and its regulation.
At least one member of the evaluation group has experience in the management of a higher education institution.
The evaluation group has experience in the development of a higher education institution.
The evaluation group has experience in teaching activities in a higher education institution.
The student member of the evaluation group has experience in higher education as a student and may have participated in the development of education or in the work of a decision-making body at a higher education institution.
Members of the evaluation group have the necessary teamwork skills to conduct the evaluation.
Members of the evaluation group are proficient in the working language of the evaluation.
Members of the evaluation group must base their evaluation on transparent and systematically applied criteria, as well as on material collected in connection with the evaluation.
Members of the evaluation group must take an objective approach towards the higher education institution subject to the evaluation, as well as recognize their position of power and the responsibility relating to it. They must carry out the evaluation in line with the code of conduct.
Members of the evaluation group must carry out the evaluation through good cooperation and interaction with the higher education institution subject to the evaluation.

Additional requirements for the chair of an evaluation group include:

Chair of the evaluation group must have prior experience in the external evaluation of higher education institutions;
Chair of the evaluation group must have knowledge or experience of higher education management.

Prior to the appointment of the evaluation group, the HEI is given the opportunity to comment on the group’s composition, especially from the perspective of disqualification.

The experts sign an agreement that specifies the tasks related to the evaluation, fees and any other conditions related to the assignment.

3.1.2 Tasks of the evaluation group

Duties of members of an evaluation group include the following:

reviewing the self-evaluation report and other material submitted by the higher education institution;
determining any additional material that may need to be requested from the institution;
examining documents that regulate the evaluation to be conducted;
participating in the expert training;
participating in the meetings and discussions of the evaluation group;
contributing to the drafting of the evaluation report before the site visit;
preparing and drawing up interview questions for the site visit;
conducting a 3-day site visit as planned; in addition, having a preparatory 1-day meeting prior to the site visit and a 1-day concluding meeting after the site visit;
drawing up the final report and formulating recommendations;
examining the comments of the higher education institution on the evaluation report and considering them when finalising the report;
performing other tasks related to evaluation activities according to the division of tasks among the members of the evaluation group;
adhering to the agreed deadlines.

Additional duties of the chair of an evaluation group include the following:

chairing the meetings of the evaluation group;
leading the group during the site visit;
giving preliminary feedback of the evaluation group to the higher education institution at the end of the site visit;
taking responsibility for the evaluation task as a whole and preparing and editing the final report jointly with the project manager;
ensuring with the project manager that the opinion of the evaluation group is justified.

Duties of the project manager include the following:

organising a training event for experts;
supporting the evaluation group’s work by taking part in the team’s discussions as an expert in the external evaluation of higher education, acting as a secretary of the evaluation group, and instructing the group as concerns the assessment criteria;
being the point of contact between the higher education institution and the evaluation group;
editing the evaluation report jointly with the chair of the evaluation group.

The higher education institution subject to the evaluation appoints a contact person who is responsible for the communication between FINEEC/EKKA and the institution.

3.2 Self-evaluation and other material for evaluation

The higher education institution compiles material for the evaluation, the goal being to provide the evaluation group with a sufficient knowledge base and evidence for the evaluation work. The material consists of a self-evaluation report drawn up by the institution and other material. The material must be submitted to FINEEC/EKKA in English.

3.2.1 Guidelines for self-evaluation report

The higher education institution draws up a self-evaluation report in line with the guidelines provided in Appendix X. The institution chooses how to carry out its self-evaluation and write the report.

In its report, the institution is expected to carry out as reflective a self-evaluation as possible, identify areas in need of development and provide a concrete description of its practical measures related to the quality work. The report must focus on evaluation rather than description. The higher education institution should be prepared to present evidence of the issues brought up in the self-evaluation report during the site visit.

3.2.2 Other material

An organisation chart and a concise description of the organisation of the higher education institution, as well as the number of students and staff (max. three pages)
Development plan, strategy etc. GROUP WORK ON FRIDAY!…
…
…

3.2.3 Submission of material

The higher education institution submits its self-evaluation report and other material to FINEEC/EKKA in electronic format at the latest ten weeks prior to the site visit. In addition to the materials mentioned above, the evaluation group is allowed to request the institution to provide other materials deemed necessary prior to or during the site visit.

3.3 Site visit

The purpose of the site visit is to verify and supplement the observations made based on the written material submitted by the HEI. The goal is to make the visit an interactive event that supports the development of the institution’s operations. Interviews are carried out in English.

The site visit lasts three days. The project manager prepares a schedule of the visit in cooperation with the higher education institution, and in accordance with the wishes expressed by the evaluation group. During the visit, the group interviews representatives of the institution’s management, teaching and other staff groups, students and external stakeholders. The evaluation group may conduct evaluation visits to individual faculties, departments or units. The visit concludes with a meeting with the management. At the end of the meeting, the evaluation group gives the institution preliminary feedback based on the observations made during the visit.

3.4 Evaluation group’s report

The findings of the evaluation are summarised in a report written by the evaluation group on the information accumulated during the evaluation process (submitted documents, site visit, additional material). The report is written collaboratively by the evaluation group and by drawing on the expertise of each team member. The report follows a standardised structure and covers:

Description of the evaluation process;
Concise description of the higher education institution;
Evidence, analysis and findings;
Strengths and features of good practice;
Recommendations for further development and follow-up action.

The institution is given the opportunity to point out errors of fact before the report is finalised. The final report is approved by Project Leaders.

The report is published in English on Twinning project’s website. The length of the report is max 45 pages.

[1] The document Standards and Guidelines for Quality Assurance in the European Higher Education Area (European Association for Quality Assurance in Higher Education, 2015) is available at http://www.enqa.eu/index.php/home/esg.

Ms Vusala Gurbanova Higher Education in Azerbaijan

Higher Education in Azerbaijan

Ms. Liia Lauri, Ms. Eila Heikkilä Communication Strategy (Activity 2.7)

Communication Strategy (Activity 2.7)

Component and Activity:

Component: 2. Coordination and Networking

Activity 2.7: Communication Strategy

STE: Ms Liia Lauri

Mission 1: 13.06.2016 - 17.06.2016

Communication Strategy

Contents

Introduction. 1
Problem of Communication. 2
Objective. 2
Target groups. 3
Key messages. 4
Communication channels and tools. 5
Evaluation. 6
Conclusion and Recommendations. 7

1. Introduction

The objective of the Twinning project is to support the Ministry of Education (MoE) of the Republic of Azerbaijan to further develop Azerbaijan’s higher education system through integration into the European Higher Education Area (EHEA) and strengthening the Bologna Process started in 2005 in the country. The objective is to increase the institutional capacities of the Ministry of Education and other key institutions for the development of Bologna related policies and the implementation of the EHEA objectives and reference tools. The purpose of the project is to promote European Higher Education Area and European cooperation in the field of Higher Education as a way of improving the competence of graduates as well as quality of research and innovation to ensure competitiveness and social welfare.

The objective of the Project in Component 2 Networking and Coordination, Activity 2.7 Communication Strategy is to assist the Ministry of Education in preparing a public awareness and communication strategy for the issues pertinent to EHEA and Bologna. The purpose is to support MoE in establishing internal and inter-institutional coordination and networking mechanisms leading to improved capacity and awareness of issues pertinent to EHEA and Bologna Process. The Bologna Process is a collective effort of public authorities, universities, teachers, and students, together with stakeholder associations, employers, quality assurance agencies, international organisations, and institutions, including the European Commission, where effective coordination, communication and networking is crucial for successful implementation.

The Communication Strategy is developed in the project involving two international expert missions. During the first mission the Communication Strategy was drafted in cooperation with MoE and stakeholders in meetings and a collaborative workshop, involving capacity building of best practices. The second mission refined and prioritized the key messages of communication as well as the information and communication tools, channels and activities according to each particular stakeholder group. The time schedule of Strategy implementation and evaluation of the Strategy implementation was outlined and discussed with MoE and stakeholders that participated in the meetings. The target groups, communication tools and activities as well as the evaluation are presented in the Annex of this Strategy.

2. Problem of Communication

Although Azerbaijan signed Bologna agreement already in 2005, there is weak awareness of benefits of EHEA related issues among wider audience in the country. The knowledge on the recent developments of higher education system in Azerbaijan remains vague. The communication and networking concerning EHEA issues is rather fragmented among different departments in the MoE and various stakeholders. The people involved in the MoE and in the universities are very committed but the activities related to EHEA communication require better coordination and networking in order not to overburden people involved in implementing it. Furthermore, there is a lack of easily readable well-illustrated user-friendly information materials in Azerbaijani language that could facilitate the understanding of the EHEA developments in Azerbaijan.

Recommendations

The level of priority for EHEA issues in the MoE could be raised in creating coordination group to regularly share information among different departments and for networking with various stakeholders`groups,
The creation of information materials concerning EHEA could be done in cooperation with European and International organizations and the projects sharing similar objectives in the educational area. For instance, the Twinning project’s web-page ehea.edu.az can be used as the general platform for information sharing.

3. Objective

The objective of the Communication Strategy is to enhance the coordination and networking of MoE with the Higher Education Institutions (HEI) and facilitate closer cooperation of HEIs with the stakeholders to ensure that stakeholder groups are informed about developments in the EHEA and in the higher education in Azerbaijan.

In the following chapters The Strategy present key messages of the communication, main target groups together with communication channels and tools to reach the target groups. The appropriate evaluation approaches are proposed.

Specific objectives

The specific objectives of the Communication Strategy are:

To prepare a public awareness and communication strategy on EHEA and Bologna issues and their implementation
To review the current communication methods and practices reflecting the best practices in the twinning partner countries
Determine main communication channels and activities
To plan the implementation timetable and evaluation practices for communication

The overall targets for success of EHEA and Bologna objectives are outlined in the project agreement. In terms of coordination, communication and networking, the enhanced communication can contribute to achievement of following goals:

Positive assessment made by external independent institutions on progress made in Azerbaijan’s implementation of the Bologna Process
Positive progress as attested by the regular Azerbaijan country report as of 2016
Increased mobility of students and teachers
Established internal and inter-institutional coordination and networking mechanisms on EHEA and Bologna Communication
Improved awareness and capacity on EHEA objectives and Bologna Process
Trainings to universities for the members to familiarize and experience EHEA/Bologna
Successful institution and programme accreditation

4. Target groups

There were five main target groups identified according to the information needs and preferences of EHEA and Bologna related issues: policy-makers, universities, employers, wider public audience and European and international organizations.

These groups are categorised to identify more specified target groups as follows:

Policy-makers

The Government of the Republic of Azerbaijan
The Ministry of Education, the Ministry of Economy and Industry, Ministry of Labour and Social Protection of Population, Ministry of Foreign Affairs, Ministry of Youth and Sport, Ministry of Culture and Tourism, Ministry of Health, Ministry of Finance, Ministry of Communication and Information Technologies
Ministries with authority over the management of specialised public universities (military, naval, security, tourism, agriculture, etc.),
State Statistical Committee of the Republic of Azerbaijan
Parliament Education Committee
Academy of Science
Public authorities and agencies
State Students Admission Commission

Universities and other HEIs

Management and academic staff
Students, student organizations
Quality Agencies, Career Centres, Tutors

Employers

Employers (organizations), Business and industry representatives, SMEs, Pofessional Associations,Trade Unions

Wider audience

(mainly through) Media

European and international organisations

The European Commission, the Delegation of the EU
Higher Education Reform Experts Network;
National Erasmus+ Office
EU-Azerbaijan Twinning projects in Higher Education

All the target groups were identified according to the possibility to be involved in the communication network as a (possible) partner or primarily as the users of the information provided. This information is presented in the Appendix of this Strategy.

5. Key messages

The purpose of the project is to promote European Higher Education Area and European cooperation in the field of Higher Education as a way of improving the competence of graduates as well as quality of research and innovation to ensure competitiveness and social welfare. The purpose of the coordination, communication and networking is to steer the audience and target groups towards our objectives in EHEA and Bologna related issues. The information and content of communication conveys the key messages to achieve our objectives and motivate and mobilise the audience and target groups. The following list of key messages on EHEA and Bologna Process in Azerbaijan are developed based on the Project documentation and the feedback received in the meetings and the workshop with BC partners.

Key messages:

To inform (target groups) and to promote EHEA and Bologna developments and tools
To inform (target groups) and to promote EHEA developments and projects in Azebaijan

This includes information on:

The introduction of the three cycle system (bachelor/master/doctorate)
ECTS, grading system, outcome based learning (learning outcomes), Diploma Supplement
Mobility possibilities for students and teachers
Qualifications Framework
Recognition of qualifications and studies abroad
Quality Assurance system, information on assessment results
Competencies or graduates, employability
Quality of research and innovation
Competitiveness and social welfare

Developments in Azerbaijan:

Steering towards goals
Assessment on progress to meet the requirements of the Bologna Process
Projects and developments in HE related to EHEA issues

These key messages are recommended to utilise in using different kinds of communication channels and tools which are presented in the Appendix of this Strategy.

6. Communication channels and tools

The Communication Strategy recommends the use of diverse channels and tools - or combinations of them - to communicate effectively to the different categories of target audience groups. It is noted that MoE has a PR department, which can effectively support in the design and implementation of the communication activities on EHEA and Bologna Process. For example the discussions with BC partners have indicated that the use of social media as well as information through Career Centres are estimated successful when communicating with the HE students. The initial list of communication channels and tools was collected from the BC partners in the meetings and the workshop during the first mission and refined during the second one. The communication channels and tools are proposed as follows:

Direct communication

Seminars, meetings, roundtable discussions, trainings

Various events of employers and universities

Press conferences

Direct communication involves university management, academic staff, tutors, Career Centres, Quality Agencies, students, employers, European and international organizations and media representatives to reach wider public.

This is recommended to use regular formal meetings with stakeholder groups with appointed representatives to facilitate the information sharing within universities and other institutions after the event.

Online communication

The EHEA web-page www.ehea.edu.az can serve as the general communication channel of EHEA and Bologna for the public audience and will be later maintained by the BC country.

In order to make target groups aware of the available information the MoE web-page and Universities web-pages could be linked to the EHEA web-page.

The fact sheets, relevant infographics and videos could be created to provide concise and user-friendly information on each EHEA tool and developments in Azerbaijan. Materials could be downloadable from EHEA web-page.

Social media pages of MoE and universities could benefit from cross-sharing of relevant information to reach students and student organizations.

School TV, TV

Press releases

Student e-journals

Videos, Infographics

Offline communication/printed materials

Booklets, Leaflets to be spread in the direct communication occasions

Critical timing

The critical timing to communicate and provide information to different stakeholders was pointed out during the discussions with MoE and stakeholders. It was concluded that regarding the Communication, some critical timings over the academic year may provide key windows and opportunities for communication to the target audiences. The meetings and workshop yielded the following notions on critical timing of communication on EHEA and Bolgona related issues:

Statistics should be available every year (presented electronically at web-pages)
Wider audience is possible to reach through TV at the start and end of academic year
Students are possible to reach at summer and winter schools, festivals, competitions, libraries

The different timings should take into consideration the needs of the different target audiences.

Visual image and brand design

During the implementation phase of the Project, European visual guidelines need to be applied. In addition, the project should consider the visual image to be applied coherently and consistently across the diverse communication media and tools. The visual image and the brand need to be developed with regard the long-term perspective and sustainability. Visual elements that could be developed for promotion of the EHEA information should first of all show that this is the result of worldwide experience.

7. Evaluation

The Communication Strategy and its implementation need evaluation and feedback for continuous improvement of coordination, networking and communication. The evaluation should assess e.g. to what extent the MoE, university and stakeholder relationships, in terms of coordination and networking are established, maintained and developed. The evaluation could also assess the degree of engagement and commitment of university staff and students and other stakeholders to Bologna development. The following methodologies of evaluation are suggested by the BC partners:

Reports
Media monitoring, web-sites statistics
Surveys and focus groups
E-surveys, monitoring and reporting on results
Social network surveys
Feedback seminars of stakeholder groups
Feedback after meetings, seminars, trainings

The Project will support the MoE is the design of appropriate evaluation methodologies and tools to assess the results of the Communication Strategy and implementation activities regarding EHEA and Bologna in Azerbaijan.

8. Conclusion and Recommendations

The objective of the Project in Component 2 Networking and Coordination, Activity 2.7 Communication Strategy is to assist the Ministry of Education in preparing a public awareness and communication strategy for the issues pertinent to EHEA and Bologna. The Communication Strategy provides the key steps for action to implement effective communication on EHEA and Bologna process to the different target audience groups. The framework for Strategy implementation is presented in the Appendix of the Strategy. The communication tools and activities are given in the context of each target group. The next step is to continue the implementation of the activities in MoE and in cooperation with relevant stakeholders.

Recommendations

This is recommended to raise the level of priority of EHEA issues in the MoE in creating a coordination group to regularly share information among different departments and for networking with stakeholders. It is also recommended to collaborate closely with the MoE PR Department to enhance the communication.
The creation of information materials concerning EHEA could be done in cooperation with European and International organizations and the projects sharing similar objectives in the higher educational area. For instance, the Twinning project’s web-page ehea.edu.az can be used as the general platform for information sharing.