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STINT
Strengthening of Internationalization in B&H Higher Education 561874-EPP-1-2015-1-BE-EPPKA2-CBHE-SP
Self-assessment reports about internationalization and recognition of qualifications – state of art WP1
Prepared by Higher Education Accreditation Agency of Republika Srpska
Contributors All partners
Work Package WP1: Evaluation of current internationalisation and recognition
mechanisms
Type: Report
Date: 20/09/2017
Email: [email protected]
Form: Intermediate
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STINT
STINT Consortium
No. Partner Name Logo
1. Katholieke Universiteit Leuven,
KU Leuven
2. The Polytechnic of Porto (IPP)
3. Buckinghamshire New
University, Bucks
4. University of Banja Luka UBL
5. University of Bihac UNBI
6. Dzemal Bijedic University of
Mostar UNMO
7. University of East Sarajevo UES
8. University of Mostar SVEMO
9. University of Sarajevo UNSA
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10. University of Tuzla UNTZ
11. University of Zenica UNZE
12.
Centre for Information and
Recognition of Qualifications in
Higher Education CIP
13.
Agency for Development of
Higher Education and Quality
Assurance HEA
14.
Higher Education Accreditation
Agency of RepublikaSrpska RS
HEAA
15. Federal Ministry of Education
and Science [FMON]
16.
Ministry of Education and
Culture Republic of Srpska,
MOERS
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Abbreviations
BiH Bosnia and Herzegovina
STINT Strengthening of Internationalization in BiH higher education
Intl Internationalization
HEI Higher Education Institution
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Contents STINT Consortium ................................................................................................................................ 2
Abbreviations ........................................................................................................................................ 4
Contents ................................................................................................................................................... 5
1. Introduction ............................................................................................................................... 6
1.1. Expected impact of the project .......................................................................................... 7
1.2. Glossaries of internationalization and recognition ........................................................ 7
2. Methodology .............................................................................................................................. 8
2.1. Description of the sample .................................................................................................. 8
2.1.1 Description of the management and secretaries sample ....................................... 8
2.1.2 Description of the students’ sample ....................................................................... 10
2.2. Research tool ..................................................................................................................... 12
2.2.1 Questionnaire on internationalization of institutions .......................................... 13
2.2.2 Questionnaire on internationalization for students ............................................. 14
2.2.3 Questionnaire for recognition of qualification ...................................................... 16
3. Comprehensive analysis of questionnaires results ............................................................ 19
3.1. Analysis of the questionnaires results internationalization of institutions .............. 19
3.2. Analysis of questionnaires results of internationalization for students ................... 24
3.3. Analysis of the questionnaire results for recognition of qualifications .................... 29
3.4. Reports on internationalization and recognition of qualifications ............................ 31
3.4.1 Ministry of Education and Culture of Republic of Srpska on Intl' .................... 31
3.4.2 Ministry of Education and Culture of Republic of Srpska on Recognition of Qualifications ........................................................................................................................... 32
3.4.3 Federal Ministry of Education and Science on Intl’ ............................................. 35
3.4.4 Federal Ministry of Education and Science on Recognition of Qualification ... 37
3.4.5 Centre for Information and Recognition of Qualification in Higher Education (CIP) ....................................................................................................................... 38
3.4.6 Agency for development of Higher Education and Quality Assurance of BiH ..................................................................................................................... 40
3.4.7 Higher Education Accreditation Agency of Republika Srpska .......................... 42
4. SWOT ANALYSES.................................................................................................................. 43
5. Academic recognition model and other activities in field of recognition mechanisms improvement ................................................................................................................................... 61
6. Conclusion ............................................................................................................................... 70
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1. Introduction
Bosnia and Herzegovina joined Erasmus + in 2014 reacted to requests of the academic community,
society, students, youth and other stakeholders to be part of EHEA. The fact is that the student
mobility is the main point of all coming activities and that the recognition procedures aren't in
accordance with international documents within EHEA. This was the main reason why the consortium
want to undertake this project. Bosnia and Herzegovina signed and ratified the Lisbon Recognition
Convention in 2003, but the legislation concerning recognition of foreign higher education
qualifications in Bosnia and Herzegovina hasn't been completely harmonized with the Convention yet
neither the recognition procedures at higher education institutions are completely unique and
harmonized with the Convention. The Consortium is also aware of the facts that without harmonized
recognition procedures there isn't student and teachers mobility at appropriate way.
Fair recognition is now acknowledged to be the cornerstone of the internationalisation of higher
education and of student mobility. Bosnia and Herzegovina doesn’t have Recognition Manual which
should be direct and practical response to the challenges and expectations raised by politicians, policy
makers, students, parents and employers. The aim of Recognition Manual should be ensuring that
coherent institutional policies on recognition are based on the Lisbon Recognition Convention, which
is UNESCO’s and the Council of Europe’s legally binding text concerning the recognition of foreign
qualifications.
Emphasis on the internationalization and recognition of qualification should contribute to
implementation of criteria for evaluation of foreign higher education qualifications that should be
applicable in the recognition procedure with the purpose of employing, continuation of education,
taking into consideration of higher education diversity, type of study, study program content and
teaching methods. On that way, the cooperation B&H partners with EU countries partners should be
stimulated, the continuation of study would be facilitated and the comparison of study courses, ECTS
and qualifications should be facilitated.
Given that the accession to EHEA is the main aim for a long time in B&H, there wasn’t enough
importance because real problems have never been perceived. They are key factors which slow down
accession to EHEA. This project is trying to focus on national and institutional priorities.
This project will have to solve problem of positioning of international offices of B&H universities in
the whole structure. These offices together with students offices will be strengthen on different ways.
Recent conducted accreditation process of HEIs in B&H addressed internationalization, as well as
research, as the biggest problem in B&H. The creation of criteria for assessing of internationalization
should contribute to the orientation of HEIs on the implementation of internationalized strategies and
indicators that could point out on international character.
One of the main goals of internationalized higher education is to provide the most relevant education
to students, who will be the citizens, entrepreneurs and scientists of tomorrow.
Main reasons for internationalizing an institution are, in order of importance, to:
improve student preparedness,
internationalize the curriculum,
enhance the international profile of the institution,
strengthen research and knowledge production,
diversify its institution and staff.
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With the infusion of internationalization into the culture of higher education, students and educators
can gain a greater awareness of the global issues and how educational systems operate across
countries, cultures and languages.
The involvement of governments in internationalisation is therefore twofold: supporting the expansion
of internationalisation and safeguarding its quality. Government policy plays a key role as it can
facilitate the internationalization of HEIs. National higher education internationalisation strategies or
policies can impact national competitiveness through attracting international research initiatives,
corporate partnerships and facilitating the mobility of student and faculty talent.
Beside the eight public universities which constitute Consortium, the project would have benefit of the
Centre for Information and Recognition of Qualifications in HE as the ENIC Centre of Bosnia and
Herzegovina, the Agency for Development of Higher Education and Quality Assurance B&H, the
Higher Education Accreditation Agency of Republika Srpska, The Ministry of Education and Culture
of Republika Srpska, the Federal Ministry of Education and Science and the international partners
from Belgium, United Kingdom and Portugal which would assist with their expertise and experience.
Such Consortium is a guarantee that the project would achieve the expected results.
1.1. Expected impact of the project
The project will have a significant impact on the capacity of BiH partners, in particular to the
development and modernization of higher education, opening it to the community, the labour market
and the EU supporting their capacity for internationalization and recognition of qualifications.
Project results of WP1, will benefit BiH partners as institutions, then the teachers, students, non-
teaching staff, and the community. Participation of students, teachers, non-teaching staff, government
agencies, centres of ministries, in regular project activities, is planned during the implementation of
the WP1. Uses: regional and national level.
1.2. Glossaries of internationalization and recognition
In order to summarize the usual terms and expressions used in the area of the internationalization in
higher education and recognition of qualifications, at the very beginning of the project were prepared
two glossaries explaining this terms and expressions.
Glossary of terms and expressions used in the area of internationalization of higher education listed
more than 150 terms and expressions in alphabetic order among others: admission, assessment,
competences, credentials, double/joint degree, Euro Pass, fee-paying courses, generic skills, horizontal
mobility, internationalization, learning outcomes, life-long learning, prerequisites, recruitment, short-
term mobility, SMART, transcript, transnational education etc.
At the same time, Glossary of terms and expressions used in the area recognition of qualifications in
higher education listed 80 terms and expressions in alphabetic order explaining such as: academic
recognition, accreditation Mills, Accreditation of prior certificated learning (APCL), Accreditation of
prior experiential learning (APEL), Accreditation of prior learning (APL), Alternative Recognition,
Apostille of the Hague, Background Paper (refugees), Credential evaluation, Degree Profile, Diploma
Supplement, Directive 2005/36/EC, Dublin descriptors, Flexible learning paths, Formal rights
(attached to a foreign qualification in home country), Grade distribution tables, Informal learning,
Licencing / licensure of an institution, Level (cycle) descriptors, Non formal learning, Non recognised
but legitimate institutions, Non-collaborative arrangements, Partial Recognition Professional
recognition - de facto Professional recognition - de jure Qualifications Framework for the European
Higher Education Area (QF-EHEA) Subject benchmark statement Transcript of Records etc.
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All the partners agreed that terms and expressions used within the project and all of project
publications will be taking into account these glossaries.
2. Methodology
Work package 1 of the STINT project includes four activities related to the comparative analysis of
the current situation, preparation of the questionnaire for self-assessment, implementation of self-
assessment in B & H partners and development of SWOT analysis for all B&H partners, as well as the
some other preparatory activities such as development of the glossaries. Methodology will be used to
present the current situation, exchange of experiences between partners, focus on the B & H cultural
context and diversity, development of a questionnaire for self-assessment, implementation and
development of methodological SWOT analysis for all B & H partners. Key milestones will define
B&H priorities such as internationalization, recognition, inclusion of adequate staff and students in
completing the questionnaire as well as weaknesses and possibilities of B & H partners. Measurable
indicators of this work package are stated in Logical Framework Matrix within the project.
Since only universities could conduct surveys, other five partners in the project (three agencies and
two ministries) prepared the reports on internationalisation and/or recognition (depending on their
jurisdiction) and SWOT analysis based on these reports.
2.1. Description of the sample
The sample of the research was carefully determined at very beginning of the development of the methodology based on the purpose of the research within STINT project. Since the idea was to collect data on internationalisation from two points of view, one of students as one of prime target group in Intl’ and second the management of HEI’s, the project consortium decided to develop two questionnaires on subject of Intl’. Third target group were general secretaries and secretaries of faculties and academies as persons responsible for recognition of qualifications at HEI’s. 2.1.1 Description of the management and secretaries sample
When it comes to management and secretaries target groups, all rectors, vice-rectors, deans and vice-deans from public universities, faculties and academies had right to evaluate internationalization from its perspective and all general secretaries from public universities, and secretaries from all public faculties and academies had right to evaluate recognition of qualifications. Those are relatively small groups and therefore the chosen sample was practically 100% and at the same time the percentage of examinees that actually respond to the questionnaires was relatively high from 25,5% at large universities up to 70% at smaller universities. Overall percentage of responses was 41,96.
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Table 1. Sample of management of universities
Total number of management
Total number of responses
Percentage
UBL 60 33 55%
UNBI 29 12 41,37%
UNMO 30 21 70%
UES 57 22 38,59%
SVEMO 42 11 26,19%
UNSA 90 23 25,55%
UNTZ 49 32 65,31%
UNZE 29 8 27,58%
All 386 162 41,96%
Percentage of the secretaries who responded to questionnaire on recognition was even higher since the
total number are smaller. In two cases, percentage of the responses collected was over 100% since
some of the assistant of the secretaries answered the questionnaires.
Table 2. Sample for secretaries
Total number of
secretaries Number of responses Percentage
UBL 17 11 64,70%
UNBI 8 8 100%
UNMO 9 7 77,77%
UES 18 15 83,33%
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SVEMO 12 9 75%
UNSA 26 29 111,53%
UNTZ 14 6 42,85%
UNZE 9 12 133,33%
All 113 97 85,84%
2.1.2 Description of the students’ sample
The target group of students for questionnaire on Intl’ were final year students of first cycle of study,
3rd
, 4th
, 5th
and 6th
year of study depending on study program they come from, as well as all students
from second cycle of studies, 1st and 2
nd year of second cycle. Only full-time students without the
repeaters had wright to answer the questionnaire. As expected, the percentage of responses within this
target group was smaller than other two since the total number of potential examinees was much
higher. The percentage of responses collected varies from 2,5% at the largest University up to 31.44%
at one of larger University. It is interesting that some of large universities had very high percentage of
responses collected.
Table 3. Sample for students
Total number of students
sample Number of responses Percentage
UBL 5.586 641 11.47 %
UNBI 1.191 60 5.03 %
UNMO 576 79 13.71 %
UES 3.056 961 31.44 %
SVEMO oko 3.560 249 7 %
UNSA oko 13.000 325 2,5 %
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UNTZ 3.208 351 10.94 %
UNZE 879 156 17.74 %
All oko 31.056 2.822 9,08 %
Among 2.822 total answers 2.443 or 86.57% were students of the first study cycle. When it comes to
gender structure it is perceived that the total number of female examinees is higher than males, in
percentages 66,76% females against 33.24% of males.
In following table it can be perceived that most of the students’ responses came from first cycle
students.
173
65
10
612
23 6
863
32 66 52
7 0
61 18 0
220
82
20
313
25 12
149
7 0 0
100
200
300
400
500
600
700
800
900
1000
First cycle Second cycle Integrated studyprograms (medical)
University situation
SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE
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The gender structure of examines was following.
2.2. Research tool
A tailor-made research tool are questionnaires developed for three areas: internationalization at the
level of institution, recognition of qualifications and students' mobility.
Questionnaires were developed during the period of few month with active involvement of all the
project partners within the Work Package 1 of the project whereas the Higher Education Accreditation
Agency of Republika Srpska was coordinating the process of questionnaire development as the WP 1
leader. During the first project meeting in Banja Luka, all the project partners were divided in three
work groups in order to develop drafts of the questionnaires. When finished, drafts of the
questionnaires were distributed to all the project partners for further improvement and final approval.
The challenge is to design a survey that accomplishes its purpose and avoids the following common
errors:
■ Sampling Error (How representative is the group being surveyed?),
■ Frame Error (How accurate is the list from which respondents are drawn?),
■ Selection Error (Does everyone have an equal chance of being selected to respond?),
■ Measurement Error (Is the questionnaire valid and reliable?) and
64
185 184
457
365
596
14 45
22 56
113
211
114
236
58
98
0
100
200
300
400
500
600
700
Muški Ženski
University situation
SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE
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■ Non-response Error (How is the generalizability of findings jeopardized because of subjects who did
not reply?).
This fact sheet provides guidance for constructing questionnaires and developing procedures to
administer them so they achieve valid and reliable results. All of above mentioned was taken into
account during the process of development of the questionnaires.
2.2.1 Questionnaire on internationalization of institutions
Questionnaire on internationalization of institutions consisted of 49 questions divided into seven
sections for completion by various staff at the institution, plus general part and commentary part.
The general part gave an introduction describing the purpose of surveying and group of interest an also
required some general data about the University, such as name of the University and the name of the
responsible person at University. The questionnaire was divided into seven following sections:
Policy of Internationalization,
Activities of Internationalization,
Services of Internationalization,
Key data of Internationalization,
Obstacles and challenges of Internationalization,
Regional/national framework for Internationalization and
Risks of Internationalization.
Section ''Policy of Internationalization'' had ten questions with offered answers depending on subject:
Is Intl priority at your HEI?
Reasons for focusing on Intl?
Does your institution have policy or strategy of Intl'?
Who is responsible for policy or strategy of Intl’?
Does responsible person reports to Steering board or Senate/Council?
Is Intl' usual topic of Steering board/Senate/Council meetings?
International networks, association and programs you are participating in?
Financial resources you use to support Intl' activities?
The influence of different policy and strategy levels to Intl' (for example: EU, national,
regional, university and faculty level)?
Induce the most important European countries for international cooperation.
Section 'Activities of Internationalization'' had four questions intended to different examinees (also
offered answers):
Induce the activities you are focused on (more than one possible answer).
Induce activities with increased budget in last three years.
Induce all activities of Intl' implemented by International cooperation department at University
level.
All the Intl' activities at Faculty level.
Focus of student mobility programs.
Section “Services/Objects of Internationalization” had four questions with various different answers:
Services of Intl’ HEI offers by types (practical, academic, financial, social).
Facilities (departments, offices, persons) responsible for above mentioned services.
Prioritize services HEI offers.
Target groups for different types of services.
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Section “Key data of Internationalization” was intended for Intl’ offices, vice deans and coordinators)
had 20 questions regarding data about internationalization among which:
student and academic mobility data,
financial reports,
study programs and other programs in foreign languages,
Intl’ in learning outcomes, human resources in Intl’,
rulebooks and procedures,
international conferences and projects and
scientific papers and publications in English or other foreign language.
Section “Obstacles and Challenges for Internationalization” had for questions with offered possible
answers:
Where are the requirements for Intl’ come from (which group, students, teachers etc. ), several
different answers possible,
The biggest resistance to Intl’ (which group, students, teachers etc. ),
Assess the importance of every perceived obstacle for Intl’ (lack of policy/strategy, lack of
financial support, administrative difficulties, lack of competencies, priorities of the competition
etc. or something else) and
Major obstacles for staff responsible for internationalization in everyday job (more than 10
offered answers including academic and student mobility, procedures, courses in foreign
languages etc.).
Section “Regional/national framework for Internationalization” had four questions:
Is there policy or strategy on entity/cantonal level effecting directly the Intl’ at the University
(if yes, describe),
Are there programs for financing on entity/cantonal level for Intl’ support of the University (if
yes, describe),
Are there programs for financing on national level for Intl’ support of the University (if yes,
describe) and
Assess the accreditation criteria regarding Intl’ (too undemanding, too demanding, should be
improved based on EHEA, don’t have an opinion).
Section “Risks of Internationalization” had just one question – to induce potential risks of
Internationalization (Intl’ possibilities available only for students not lacking financial resources, too
competitive atmosphere between HEIs’, intellectuals leaving country etc. – nine offered answers and
other, several answers possible).
This questionnaire was used in order to collect required data for identifying and analysing the current
stage of Internationalization in order to recognise the strongest and the weakest points, to detect good
practices and common obstacles.
Questionnaire was properly constructed for tapping the needs of all the project’s partners offering
various possible answers as well as the opportunity to provide custom answer.
2.2.2 Questionnaire on internationalization for students
Questionnaire on internationalization for students had 19 questions which from seven were intended
for all of the examinees while rest of the questions were conditioned with the answer on previous
questions (some for students that already had entered the programs of mobility and some for those
students who plan to enter mobility programs). The target group were students of first and second
cycle (bachelor and master level).
The questionnaire tackled following questions:
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Basic data (University, faculty, study program, year of the study, gender),
Information on mobility programs (are you aware of the existence of such a programs),
How did you find out for existence of mobility programs,
Do you think that it is important to spend a semester or more in foreign country during the
study,
Would you apply for the student mobility program,
How well is your knowledge of English, Spanish, French, Russian, Turkish, German, Italian or
some other language (possible answers: very good, good, minimally, not at all),
Have you ever spend some period studying our side of BiH,
What student mobility program did you use (ERASMUS MUNDUS, ERASMUS +, CEPUS,
Europass, MEVLANA, bilateral cooperation, some other program, something else/not
program),
What was your time spent at foreign HEI devoted to (courses, education, study visit, summer
school, research, something else),
What finance resources did you use during the mobility, what was the main resource (family
support, scholarship from EU funds, scholarship from the country of origin, student loan, own
resources from previous employment, income from work during study abroad, other
resources),
During what study cycle and what year of study did you go to mobility,
Country and HEI where you went,
How long did you stay,
Were ETCS, certificates or other qualifications recognised at your home institution,
Country you would like to go and mobility program you are planning to use,
Asses from 1 to 5 relevance of the main obstacles in student mobility - separation from family,
lack of resources, lack of information, separation from children or partner, financial costs,
losing current position at work, lack of motivation, administrative obstacles (visa and stay
permit), recognition of achieved results, low accomplishment during study etc.
In order to support universities in a surveying, instruction for conducting the survey was developed
within the project. The instruction was developed as the guidelines and universities were encouraged
to use its own methods if applicable.
The contents of the electronic questionnaires has been established in cooperation with representatives
of all public universities in Bosnia and Herzegovina and has been carefully tested. The Instruction on
conduction enquiries via questionnaires has been composed in order to establish guidelines for this
process and provide some recommendations. Automatic analyses of results was guaranteed.
Instruction proposed that the electronic questionnaire contains the project logo, Erasmus+ logo as well
as the communication standard. Survey was to be completed by the end of the teaching process and
should the survey sample be insufficiently representational, survey is to be conducted during the exam
terms, after the exam itself. Rector or some of vice-rectors should have committed all faculties and
academia to conduct students' survey, unless there is some other way of committing to surveys
defined. It was also proposed to have a person or a team at the faculty or academia that shall be
responsible for coordination of completing electronic questionnaires. Right to participate in the survey
is that of students of final years, i.e. third, fourth, fifth and sixth year of the first study cycle and
integrated studies, as well as students of the first and second year of the second cycle, depending on
the organization. It was recommended as desirable to have the survey conducted in computer rooms at
faculties and academia’s in order to ensure the sufficient number of surveyed students. Deans and vice
deans were tasked with providing the computer room with internet connection for conducting surveys.
The person or a team in charge of conducting surveys at each faculty or academia has been tasked with
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putting up a notification on the time and the place of conducting a survey at the faculty or academia
notification board or at the web site. Notification was supposed to state date, time and the place of
conducting a survey (for each year of study, study program and department). The Instruction proposed
that the electronic survey should be completed via the web link that was to be made available to the
project team in due time. No passwords or usernames were required for the web link. Results were
electronically analysed via Lime Survey system and submitted to the University project team and
further on to the leadership of the University and associated faculties and academia.
Obtained results were used for doing the University SWOT analysis and University quality indicators.
2.2.3 Questionnaire for recognition of qualification
Questionnaire for recognition of qualification was initially developed in English language as a draft
and later translated into local languages in order to be more approachable to the examinees since it
was perceived that perhaps some of the potential examinees do not speak English language.
Beside general data on examinees, questionnaire was comprised of six parts dedicated to specific kind
of questions regarding recognition of qualification. Every part of the questionnaire had an introduction
based on Lisbon convention in order to make sure that examinees answer regarding the same
requirements. Every question had on option of comments.
First part ‘’Access to an Assessment’’:
Holders of qualifications issued in one of the Parties shall have adequate access, upon request to the
appropriate body, to an assessment of these qualifications (Article III.1.1).
This article states the obligation of all Parties to provide for a fair assessment of all applications for the
recognition of studies or qualifications undertaken or earned in another Party. The assessment shall be
given upon request by the individual concerned for the qualifications included in the request. The
Article states the obligation of Parties to provide for such an assessment on a non-discriminatory basis.
Recognition cannot be denied for the sole reason that the qualification is a foreign and not a national
one and circumstances unrelated to the academic merits of the qualifications may not be taken into
consideration (Explanatory Report).
Question:
Is access to an assessment regulated by law or internal act of your institution (law on recognition; any
other legal act)?
If yes the examinee should provide title of the document as well as the link to it. If no than the title of
the internal document at University level which regulates this subject should be provided.
Second part ‘’Criteria and Procedure’’:
Each Party shall ensure that the procedures and criteria used in the assessment and recognition of
qualifications are transparent, coherent and reliable (Article III.2).
This article underlines the importance of instituting proper procedures for the handling of applications
for the recognition of qualifications. These procedures apply to the assessment of qualifications,
regardless of whether the qualifications are ultimately recognized or not.The assessment should be
based on adequate expertise and transparent procedures and criteria, and it should be available at
reasonable cost and within a reasonable time (Explanatory Report).
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Questions:
Are the assessment criteria and procedure regulated by law or internal act of your institution
(law on recognition; any other legal act) – if yes title of the law with link on concrete article,
If the assessment and recognition criteria are regulated, does the regulation lists the criteria to
be used in assessment and recognition of foreign qualifications – if yes what are the criteria
(recognition status of the awarding institution, type of awarding institution, learning outcomes,
list of courses / content, quality /accreditation, formal rights (function of the qualification in the
home country; e.g. access to further activities), level in the qualifications framework(s),
workload, nominal duration, profile, admission requirements, other (please specify)), if no
reasons why not,
Does the regulation lists the elements of the procedure – if yes, does it include: time needed,
fee charged, documentation required, description of the assessment process, the status of
recognition/assessment report, other (please specify). If no reasons why these elements are not
part of the procedure,
Are there assessment, recognition criteria and procedure available on-line – if yes, in which
languages and link to web, if no is there some other publication on this subject.
Third part ‘’Time Limit’’:
Decision on recognition shall be made within a reasonable time limit specified beforehand by the
competent recognition authority and calculated from the time all necessary information in the case has
been provided. If recognition is withheld, the reason for the refusal to grant recognition shall be stated
(Article III.5).
The concept of an applicant's right to receive a reply within a reasonable time is central to good
practice and of particular importance for applicants who apply for recognition in order to pursue
further studies or to use their qualifications as the basis for gainful occupation. Parties are encouraged
to make public, and inform applicants of, what they consider to be a "reasonable time limit"
(Explanatory Report).
Question:
Is the time limit regulated by law or internal act of your institution (law on recognition; any other
legal act) – if yes, what act and link to the specific article and what is time limit, if no what is other
document regulating this area and what is time limit.
Forth part ‘’Right to Appeal’’:
If recognition is withheld, or if no decision is taken, the applicant shall be able to make an appeal
within a reasonable time limit (Article III.5).
The provision that it is up to the authority evaluating the application to show that the applicant does
not fulfil the requirements for recognition is closely linked to the applicant's right to appeal.
Arrangements and procedures for such appeals are subject to the legislation in force in the Party
concerned, even though the handling of the appeal should be subject to the same requirements of
transparency, coherence and reliability as those imposed on the original assessment of the application.
Information should be given on the ways in which an appeal could be made, and on the time limits for
such an appeal (Explanatory Report).
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Questions:
How many application has your institution had in last three years? How many decision were
against the applicant? What were the reasons for negative decision?
In case recognition is withheld, or if no decision is taken, is there a possibility for an applicant
to appeal – if yes name the body and procedure for appeal as well as documents regulating it, if
no reasons why not,
Is the information on the applicant's right to appeal published and available on-line – if yes link
to web site, if no is it available in other publications.
Fifth part ‘’Refugees Qualifications’’:
Each Party shall take all feasible and reasonable steps within the framework of its education system
and in conformity with its constitutional, legal, and regulatory provisions to develop procedures
designed to assess fairly and expeditiously whether refugees, displaced persons and persons in a
refugee-like situation fulfil the relevant requirements for access to higher education, to further higher
education programmes or to employment activities, even in cases in which the qualifications obtained
in one of the Parties cannot be proven through documentary evidence (Article VII).
The Article (Article VII) commits the Parties to showing flexibility in the recognition of qualifications
held by refugees, displaced persons and persons in a refugee-like situation, within the limits of each
Party´s constitutional, legal and regulatory provisions (Explanatory Report).
Question:
Do you have procedures for recognition of qualifications of refugees and displaced persons without
documentation for their qualifications – if yes link to articles within the legal document, if yes is there
a background paper or any other procedures covering recognition of qualifications without full
documentations and what are the possible outcomes of the procedure (formal decision, advisory
statement, explanatory document about the qualification without any form of recognition, other).
Sixth part ‘’Substantial Difference’’:
Each Party shall recognize the higher education qualifications, periods of study and qualifications
giving access to higher education conferred in another Party, unless a substantial difference can be
shown between the qualification or period of study for which recognition is sought and the
corresponding qualification or period of study in the Party in which recognition is sought (Articles
IV.1; V.1 and VI.1).
Questions:
Is there a definition to the term of “substantial difference” – possible answers: yes, stipulated
by law; yes, regulations of institution; no, it is up to our institution to interpret the term,
Please provide (in your opinion) a list of what may be considered a substantial difference
between a foreign qualification and a corresponding qualification at your institution –
examinee should mark YES if he/she considers following statements as ‘’substantial
difference’’ or NO if she/he does not:
o Different access requirements,
o Nominal duration of study is more,
STINT
o than one year shorter,
o Institution or a programme is not accredited (quality assured),
o No final thesis,
o Less requirements for final thesis,
o Differences in programme content/courses,
o On-line studies,
o Part-time studies,
o Qualification is awarded by a private educational institution,
o The programme is not provided in our country,
o The institution is recognised in home country, but it is unknown to us,
o The institution is recognised in home country, but is missing in the international
databases (e.g. IAU-WHED),
o Teaching staff has not the same qualifications requirements as required in our country
(for example less professors who has a PhD-level degree, that required in our country),
o Other (please specify).
In addition to the case of substantial differences between the corresponding qualifications
please provide any other reason a foreign qualification is not recognised or not recommended
to recognise at your institution,
Does your institution take rankings into account when assessing foreign higher education
qualifications.
3. Comprehensive analysis of questionnaires results
After automatic data-processing of the questionnaires, project team comprised of all project partners
analysed the results of all three questionnaires in order to perceive the common strengths and
weaknesses of the internationalisation and recognition of qualification as well as those which are
related to specific university.
3.1. Analysis of the questionnaires results internationalization of institutions
All universities had a 100% response, meaning that all questionnaires had all questions answered.
According to the level of positions that survey participants hold at universities, questionnaires have
been completed by various managerial positions holders (rectors, vice rectors, rectors for international
cooperation, deans and vice deans) as well as administrative staff (associates, expert associates, expert
advisors, senior associates, coordinators). Total number of response in this questionnaire is 161
examinee.
Analysing responses on the question whether the internationalization is a priority at BiH universities,
majority of responses was positive, stating that it is high priority, closely followed by the response that
it is of moderate priority, whereas small number of survey participants responded that it is a very small
priority. There was no one stating that it is no priority at all.
Graphic of responses on question about is Intl’ a priority:
STINT
At the level of university organisational units (faculties and academies), majority of participants
answered that internationalisation is of moderate priority. This response is followed by the response
that it is of high priority, then very low and a very small number of participants answered it is of no
priority at all.
Speaking of top three reasons for internationalisation, according to analysed questionnaires, those
are: improving the quality of education at the institution, improving the quality of research and
development, better international cooperation and capacity building. Significant number of
participants deem the following four to be important reasons for internationalisation: better
internationalisation of the curricula, improving the international reputation and international ranking,
attracting foreign students and preparation of students for a global world.
As main reasons to focus on the development of internationalisation, majority of survey
participants have identified: improving quality of education at the institution, improving the quality of
research and development and better international cooperation and capacity building.
In this respect, one third of the total number of the internationalisation strategy is part of the HEIs'
strategic documents, one third of HEIs has no internationalization strategy nor policy and the
remaining HEIs reported various solutions: having internationalization policy in place but lacking
strategic approach to this issue. Great number of faculties within HEIs have placed internationalization
in the quality assurance policy.
Table of existence of policy and strategy of Intl’:
Great priority; 14
Moderate prirority; 13
Low priority; 6
Not priority at all; 0
B&H SITUATION
3 5
2
13
6
14
0
5
10
15
There is policy andstrategy
There is policy, butno strategy
There is strategy,but no policy
There is no policyor strategy
Policy of Intl' is apart of Quality
Policy
Strategy of Intl' is apart of HEIs'
strategy
STINT
Just under half of HEIs have appointed vice-rectors for international cooperation. In other HEIs these
responsibilities are on Senate, Rector or even lacking person responsible for international cooperation.
Speaking of faculties, most of them haven't officially appointed anyone for this position. Reporting to
HEI Senate or the Steering Board on the internationalization usually takes place once a year whereas
one third of survey participants are not aware of the frequency of reporting. HEIs' Senates and
Steering Boards regularly discuss the internationalization activities in majority of HEIs what points
out to the fact that activities do take place and are part of regular HEIs' work even though these are not
institutionalized in some cases. At the level of faculties, Councils of faculties rarely discuss
internationalization at each of their sessions. Most of them occasionally touch on the topic of
internationalization.
EU programs are the main source of funding internationalization at BIH public universities. HEIs
mostly don't have a budget line planned for internationalization. As some sources of funding
internationalization HEIs have listed regional and national programmes, and this number includes a bit
less than half HEIs.
Table of sources of financing which universities use for int‘l activities:
Internationalization policy at BiH public HEIs is mostly influenced by EU policy level. BiH public
universities are mostly focused on student and teaching staff mobility, bilateral or multilateral
international cooperation and international, development and capacity building, projects. For this
reason the funding for these activities has been increased at the public HEIs in the last three years.
In terms of having the international cooperation office, majority of faculties at BiH public universities
don't have one established.
As for programs that stimulate the students' mobility, the attention is mainly focused on reciprocal
student exchange, followed by rate of outgoing students.
Graphic of focus of attention of universities on programs that encourage student mobility:
35 28
85
13
3
67
0
10
20
30
40
50
60
70
80
90
National programsfor Intl'
Regionalprograms for Intl'(entite, canton)
EU programs Budget of HEI forIntl'
Financing fromthe economy field
There is no budgetfor Intl'
B&H situation
STINT
Survey showed that public BiH HEIs are ready to provide support to internationalization activities in
terms of accommodating incoming foreign teaching staff and students as well as providing support in
the process of getting working permits (visas) and providing other necessary practical information.
This also means providing support through multi lingual communication, organization of travelling,
advising on models of study, application process, information on study programs, preconditions,
lecturing and learning processes, information on diploma supplement, information on scholarships and
subventions, information on applying for them. Half of number of public universities offer assistance
in providing advising to students or staff with social problems, such as diseases, cultural differences,
depression, etc.).
Speaking of services that are deemed the most important for faculties and academies at BiH
universities they correspond the aforementioned: rendering information on study programs,
preconditions for enrolment, lectures, learning process, diplomas, etc.), advising on study models,
applications, etc., multi lingual communication, etc.
According to survey results there are centralised data on the number of students studying at public BiH
universities, coming from outside BiH. At half of HEIs there are also centralised records kept on the
number of students, teaching and administrative staff coming to the university through mobility
programs.
Graphic of centralized data at the universities about no. foreign students:
5 8
21
0
5
10
15
20
25
Incoming foreign students Outgoing students Reciprocal studentexchange
B&H situation
14 5
4
B&H situation
Yes No I don't know
STINT
It is perceived that less than a half of HEIs don't possess records on financial means spent from the
HEI budget on internationalization or international cooperation.
Most of the HEI’s have rulebook on Intl’ as seen from the following graph:
Universities mostly offer summer schools followed by courses and modules in foreign languages.
There is some joint programs and E-learning programs but great number of examines answered that
there is no programs from this area at all.
Graph of types of programs offered at the level of the faculty / academy of public universities:
About one third of a total number of survey participants is familiar with the data on the number of
study programs that have internationalization in educational aims. Great majority of survey
16
6 6 6
0
5
10
15
20
Yes No In process ofdevelopment
Don't know
B&H situation
24
10
31
9
5 6
32
3
0
5
10
15
20
25
30
35
Courses andmodules in
foreignlanguage
Preparatoryschools for
studing at HEI
Summerschools
Join programs(double or
joint degrees)
Programsorganized
abroad
E-learningprograms
No programsat all
Other
B&H situation
STINT
participants are aware on the number of Erasmus + programs signed by universities and their
organisational units.
More than a half of them have no records on international conferences held at HEIs and their
organisational units. Only one third has centralised data on the number of papers published in
international journals and other publications. More than a half have no data on papers published in
English or some other foreign language at public universities and their organisational units in BiH.
Speaking of projects, the situation is different, most of them know what projects have the public
universities in BiH been included in.
Demands for Intl’ are equally coming from teachers and students but also from the senior management
(rectors, vice rectors, deans and vice deans). Most of the examinees answered that there is no
resistance to the Intl’ but some of examinees perceived that the resistance comes from teachers,
administration or authorities.
Majority of examinees (68,9%) answered that accreditation criteria from this area should be improved
according to trends of European Higher Education Area, while 12% of examinees consider that
requirements of the criteria are too high for achieve and 10,2% considers these requirements too low.
Graph of accreditation criteria on Intl’:
Lack of financial support has been identified as the greatest obstacle to internationalization. This one
is closely followed by lack of strategic approach towards the process of internationalization plus
administrative inertia and difficulties in recognising the time spent abroad, in some form, be it ECTS
or qualifications.
3.2. Analysis of questionnaires results of internationalization for students
As mentioned within sample explanation, almost 3000 students responded on questionnaire from all
faculties and academies within the universities given the adequate variety of students coming from
different scientific and educational fields.
The percentage of students who are informed about mobility programs is 65.84% and it suggests that,
even the great efforts are put in dissemination of information related to the mobility programs, yet
there is still a lot of room for improvement in this area.
14
17
93
13
0 50 100
Too low
Too high
Should be improved according EHEA
Don't have an opinion
B&H situation
STINT
At the same time, most of the students responded that they found out about mobility programs from
their colleagues.
The table of adequate information of mobility programs:
Speaking of languages that students know best, the expected result has proven itself to be the realistic.
Majority of student population can speak English very well, followed by German where most students
have some minimum knowledge and only one third have fair and very good knowledge of German.
Other languages are represented in the extent of minimum required for basic communication.
Table of foreign language knowledge:
175
74
446
195
480 463
57 3
76
2
256
69
237
113 131
25
0
100
200
300
400
500
600
Yes No
University situation
SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE
1321
218 78 68 34 22 84
1 2
85
1043
422 375
126 77 57 197
16 1 63
374
1118
785
497
271 260 350
76 3
104
32
679
928
1368
1609 1642
1367
1037 1090
1352
0
500
1000
1500
2000
English German Spanish Italian French Turkish Russian Arrabian Chineese Other
B&H situation
Very good Good Minimal Don't know
STINT
The positive side is that 68.32% of examinees are aware of importance of the mobility during study,
and 65.52% would apply for the mobility programs.
The table about importance of mobility opinion:
At the same time, majority of examinees would apply for mobility programs as seen in the following
table:
But when it comes to realisation the obstacles listed below come in place and the realisation of
mobility looks as follows:
Most of the students who used mobility programs spent their time abroad during the third and fourth
year of first cycle study as seen in following table:
1928
289 600
0
1000
2000
3000
Yes No Without opinion
B&H situation
1849
547 374
0
500
1000
1500
2000
Yes No Without opinion
B&H situation
143
1290 1345
0
500
1000
1500
I did go No, but I plan to No, and I don'tplan to
B&H situation
STINT
The mobility was focused on attending classes and courses for most of the students:
Most of the students financed their mobility by scholarships and EU programs funds, family support is
at the second place while other sources of financing are very low:
0
10
20
30
40
50
I II III IV V VI I master IImaster
16 14
50
34
6 2
10 8
B&H situation
81
6 15
7 11 11 5 5 1 0
20
40
60
80
100
Attendingclasses,taking
exams etc
Followingcourses
Research Study visit Students'practice
Summerschool
Adequatecourses
Somethingelse
Don't know
B&H situation
020406080
Familysupport
Privateresources
Workingduring study
Scholarshipsor students'
loans
Scholarshipsor supportfrom the
govrenmentor local
comunity
EU funds Otherresources
67
13 4
25 8
70
9
B&H situation
STINT
When it comes to countries where students’ had spent their mobility programs, at three first places are
Italy, Turkey and Germany followed by other European countries such as Austria, Poland, Belgium
and countries from the region – Croatia, Slovenia and Serbia.
Table of countries where students studied during the mobility program (B&H situation):
At the same time, most of the students who plan to apply for mobility programs are interested in
European countries such as Germany, Austria, Great Britain, Italy, Russia etc.
Duration of mobility was one semester in most of the responses followed by four weeks and one study
year.
Table of frequent duration of the mobility (B&H situation):
15 14 13 13 11
9 8 8 7 6 5 5 4 4 4 4 3 2 2 1 1 1 1 1 0
5
10
15
20
205
143 136
84 72 63 48 48 41 37
0
50
100
150
200
250
STINT
When it comes to the recognition of the period spent abroad, most of the students didn’t know at the
moment if it will be recognized and followed by those where every activity was recognized but there
is concerning number of cases where nothing from mobility program was recognized is very high.
Table of recognition of certificates and diplomas acquired during mobility on the basic faculty:
Speaking of aspects that represent an obstacle for studying abroad, students have listed lack of paid
absence from jobs they have at the moment and lack of motivation. These two are followed by having
troubles to leave their home, partners, children and friends and additional financial burden. Significant
number of students listed language as a main obstacle, as well as not having enough information on
studying abroad.
Another set of obstacles refers to the gain they would have upon the return to their country of origin.
Great number of students is concerned about the possibility to connect their studies abroad with the
contents of their study program in BiH, as well as recognition of qualifications. Many students are
concerned about obtaining travel documents, but we can attribute this reason to lack of information on
this matter.
3.3. Analysis of the questionnaire results for recognition of qualifications
This questionnaire was completed by secretaries of all universities, faculties and academies of all BiH
public universities.
44
7
28
13 6 5
1
30
3 1 1 2 0
10
20
30
40
50
Onesemestar
Morethan a
semestarand lessthan ayear
Onestudyyear
Morethan astudyyear
Oneweek
Twoweeks
Threeweeks
Fourweeks
Fiveweeks
Eightweeks
Tenweeks
Sixteenweeks
41
17 23
46
14
0
20
40
60
Yes, everythingwas recognized
Yes, partially No, nothing wasrecognized
I don't know yet I didn't acquire anycertificate
B&H situation
STINT
The greatest concern in recognition of qualifications obtained abroad is realistic and comes down to
differences between the foreign and BiH qualification such as: content of the study programme/course.
The next issue is the fact that HEI or a study programme are not accredited or there is no equivalent
study programme in BiH and the study programmes are more than a year shorter or longer, when
mutually compared. Other differences include: conditions for enrolment, institution is recognised in
the country but not listed in international data bases, HEI recognised in its country but not here in BiH,
etc.
Most of the examinees (73%) answered that there is no service office institutionally established to deal
with recognition of qualifications as well that there is no job position at universities for this purpose
and at the same time small majority of them (52%) considers that there is a need for such a position.
Recognition is done in accordance with acts internally passed by HEI’s while at the second place are
acts passed by entities/cantons, but concerning fact is that six examinees answered that access to
recognition is not regulated at all.
Graph of regulation for access to the recognition of qualifications by law or internal act of the
institution:
More than 80% of the examinees answered that procedures and criteria for recognition are available at
websites of HEI’s. Concerning fact is that almost 30% examinees answered that there is no regulated
time limit to respond to recognition application but at the same time more than 90% answered that the
applicants have right to appeal.
The "substantial difference" in programs is at most of the cases (73.2%) determined by HEI in
applicable case. Ranking is not taken into account during the recognition by 77% examinees’ answers.
Vast majority (more than 90%) is not aware or doesn’t have procedures and criteria in place for
recognition of qualification of refugees and displaced persons and doesn’t have procedures providing
recognition of qualification for application without full documentation.
52
42
10 6
0
10
20
30
40
50
60
Yes, by internal act Yes, byentity/cantonal law
Yes, by BiH No, it is notregulated
B&H situation
STINT
3.4. Reports on internationalization and recognition of qualifications
Five of the project partners who couldn’t conduct the survey since they are not the universities
prepared the reports focusing on Intl’ and/or recognition of qualifications depending of their
jurisdictions.
These reports were base for developing SWOT analyses for three agencies and two ministries.
Ministry of Education and Culture of Republika Srpska and Federal Ministry of Education and
Science have prepared two reports, one on Intl’ and other on recognition of qualifications since those
two ministries are in jurisdiction on both of these areas.
3.4.1 Ministry of Education and Culture of Republic of Srpska on Intl'
In the Republic of Srpska the majority of HEIs has begun implementing a process of
internationalization in the traditional way, by enrolment of foreign students at higher education
institutions. In most cases HEIs has offices or services for internationalisation (at least at public HEIs
and in the biggest private ones). In Ministry it is planned to hire civil servant on the position of
international exchange but since now it is not finished. There is no office or service for
internationalisation in Ministry. There is a Department for Students Standard who's dealing with the
scholarships for study abroad and in programs of exchange.
In the further process of internationalization should be expanded to active international outgoing and
incoming mobility of students and academic staff which is still insufficient. Currently there is just one
second-cycle study program in English at the Faculty of Economics, University of Banja Luka. Most
higher education institutions have signed cooperation agreements with accredited institutions of higher
education from abroad in order to improve quality.
Although the Government of Republic of Srpska allocates funds for co-financing of international
exchange of students and academic staff in the amount of 110,000 KM a year, the data show that even
that amount has not been fully exploited, indicating that our students and teachers are not interested in
participating in international trade or they are inadequately informed about the possibilities of
participation. Also the exchange mobility programs such as ERASMUS and CEEPUS + does not
include a significant number of undergraduate and graduate studies.
The biggest and most important program of students and academic staff mobility of EU member states
representing the EU program for education, training, youth and sport 2014-2020 (European Region
Action Scheme for the Mobility of University Students - ERASMUS +) where teachers and students
from the Republic of Srpska are participating.
Academic staff and students from HEIs participate in the programme of exchange for university
studies (CEEPUS - Central European Exchange Program for University Studies) as the path for
development of academic cooperation between Central and Eastern Europe through the creation of
university networks. In such a way they contributes building the European Higher Education Area and
promote the use of regional academic mobility as a strategic program for the implementation of the
Bologna goals. Each host country provides scholarships for visiting professors and students who come
to public HEI in the Republic, while the participation of travel expenses shall be covered by the
country of origin.
In the Strategy of Education for 2016. – 2020. of Republic of Srpska internationalisation is stipulated
as one of the strategic goals in higher education for this period.
European higher education requires a strong growth trend in the international mobility of students and
academic staff. HEIs in the Republic of Srpska shall establish relations and cooperation with
STINT
prestigious European universities contributing to the internationalization of higher education as one of
the most important mechanisms for improving the overall quality of the educational process.
Through the exchange program is necessary to co-finance the arrival of a large number of foreign
students of the third cycle of studies, which would lead to internationalization of individual research
groups, and thus to strengthen international cooperation and quality of academic activities. It is
necessary to co-finance a study of domestic students to doctoral studies carried out abroad, with the
obligation to return after obtaining a doctoral degree. Signed bilateral agreements on cooperation
between universities and foreign partners should maximally exploit, as well as to provide a larger
number of such agreements with both EU and with countries which are not covered by European
networks of cooperation.
Improving and increasing the incoming student mobility is possible only if the universities expand the
offer of study programs in English. It is therefore necessary to introduce a modules in English or
create a presumption that students can collect a certain number of credits studying a degree program in
English. Based on the above, the mobility of students and academic staff within the European Higher
Education Area is one of the basic conditions for achieving international competitiveness of European
higher education. Particular attention should be paid to the participation of academic staff in the
programs of international exchange and cooperation, primarily young scholars who will continue his
career in the academic universities in the Republic. Visiting of prestigious foreign universities is
necessary for the progression in teaching career.
3.4.2 Ministry of Education and Culture of Republic of Srpska on Recognition of Qualifications
Academic and professional recognition is regulated by the Law on Higher Education in Republic of
Srpska.1
Beside the Law, there are Rulebook on the composition and work of the Commission for Information
and Recognition of Qualifications in Higher Education2 and a rulebooks of HEIs that are responsible
for the academic recognition.
The Law and the Rulebook on the composition and work of the Commission for Information and
Recognition of Qualifications in Higher Education are fully harmonized with the Lisbon Convention.
The legislation of academic recognition is not fully aligned with the Lisbon Convention. Rulebooks
about it on HEIs vary from fully harmonized to poor quality documents with very few articles about
it.3 For example, the Rulebook
4 that tackle this issue at University of Banja Luka is the same one that
regulates equivalence between the old and the new higher education qualification also as the procedure
for enrolment of students of other HEIs. In conclusion, there is one Rulebook for three very different
procedures and additionally, the procedure for evaluation of qualification gained at domestic HEI for
the purpose of continuing studies is completely the same as the procedure of academic recognition.
Moreover, this fact is not directly pointed out so the candidates can be very confused about which
regulations to use.
There are several HEIs which never got the application for recognition of foreign diplomas in purpose
of continuing study so they never applied their regulations although they have it.5
1 “Official Gazette of Republic of Srpska” No, 73/10, 84/11, 104/12, 108/14.
2 „Official Gazette of Republic of Srpska“ No. 15/14.
3 Such as legislation at College of Economic and Informatics Prijedor.
4 Rulebook of equivalency of pre-bologna qualifications, evaluation of higher education documents for purpose of
continuing studies, University of Banja Luka, http://www.unibl.rs/sr/stranica/Pravilnici/261, 24.11.2015. 5 Such as University Sinergija, Bijeljina.
STINT
Higher education diplomas issued in the Republic of Serbia are exempted from the general regime of
recognition in accordance with the bilateral agreement between the Republic of Srpska and Republic
of Serbia.6 Therefore, there is no recognition procedure of this kind of diplomas but were
automatically recognized as diplomas acquired in the Republic of Srpska.
Ministry of Education and Culture is responsible for recognition of foreign qualifications gained after
finishing elementary and secondary education,7 as well as for the professional recognition of higher
education qualification. Within the Ministry, the Commission for Information and Recognition of
Qualifications in Higher Education is responsible for the procedure of recognition of foreign higher
education qualification for general asses to labour market.
The Minister appointed the members of the Commission among the teachers of HEIs with
international experience. Chairman of the Commission was appointed by the Government on the
recommendation of the Minister, also among the teachers of HEIs with international experience. The
administrative work of the Commission performs Secretary who is employed at the Ministry. Mandate
of the Commission is four year.
For the purpose of giving the expertize in specific matter, the Commission may engage the external
expert among the teacher of HEIs. He is responsible to give his written experts opinion by the next
eight days from the day of receiving necessary documents.
Commission is also responsible for giving opinion and information about foreign higher education
system in purpose of academic recognition and by the request of HEI.
At HEIs, there are mostly one servant that is in charge to take care about the recognition application.
In bigger HEI like University of Banja Luka and University of East Sarajevo there is an office for the
recognition and international mobility. In smaller one like colleges, this job is on secretary general or
chief of student service. They are responsible for the administrative and technical issues in procedure.
By the positive law in Republic of Srpska, there is no distinction between professional recognition for
general asses to labour market and professional recognition for asses to regulated profession.
The procedure is initiated with sending an application by person with interest. The right to apply is
given to the BH citizens and foreign citizens. In purpose of efficiency and easy approach to
information, an application form is announced at web page of Ministry.8 Application form is in
Serbian and English language and contains detailed instructions for applicants, phases of procedure,
important notices and costs information.
Beside the application, the list of necessary documents are foreign higher education diploma9, original
of the Diploma Supplement or official grade transcript in original (if the first one is not issued),
original, certified copy or web address of study programme valid at the time of entry that includes:
name of programme, official length, type (academic/professional), level (bachelor/master/PhD or
other), competences (knowledge, skills and competences), ECTS credits (if applicable),curriculum
with short description of modules or subjects, rights to further education, terms of employment with
diploma in state of issue, one copy (hard copy or CD) of the final thesis (undergraduate, graduate,
specialist, master or PhD), certificate of citizenship of BH and Republic of Srpska (for BH citizens) or
certified copy of passport and certificate of temporary residence in Republic of Srpska (for foreigners),
Marriage certificate if surname is changed and a proof of payment of administrative fee.
6 Agreement on mutual recognition of documents on education and regulation of status issues for pupils and students
between Republic of Serbia and Republic of Srpska („Official Gazette of Republic of Srpska No. 76/05). 7 The Law on Secondary Education and Training, „Official Gazzete of Republic of Srpska“ No. 74/08, 106/09, 104/11,
34/14 and The Law od Elementary Education and Training, „Official Gazzete of Republic of Srpska“ No. 74/08, 71/09,
104/11, 33/14. 8 http://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/Pages/default.aspx.
9 According to the Rulebook mentioned, documents issued for temporary use cannot be accepted.
STINT
All the documents except of the final thesis and certified copy of passport for foreigners must be
translated by authorised judicial translator registered in BH into one of the official languages in BH.
Aligned with the Lisbon Convention, when translate documents, it is recommended to leave the
original title of higher education qualification. If the qualification is not issued in Latin or Cyrillic
alphabet, applicant is obliged to perform transliteration of the qualification and other documents
submitted.
In exceptional cases, the Commission can ask for the additional documents if necessary but these cases
are rare. Also, if there is a doubt about the validity of diploma, the Commission proceed it to the CIP
BH to be authorised by the HEI of issue.
The evaluation criteria are the system of education in the country of origin, accreditation of HEI and
study programme, admission requirements (minimum level and length of previous education, type of
qualification of entry), study programme details (programme type, duration, number and structure of
modules/subjects and ECTS credits), formal right that are given by the foreign qualification in the
country of origin and academic achievements of the holder.
The central part of the procedure is evaluation. One foreign study program that leads to one higher
education qualification can be evaluated one time and this worth for all recognition of the same
qualification from the same study program in future. This rule ensures equality of treatment and
protection of legitimate expectations candidates in the process.
The Commission meets once a month and if necessary more frequently. Deadline for Commission’s
decision is four month after the date of receipt of complete application. The decision of the
Commission is final. The rights of the applicants are protected by the right to appeal against a
Commission decision before the competent court within 30 days of receipt of the decision.
As a rule, the title of foreign qualification is in the decision on recognition titled by the original name
and without translation. If possible, the Commission might add the name of the same, domestic
qualification additionally.
The fee of professional recognition is 150 EUR. If the Commission reject the application for the
formal reasons (due to deficiencies in the documentation, because it was not relevant or because the
procedure cannot be run due to legal barriers as well as in all other cases when it does not engage in
decision-making on the request for recognition), the candidate is entitled to refund.
According to the Law, there is an obligation for Ministry to establish Register of recognized foreign
qualification diplomas. This register is not fully operational because the lack of capacity to deal with it
in the past.10
The process of academic recognition is normally carried out at the time of enrolment of students. It
starts when the officials and relevant bodies (commission) at a university or college considers
prerequisites for admission for candidates with a foreign education qualification. If the candidate holds
a secondary school degree certificate or equivalent, they will refer him/her to apply for the recognition
in the Ministry of Education and Culture of Republic of Srpska.
If the candidate holds a proof of completion of the first or a second level of higher education, a
certificate of completion of „higher school“ or some other document that shows the competition of a
part of the higher education, the HEI will proceed the academic recognition in a purpose of enrolment
at the appropriate study program. Usually, responsible authority is commission established by
faculty/academy Committee by suggestion of the dean or commission established by the director of
the college.
10
The extremely high number of requests for recognition in the period from 2006. to 2010. made it difficult or even
completely obstructed the management of the Registry by an officer in charge of recognition tasks. Although assistance to
staff requested several times, the number of employees who work in these jobs has not increased.
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Some private HEI fully implemented their regulations with Lisbon Convention. Therefore the
evaluation criteria are clear and transparent. As a rule, they use the services of CIP BH or Commission
when check the authenticity of higher education diploma or accreditation of HEI or study
programme.11
On the other hand in many others HEI, there is no correct regulations in line with
Lisbon Convention. Two major national universities – University of Banja Luka and University of
East Sarajevo regulates three very different public administrative issues (procedures) in one same
Rulebook: equivalence of higher education qualifications issued in some of HEI in BH, equivalence of
higher education qualifications issued abroad and equivalence of previous (pre-bologna) qualification
issued at the same university (one of those mentioned) where candidate want to continue study.
Recognition may be conditioned by passing one or more additional exams for the purpose of
continuing studies. This is so called „conditional recognition“. The deadline for the decision is in
mostly cases 60 days from the day of applying. The decision of recognition defines on which level and
year of study the candidate is allowed to continue study, how many ECTS credits is recognized and
(eventually) which additional conditions he/she must fulfil in certain deadline.
There is no term „substantial difference “mentioned in universities rulebooks nor other link to Lisbon
Convention's regulations. There is a sentence „if the Commission at faculty/academy finds that the
preconditions to continue the study are not satisfied but this can be solved through fulfil some
additional requirements (exams, seminars, practical classes etc.), it will make an proposal to the
Faculty/Academy Committee where the obligations of the candidate will be defined“. The criteria for
decision whether the prerequisites are required or not are not clear.
The right to appeal to the Senate of HEI is allowed in a next 15 days from the day of receiving the
decision.12
The fee for the academic recognition vary from HEI to HEI. At some HEI the fee is defined as total
amount for the recognition off all exams/subjects/modules candidate passed at other HEI while on
some others HEI the fee is unique for the recognition of final document (higher education diploma).
The amounts are very different and vary from 2,5 EUR per exam to 200 EUR per diploma.
3.4.3 Federal Ministry of Education and Science on Intl’
The Government of the Federation of BiH adopted the Strategic Directions for the Development of
Higher Education in the Federation of Bosnia and Herzegovina 2012-2022 stating that the mission,
among others, will be the participation in the implementation of student exchange programs for
undergraduate, postgraduate and doctoral studies and academic exchanges; monitoring and
coordination of implementation of the provisions of international conventions, agreements and other
documents in the field of higher education, taken by Bosnia and Herzegovina.
Some of the strategic goals are:
Mobility – including the full implementation of Diploma Supplement in order to contribute to
internationalizing diplomas obtained in our country and the way to improvements in mobility
schemes and international recognition of academic and professional qualifications,
Establishing a Fund/Foundation for mobility of students and teaching staff,
Internationalization of higher education in the Federation of BiH.
In order to implement strategic direction, FMON supports:
internationalization of higher education;
LLL projects encompassing networking and cooperation of HEIs with other stakeholders;
11
Such as Paneuropean University APEIRON in Banjaluka. 12
By the Rulebook of University of Banjaluka.
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national and international projects of building a knowledge society
bilateral and multilateral mobility schemes, bearing in mind that Bosnia and Herzegovina has
signed 25 bilateral and multilateral protocols, memoranda and agreements (10 more are
currently in preparation) on cooperation in the field of education.
The Action Plan of the Federation for the implementation of the Reform Agenda for BiH
for the period 2015 – 2018 includes the activity of the education reform (adapting the system to the
labor market; rationalization and cost reduction) to be jointly implemented the Federation of BiH and
cantons. Following that, FMON has developed sectoral reform measures stating that, among others, in
the coming period it will ensure continued support for the internationalization of higher education in
the Federation of Bosnia and Herzegovina and the implementation of quality assurance in higher
education institutions through international participation, cooperation and networking in order to
systematically meet the requirements for inclusion of domestic higher education in the European
Higher Education Area as an equal partner.
The internationalization of education, especially higher education is an integral part of all policy
documents at national and institutional level. The legal framework is developed in the direction of
facilitating and encouraging internationalization in all its aspects, including mobility.
The Council of Ministers of BiH, on the proposal of the Ministry of Civil Affairs, adopted the
Priorities for Developing HE in Bosnia and Herzegovina for the period 2016-2026 in March 2016.
There are seven priorities, out of which the seventh one is internationalization. The situation analysis
for the internationalization concluded that the higher education community agrees that the
internationalization is crucial for future development, but it is not strategically addressed. Some
proposed priority activities to be undertaken to enhance internationalization are to promote regional
and cross-border cooperation through joint applications and participation in the projects; actively
support the international mobility of staff and HEIs to be linked to career advancement; support the
development of study programs in foreign languages; support the international mobility of students;
provide training in foreign languages for staff at HEI, create legal and other requirements for the
development program for the acquisition of joint degrees; strengthen human resources and financially
support the capacities of the offices for international cooperation at HEIs, etc.
Recent data show that the mobility of students and teaching staff is very low. The University of
Sarajevo is leading institution with the number of students and staff included in some mobility
program in relation to other higher education institutions in the Federation, with a total of 550
students, teachers and staff, representing 1.5% of the total number of students, teachers and staff in the
academic year 2014/2015, who participated in mobility programs beyond the borders of Bosnia and
Herzegovina.
Bosnia and Herzegovina has signed more than 30 bilateral and multilateral agreements, programs,
memoranda, protocols and other documents on cooperation in the field of higher education, science
and research activities, which include the exchange of students, teachers and researchers in education
and science and thus assuming the financial, technical and other obligations in the field of education
that may not be implemented without adequate financing, criteria and procedures at all levels of
government established by these documents.
BiH signed Erasmus + Agreement in June 2014, which replaced all previous programs in the period
2007-2013.
HEIs in the Federation of BiH have the opportunity to achieve exchanges and mobility also through a
variety of networks, including Erasmus Mundus program which aims to improve the quality of higher
education in Europe and promote dialogue and understanding between people and cultures through
cooperation with third countries, multilateral CEEPUS (Central European Exchange Program for
University Studies) exchange program of students and teachers, Mevlana program with the Agency
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for Higher Education of the Republic of Turkey, summer schools, as a form of international
cooperation and exchange, as well as there are over 250 institutional bilateral agreements and
protocols on cooperation and exchange of students and teachers signed by the public HEIs in the
Federation of Bosnia and Herzegovina with universities from around the world.
HEIs have been involved in the university exchange networks (some of them are still running):
BASILUES, JoinEU-SEE , SIGMA A , ERAWEB , EUROWEB and STEM . From 2014 there are
two new partnerships - exchange networks with participation of BiH institutions: GREEN-TECH-WB
(GreenTech: Smart & Green Technologies for Innovative and Sustainable Societies in Western
Balkans) and SUNBEAM (Structured University mobility between the Balkans and Europe for the
Adriatic-ionian Macro-region).
By the end of 2015, there were over 150 Joint Erasmus Mundus Masters and some 40 joint PhD
programs for which students could apply within Erasmus Mundus Action 1. All these programs led
towards joint or multiple diplomas. During the past seven years, around 70 students from BiH were
awarded scholarships for attending EM joint Master and PhD courses at prestigious EU universities.
There is a unique database of Scholarships for Western Balkans (S4WB) available to all students in
BiH offering a wide range of scholarships for students and researchers of the WB, and gives them the
opportunity to be informed about financial aid for undergraduate, postgraduate and doctoral studies.
The database provides information on scholarships from 17 fields of study in 33 countries across
Europe.
In the academic year 2015/2016 there were 5557 or 7,65% of foreign students enrolled in the
Federation of BiH, of which 2807 in public and 2750 in private and theological HEIs . This
percentage was higher in the academic year 2014/2015 and was 8,25%.
3.4.4 Federal Ministry of Education and Science on Recognition of Qualification
At the state level, the Framework Law on Higher Education in BE (FLHE) does not provide
provisions on the recognition of higher education qualifications, but only on establishing the Center
for Information and Recognition of Qualifications in Higher Education of Bosnia and Herzegovina
(CIP) as the ENIC BiH. CIP is presenting our country in ENIC/NARIC networks through provision of
information about the higher education system of BiH for the purpose of recognition abroad of higher
education qualifications obtained in BiH as well as information to the competent BiH authorities for
recognition of foreign higher education qualifications obtained abroad in BiH.
There is no law or any other regulation on recognition at the Federation of BiH level, but only at the
level of nine cantons13
that are carrying out the procedure of nostrification and equivalence mostly
instead of recognition14
based on the Convention on the Recognition of Qualifications concerning
Higher Education in the European Region (or the Lisbon Recognition Convention - LRC). The
Federal Ministry of Education and Science performs also nostrification and equivalence of foreign
credentials allowing admission to HEIs in BH.
Laws and subordinate legislation in the Federation of BH have not been yet amended to be in line with
the LRC. Namely, the procedures still prescribe comparison of study programs or individual subjects
contrary to the LRC and its accompanying documents as well as the of the European Area of
Recognition Manual for Higher Education Institutions (EAR HEI). The term nostrification is not used
in Tuzla and Sarajevo Cantons, and the Posavina Canton, despite the fact that nostrification and
13
Only Bosnian-Podrinje Canton Goražde has not adopted the law 14
A formal acknowledgement by a competent authority of the value of a foreign educational qualification with a view to access to educational and/or employment activities- LRC definition.
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equivalence terms are still present in the law, amended the law stipulating that evaluation shall be
made by the ENIC BiH.
Upon review of all existing laws at cantonal level, eight cantons, except Tuzla Canton, have to adopt
new laws on recognition pursuant to the LRC provision, and thus competent recognition bodies shall
be HEIs for academic recognition and ministries competent for education shall be in charge for
professional recognition, or access to employment.
Therefore, the legislation and practice in the area of recognition of higher education qualifications
needs to be improved, i.e. the cantonal legislation needs to be amended and harmonized with the
LRC provisions and finally the term nostrification needs to be replaced by recognition.
3.4.5 Centre for Information and Recognition of Qualification in Higher Education (CIP)
The Constitution of Bosnia and Herzegovina15
is the highest legal document of Bosnia and
Herzegovina. The current Constitution is the Annex 4 of the General Framework Agreement for Peace
in Bosnia and Herzegovina, also known as the Dayton Agreement, signed on December 14 1995.
By the constitutional arrangements, Bosnia and Herzegovina (further: BiH)consists of the two entities,
the Federation of BiH and the Republika Srpska and Brčko Distrikt of Bosnia and Herzegovina. The
Brčko District of BiH is a unique administrative unit at local level and it is under the sovereignty of
BiH.
Article III of the Constitution defines responsibilities and relations between the institutions of BiH and
the entities: responsibilities of the institutions of BiH, responsibilities of the entities, so as law and
responsibilities of the entities and the institutions, coordination and additional responsibilities. In this
article there is a list of ten responsibilities of the institutions of BiH and with that exception, a
provision of establishing jurisdiction in favour of the entities that points out all governmental functions
and powers, not expressly assigned in this Constitution to the institutions of BiH shall be those of the
entities.
Regarding the fact that the Federation of BiH consists of ten cantons with the major responsibility in
the area of education, it is clear that responsibility in the area of education lies on two entities, Brčko
Distrikt of BiH and ten cantons. Therefore, in total, there are 13 systems of higher education in BiH.
This issue is very important in order to understand the diversity and a large number of authorities in
the area of recognition.
For the purpose of establishing basic principles and standards of higher education in accordance with
the principles of the Bologna Declaration16
and the Lisbon Recognition Convention17
, BiH adopted the
Framework Law on Higher Education in Bosnia and Herzegovina.18
The Law presents only the
framework within responsible higher education authorities aligned their own entities, cantonal and
district laws on higher education.
This Law determines organization of the higher education in BiH, responsibility of the competent
authorities, establishes the authorities in charge of implementing the Law, defines international
obligations of BiH, and the quality assurance methods in the area of higher education.
15
“Official Gazette” of the Federation of Bosnia and Herzegovina“ 1/94,13/97, 16/02, 22/02, 52/02, 60/02, 18/03, 63/03. 16
Declaration of the European Ministers of Higher Education from Bologna (1999) 17
Convention of the Council of Europe/UNESCO on Recognition of Qualifications in Higher Education in the European
Region (ETS No. 165, 1997) 18
„Official Gazzete of BiH“ No. 57/09, 59/09.
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The Law does not stipulates the recognition of foreign higher education qualifications19
,except
establishment of Center for Information and Recognition of Qualifications in Higher Education of BiH
as the ENIC BiH.
Centre for Information and Recognition of Qualifications in Higher Education (CIP) is BiH ENIC
Centre. It is an autonomous public administrative institution, and it is competent for information and
recognition in the area of higher education, under the scope of the Lisbon Recognition Convention.
Although CIP BiH is competent for information and recognition in the area of higher education, it
does not have legitimacy to issue legally binding decisions, but only to issue recommendations and
opinions at the request of the competent recognition authorities or individuals, employers and HEIs. It
also represents BiH in ENIC/NARIC network and international projects in the area of higher
education, provides information on HEIs in BiH and abroad for the purpose of recognition.
CIP makes a great effort to be real information centre, not only within BiH. Furthermore, CIP adopted
the Recommendations on Criteria for Evaluation of Foreign Higher Education Qualifications in the
Process of Recognition for the Purpose of Employment and Continuation of Education in 201320
,
Recommendations on the Use of Qualifications Frameworks in the Procedure of the Recognition of
Foreign Higher Education Qualifications in Bosnia and Herzegovina21
and Recommendations on the
Recognition of Foreign Higher Education Qualifications in Bosnia and Herzegovina to the Persons
with Insufficient Documentation or without Documentation22
. At the end of 2015, two new
recommendations were adopted, Recommendations on the Recognition of Foreign Higher Education
Qualifications Obtained by Joint Degrees23
and Recommendations on the Recognition of Foreign
Higher Education Qualifications obtained by the Transnational Education24
. These recommendations
have been made in accordance with the provisions of the Lisbon Recognition Convention, its
subsidiary documents, UNESCO's Recommendations as well as the EAR Manual and the EAR HEI
Manual.
Access to higher education is available to all those who have completed the four-year secondary
education in BiH. Pupils who have completed high school abroad shall submit proof of completed
education, a certificate or diploma, for evaluation to the competent institution, which will take into
account the criteria and procedures for recognition of foreign qualifications established in the line with
the principles of the LRC.
As a rule, such certificate or diploma will be recognized in the way that it shows the level of education
which is essentially not different from education in BiH and that grants right to its holder to apply for
enrolment to the university or higher school, and proceed with passing of the admission examination at
the university or higher school in the country of origin.
Recognition of foreign credential that gives access to higher education in BiH is carried out by the
Ministry of Education and Culture of the Republic of Srpska, the Federal Ministry of Education and
Science, cantonal ministries in the Federation of BiH and the Department for Education in the Brčko
District of BiH.
Access to higher education within the scope of the licensed HEIs operate in BiH is not restricted,
either directly or indirectly, based on any realistic or assumed basis such as: sex, race, sexual
19
Except the general provision about the recognition of foreign qualification in purpose of acess to higher education in
BiH.
21
“Official Gazette of Bosnia and Herzegovina”, No. 81/14. 22
“Official Gazette of Bosnia and Herzegovina”, No. 81/14. 23
“Official Gazette of Bosnia and Herzegovina“, No. 80/15
24 “Official Gazette of Bosnia and Herzegovina, No. 80/15
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orientation, physical or other disability, marital status, colour of skin, language, religion, political or
other opinion, national, ethnic or social origin, affiliation with an ethnic community, property, birth,
age or any other status.
Regarding the differences between entities, cantons in the area of academic recognition, and the fact
that in some part of the country and on some HEI the LRC is not implemented at all, it is urgent for all
authorities to harmonize their regulations with the LRC. The term „nostrification“ should be phased
out because it is directly opposite to the LRC. The procedures must be simplified with clear steps,
documents, criterias, responsibilities and rights. Right to appeal against the decision should be
guaranteed for all, and not only through a lawsuit before the court, but by a right of appeal to a higher
authority in accordance to the LRC.
In accordance with the LRC and its subsidiary documents (Explanatory Report) the assessment should
be based on adequate expertise and transparent procedures and criteria, and it should be available at
reasonable cost and within a reasonable time. It is necessary for those authorities in BiH who do not
have adequate time limits for recognition decision to change it, and for those who do not published
their rules and procedures online (on internet) to do so.
In accordance with the LRC provision, in all cases where the decision is different from the recognition
requested by the applicant, including the cases where no form of recognition is possible, the competent
university should inform the applicant of the reasons for the decision reached, and his or her
possibilities for appealing against the decision.
Also, the term of „substantial difference“ should be more clear and transparent. Burden of proof of a
substantial difference should lie with the competent university i.e. competent recognition body.
Level of awareness and knowledge about the importance of transparent, efficient and fair academic
recognition procedure should be rise up. This could be successfully done through different kinds of
trainings, seminars, round tables and conferences for administrative and academic staff.
3.4.6 Agency for development of Higher Education and Quality Assurance of BiH
International relations is one of nine criteria for accreditation of higher education institutions in BiH,
whose fulfilment is evaluated by panel of domestic and international experts in the accreditation
process of institutions. In the accreditation process, experts asses how HEIs policies, procedures, and
activities with regard to internationalization contribute to the overall quality of higher education
institutions, having in mind context and strategy of the concrete HEI, specific region, cultural diversity
etc.
HEI needs to determine WHY is important for it to be more international oriented WHAT needs to
be implemented/strategic goals needs to be achieved HOW to achieve goals, HOW to monitor
implementation, measure achieved results and make concrete improvements.
Findings in this report are created on the basis of 20 experts’ evaluation reports 25
of HEIs that
completed institutional accreditation process and are listed in the State Register of Accredited HEIs.
The fulfilment of this criteria is assessed as fully at five HEIs (3 public and 2 private universities); the
fulfilment is assessed as substantially at fourteen (15) HEIs (5 public and 6 private universities; and 4
private colleges).
This criteria contains the following sub-criteria:
25 All experts evaluation reports are available at
http://hea.gov.ba/Kvalitet/izvjestaji_komisija_eksperata/Default.aspx?id=6502
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„HEI has international cooperation through international projects, bilateral agreements, joint
programmes, etc. “
External evaluation reports show us that HEIs have signed bilateral agreements with institutions from
abroad, they usually participate in the international projects and organize and participate in
international conferences etc. Panel members are also notice that in most cases there is a lack of
strategic approach in institutional level during the process of signing mutual agreements and applying
for projects and there is a lack of joint programmes and programmes in English or other foreign
language too.
„HEI promotes and secures international mobility of students and academic staff, and it applies
experiences thus acquired in its own activities“.
From external evaluation reports we can conclude that student, academic, research and administrative
mobility is low, mostly due to following reasons: low or no financial support at all, foreign language
barrier, not interested students, lack of information about possibilities, recognition of credits,
motivation of management and academics/not regulated employability status, lack of study
programmes in English or other foreign languages, study programmes are not compatible enough with
those in the region or abroad, etc.
„HEI has procedure in place and secures resources to support its international activities“.
External evaluation reports show us that small number of HEIs have strategy for internationalization,
HEIs have individuals or offices dealing with international issues, which in most cases are not
sufficient, lack of staff trained for project management, lack of monitoring and evaluation process,
lack of appropriate procedures dealing with different aspects of internationalization.
On the HEIs in BiH experts are notice existence of competent and committed internal drivers for
internationalization such as management, international offices, staff at all levels of HEI and
institutions are also aware of the importance of the internationalization in quality processes.
Institutions have systematic and selective approach when signing international agreements (from
reports all institutions have agreements on cooperation with foreign partners) and applying for
projects (universities are more involve in different international projects than colleges and public
more than private) or organizing conferences.
HEIs also try to improve appropriate use of project outcomes and results, some institutions have study
programs in foreign languages and some institutions are publishers of the international journals.
From the panel reports we can specify main obstacles and weaknesses as the reasons for the problems
of internationalization such as: lack of strategic approach for internationalization on institutional
level, lack of financial support for internationalization ( lack of funding, increased dependence on
short-term external funding sources, national bureaucratic obstacles, disharmony of funding models
for higher education in Europe), lack of courses and study programs in English or some other
languages, insufficient mobility of academic staff and students (lack of interest or financial support,
language barriers...).
The panel reports contains a solid number of recommendations for improvement of
internationalization and mostly they are related to finance, providing resources for realization of
mobility of academic staff and students, language etc. Other useful experts recommendations are:
strategic planning in internationalization on institutional level; break down the barrier between
internationalization of research and education; enhance language of communication in education and
research; development of study programs and more courses in English and other languages (especially
at master and doctoral studies); making study programmes more compatible (or joint programmes);
pay particular attention to motivate academic staff and students for internationalization by regularly
dissemination information about internationalization to selected target groups and try to better use
possibilities offered by agreements and projects; expand a cooperation in the region and mutual
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recognition of qualifications; establish a network of Balkan universities, and links with the European
Union; accept the unique regional norms and standards in higher education, but maintain the
specificity of local, cultural and social matrix, making mobility acceptable to all universities in the
region.
All higher education institutions after identifying obstacles for mobility of different categories made
concrete actions in order to improve foreign language knowledge, mechanisms for motivation and
benefits etc.
3.4.7 Higher Education Accreditation Agency of Republika Srpska
Bearing in mind that the world nowadays is more connected and that globalization processes are
stronger than ever, it’s not a surprise that internationalization is becoming more and more important in
higher education area trying to respond to modern society demands. Living in the world where most of
the economy is based on the international cooperation and multinational corporations, the work field
demands are changing thus reflecting the importance of internationalization.
Internationalization is not one of the specific standards in Standards and guidelines for quality
assurance in European higher education area but it is, more or less, integrated in other standards
requirements as an expected value.
Since the internationalization is even more important in developing societies such as ours, one of the
criteria for accreditation in BiH is directly related to internationalization and is titled International
relations. It comprises specific requirements in the international cooperation via international projects,
agreements, joint programs, as well as the academic and student mobility.
The fact that international experts are involved in every panel of experts in accreditation is an
important one in overall process of internationalization in higher education systems in BiH.
Analyzing the results of accreditation so far, based on reports and recommendations of the experts, it
is perceived that internationalization is one of the weakest points in complete activities of higher
education institutions. This opinion is based on a fact that criteria directly linked to the
internationalization is the lowest assessed criteria overall, and in all cases where letter of expectation
was issued this criteria was assessed as insufficiently in compliance with requirements of the standards
and criteria.
In the reports on institutional accreditation for 13 institution in Republika Srpska it was noted that
there is a lack of internationalization strategies, lack of financial support for mobility of academic staff
and internationalization generally as well as insufficient number of competent staff for true academic
mobility, lack of access to international journals databases and lack of courses and study programs in
foreign languages. It was also perceived that mobility of staff and students is related to low motivation
and interest as well as the financial support issues, language barriers and problems with recognition.
The panel of experts emphasized the strong points in this criteria such as awareness of the importance
of internationalization in building quality and expediency of the institution, involvement in
international projects and international cooperation agreements. There were also some examples of the
good practice because some of the institution have had the access to international journals databases,
have done benchmarking with domestic and foreign partners and even introduced courses and study
programs in foreign languages.
It can be said that there is some improvement perceived in analysis of the follow-up reports of the
higher education institutions such as more involvement in international projects, more agreements on
cooperation, but unfortunately there is still a lot of room for improvement in area of academic and
student mobility.
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We have to take into account that financial resources on all levels are not sufficient for building the
capacities and strengthening the internationalization but also that there is less and less students every
year and that higher education institutions in European countries are much more competitive in this
area.
In this conditions it can be said that project of strengthening the internationalization within the higher
education institutions in BiH has the great importance and carries the great responsibility.
4. SWOT ANALYSES
After analysis of the questionnaires results every university created its’ own SWOT analyses with
specific strengths, weaknesses, opportunities and threats identified for both internationalization and
recognition of qualifications.
Prior to development of the joint SWOT analyses, the comparative analyses was prepared by IP Porto
of the internationalization dimension and recognition of qualifications. The analyses were conducted
trying to combine and grouping the most mentioned strengths, weaknesses, opportunities and threats
by all eight HEI’s.
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Table of analysis of strengths in Intl’ for all universities:
STRENGTHS
Un
iver
sity
of
Ban
ja L
uk
a
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
mal
Bij
edic
Mo
star
Un
iver
sity
of
Eas
t
Sar
ajev
o
Un
iver
sity
of
Mo
star
Un
iver
sity
of
Sar
ajev
o
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
Visibility of the University X X X
Active participation in EU mobility networks X X X X
Cooperation with various foreign institutions X X X X X
Experience in international projects X X X X X X
Fully implemented ECTS system X X
Satisfying percentage of recognition studies
abroad (≥ 75%) and full recognition within the
Diploma Supplement
X X X
Widely accepted Bologna principles and many
of them already implemented X
Academic staff with international experience X X
Growing number of teaching staff with foreign
language skills X X X
Growing number of students with foreign
language skills X X X
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Good dissemination of information related with
international activities X X X X X
Good communication between IRO, students
and teachers X X X X X
Growing number of mobility’s X
Growing number of interest and awareness
regarding mobility X X X X
Awareness of the importance of
internationalization for the HEI X X X X X X
Existence of IRO that support international
activities X X X X X X X
IRO staff trained for applying project proposals
within national and international Calls X X
Centralized data for many international
activities X X
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Table of analysis of weaknesses in Intl’ for all universities:
WEAKNESSES
Un
iver
sity
of
Ban
ja L
uk
a
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
mal
Bij
edic
Mo
star
Un
iver
sity
of
Eas
t
Sar
ajev
o
Un
iver
sity
of
Mo
star
Un
iver
sity
of
Sar
ajev
o
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
Limited priority given to internationalization X X X X X
Lack of strategic document for
internationalization X X X X X
Lack of specific, operational and action plans
for internationalization X X
Lack of rules, regulations with procedures and
mechanisms for mobility, recognition,
preparation and realization of international
projects
X X X X X
Unsystematic approach to internationalization at
faculty level X X X
No IRO at faculty level X
Limited or no financial resources X X X X X X
Insufficient personnel and or infrastructural
capacities of IRO X X X X X
Lack of an integrated information system, and
single database for internationalization X X X
Lack of capacity to deal with paperwork/
administrative matters X
Lack of necessary conditions for attracting
foreign students and academic staff X X X X X
STINT
Problem of language skills of academic staff,
administrative staff and students X X X X X X
Few or no available courses in English X X X X X
Lack of joint/double/multiple degree studies
and/or joint-modules with other universities X X X X
Low level of mobility of student and staff X X X
Insufficient participation in international project X
Potential lack of recognition X X X X
Difference in the practice of the recognition of
study periods, application procedure,
implementation of exchange programs and
international projects between organizational
units of the HEI
X X
Lack of information concerning exchange
programs among the wider community X X X X
Low motivation of students for mobility (idea
of mobility is without clear purposeful goal;
lack of money; afraid of being far from
home/family; lack of teaching staff support;
unclear benefits gained with mobility)
X X X X X X X X
STINT
Table of analysis of the opportunities in Intl’ for all universities:
OPPORTUNITIES
Un
iver
sity
of
Ban
ja L
uk
a
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
mal
Bij
edic
Mo
star
Un
iver
sity
of
Eas
t
Sar
ajev
o
Un
iver
sity
of
Mo
star
Un
iver
sity
of
Sar
ajev
o
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
EU Internationalization Strategy X
EU integration process X X
Funds and different sources of financing for HE
are available through EU (Erasmus+, CEEPUS,
Mevlana, Erasmus Mundus, IPA, Fulbright,
Cmepius, DAAD, AUF, ESSE, EAAS, Horizon
2020, FDI, …)
X X X X X X
Low living costs in Bosnia and Herzegovina and
favourable costs of studies X X X X
Geographic location of the city X X X X
Unexplored natural resources and the historical
and cultural heritage X X X
Intercultural experience X X
Increasing and or intensified regional and
international cooperation with environment
(HEI, industry, research groups, authorities…)
X X X X
Wide possibilities for active participation in
international research programs and for the
development of capacities and quality in
research and education
X X X
STINT
Table of analysis of the threats in Intl’ for all universities:
THREATS
Un
iver
sity
of
Ban
ja L
uk
a
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
mal
Bij
edic
Mo
star
Un
iver
sity
of
Eas
t
Sar
ajev
o
Un
iver
sity
of
Mo
star
Un
iver
sity
of
Sar
ajev
o
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
Public authorities unprepared for access to the
European exchange programs and international
project funds
X X X X X
Inadequate legal framework, frequent changes,
lack of influence of the academic community on
the preparation of laws/bylaws
X X
Traditionally slow and conservative HEI and
public authorities, thus slow integration into the
European Higher Education Area, the possibility
of politicization
X
The lack of systematic approach to international
cooperation and lack of competent personnel X X X
A large number of existing private higher
education institutions, lack of trust in fulfilling
conditions for quality of work , insufficient
competencies of control authorities staff
X X X
Importance of the internationalization still not
enough recognized from main stakeholders. The
lack of systematic training of stakeholders,
raising awareness on issues related to the
internationalization of the higher education and
the development of teaching and research work
at the international level
X X X X
STINT
Passivity and lack of interest among the target
population (students and staff) X X
Administrative barriers (visa, cost of
documentation, etc.) X X X X
The absence of records of needs, as well as the
relevant database of already implemented
international programs, projects and their results
X X
Difficult to find study programs with courses
that are matching with our study programs X X
International non-recognition of domestic
degrees X X X
Brain drain X X X X
Insufficient funding for internationalization/
Difficulty in the use of funds X X X X X X X
STINT
Table of analysis of the strengths in recognition of qualifications for all universities:
STRENGTHS
Un
iver
sity
of
Ba
nja
Lu
ka
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
ma
l B
ijed
ic
Mo
sta
r
Un
iver
sity
of
Ea
st
Sa
raje
vo
Un
iver
sity
of
Mo
sta
r
Un
iver
sity
of
Sa
raje
vo
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
The recognition procedure is defined by the
Law at the Federation/Canton level X X X X X
Procedures and criteria used in the evaluation
and recognition of qualifications are regulated
by internal act of the institution
X X X X X
At least procedures for the recognition of ECTS
gained within mobility established by internal
act
X X
Educational-Scientific Council is authorized to
make a decision on the report of the commission
formed by a dean, and dean launch the
resolution (responsibilities are known by the
Rules)
X X X
Formed commissions at the faculty level (some
HEI mentioned that experts in the field of study
are involved)
X X X
List of subjects/content, learning outcomes,
level in the level of the Qualifications
Framework and nominal state prescribed as
criteria’s
X
All elements of the procedure are prescribed:
required documentation, status of recognition,
fees, description of the evaluation process and
time frames for different segments in the
recognition procedure
X X X X X X
STINT
Criteria’s and procedures are available on the
web page of the university and web pages of the
faculties on local language
X X X X
Senate is responsible for appeal which is
prescribed by the Rules (some HEI only
mentioned that "Complaint system is
introduced")
X X X X
Awareness of importance of introduced QA
system, duration of studies, accreditation,
difference in the content of the courses, role of
private institutions, institution is recognized by
international organizations…
X X
IT resources X X X
Transparency of procedure X
Wide experience in the field of qualifications
recognition through receiving applications from
many world countries
X
STINT
Table of analysis of the weaknesses in recognition of qualifications for all universities:
WEAKNESSES
Un
iver
sity
of
Ba
nja
Lu
ka
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
ma
l B
ijed
ic
Mo
sta
r
Un
iver
sity
of
Ea
st
Sa
raje
vo
Un
iver
sity
of
Mo
sta
r
Un
iver
sity
of
Sa
raje
vo
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
No existence at the university and or faculty
level of at least one professional employed only
for recognition purposes/no recognition of the
need of a professional just for that area
X X X X X X
All faculties do not have the same division of
the responsibilities / variability of procedures
between faculties and between faculties and
university
X X X X X
Criteria’s and procedures are not available on
English or other foreign languages X X X X
Still missing of different acts/procedures
regulating this area (procedures for recognition
of qualifications of refugees and displaced
persons; recognition without full
documentation; no definition of “substantial
difference” in the internal act)
X X X X X
Lack of awareness/knowledge about legal
procedures of recognition at the university level X X X
No existing data at the university level (which
could serve for know-how) X
STINT
Not clear data on the number of the recognition
of a degree from abroad and degrees gained at
the university in the old system
X
Information for complaint procedure is not put
on the web site and other media X
Recognition procedure is not regulated by the
Statute of the University X
Lack of description of the assessment criteria
for the assessment of foreign qualifications X
Expensive process X
Long process carried out parallel to the
Enrollment with too many documents to submit X
Recognition procedure is not regulated by
Cantonal Law
STINT
Table of analysis of the opportunities in recognition of qualifications for all universities:
OPPORTUNITIES
Un
iver
sity
of
Ba
nja
Lu
ka
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
ma
l B
ijed
ic
Mo
sta
r
Un
iver
sity
of
Ea
st
Sa
raje
vo
Un
iver
sity
of
Mo
sta
r
Un
iver
sity
of
Sa
raje
vo
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
Lisbon convention and other relevant
documents available X
Adoption of improved solutions as a result of
the process of adjustment to the EHEA X
Detailed procedure and criteria description in
order to remove discretionary evaluation (clear
and transparent procedures)
X X
CIP support and the good relation of
cooperation X X X X
Gaining knowledge about other educational
system X
Develop clear act on the University level
defining this procedure X
Updated Rulebooks in the line with the Law and
Lisbon recognition Convention X
Large number of students enrolled from all over
the world X
BH citizens, foreign citizens and people without
citizenship may apply for recognition X
STINT
No differentiation between public and private
universities. Only institutions that have
appropriate accreditation and have been listed in
the ENIC/NARIC system will be taken into
account
X
Once evaluated as positive, the recognition of
foreign higher education study program remains
valid for all future applications originating from
that foreign institution
X
Change of Law on Higher Education of the RS
and afterword of the internal institutional rules X
Definition of the entity Qualification
Framework X
Employment of one professional at the
university level X
Trainings of professionals in the field for the
responsible university staff X
Increased number of foreign students X
IRO in charge of monitoring the recognition
procedures of mobility periods X
STINT
Table of analysis of the threats in recognition of qualifications for all universities:
THREATS
Un
iver
sity
of
Ba
nja
Lu
ka
Un
iver
sity
of
Bih
ac
Un
iver
sity
Dze
ma
l B
ijed
ic
Mo
sta
r
Un
iver
sity
of
Ea
st
Sa
raje
vo
Un
iver
sity
of
Mo
sta
r
Un
iver
sity
of
Sa
raje
vo
Un
iver
sity
of
Tu
zla
Un
iver
sity
of
Zen
ica
The Lisbon Recognition Convention (LRC)
should be followed more closely by making
necessary adjustments to the Law (there still in
use the Law on “nostrification and
equivalence…” in some Cantons; no recognition
of non-formal and informal knowledge)
X X X X X
Lack of coordination and harmony of local and
central legislation regulating this area X X X X X
Obsolete legislative procedures have not been
revoked, so applicants are often misdirected in
following unnecessary administrative
procedures and doing paperwork
X
Differences among various educational systems
(differences in the study program; study
programs that are not recognized in B&H;
differences in the duration of studies)
X X
Not precisely elaborated criteria’s for evaluation
and recognitions (obstacle to do so are
differences between fields)
X
Higher Educational System in Bosnia and
Herzegovina X
In many HEI relevant faculties themselves are
responsible for diploma recognition X
STINT
Great number of HEI that perform recognition
of qualifications X
An increasing number of qualifications
recognitions as result of HE and market
globalization
X
Low interest in the issues related to
qualifications recognition X
Law on HE in RS do not prescribed procedures
for recognition of qualifications of refugees and
displaced persons and don´t define “substantial
difference”
X X
Rules existing only in the paper. Not applied in
real. Recognition as “an indication of the
mobility” in the Diploma Supplement
X
Lack of candidates X
Possible changes in Cantonal legislative X
STINT
Based on the results of the questionnaires, universities’ SWOT analyses and comparative analyses
presented above, the project team on head with KU Leuven and with contribution of all project
partners made two SWOT analyses, one for internationalization in Bosnia and Herzegovina, and
second for recognition mechanisms, both of it recognizing positive and negative aspects at internal and
external environment.
Table 1. SWОТ analysis of B&H about Internationalisation
Positive Negative
Internal
environment
Strengths
- Existence of IRO for support
- Improved interest in
internationalization and awareness of
importance
- Communication between HEI,
students, staff and IRO
- Experience in international projects
- Dissemination of information related
to international activities
- (Inter)national cooperation with other
(foreign) HEIs
- Visibility and participation in
international networks
- Progress and simplification of HEI
internationalization process
- Improved skills for staff and students
Weaknesses
- Low interest/motivation of students
- Limited or lack of financial resources
- Limited foreign language skills (staff
and students)
- Internationalization not top priority of
HEI
- Missing strategic policy and guidelines
for internationalization
- Understaffed and weak infrastructural
services of IRO
- Insufficient points of attraction for
foreign students and staff
- Non or low existence of English
courses
External
environment
Opportunities
- Availability of funds and other (EU
based) financial opportunities
- Attractive low-cost and country
specific elements of B&H for foreign
students
- Increasing regional and national
cooperation with stakeholders
- Availability of good practice from
foreign EU institutions
- Possibility of improving HEI’s
capacities, quality and network
- Large group of potential stakeholders
(unspoiled area)
Threats
- Low access to funding/misuse of
funding
- Unpreparedness/unwillingness/lack of
knowledge of public authorities to
cooperate in EU exchange programs
and international project funds
- Importance of internationalization not
always recognized by main
stakeholders
- Lack of experience, training and
awareness of staff and stakeholders
- Administrative barriers
- Brain drain
- Multi-approachable character of
internationalization
STINT
Table 2. SWОТ analysis of B&H about Recognition of Qualifications
Positive Negative
Internal
environment
Strengths
- Recognition procedures are well
defined: required documents, status of
recognition, fees, evaluation process
and time frames
- Recognition procedure is defined at
Federal/Canton level
- Procedures and criteria used in the
evaluation and recognition of
qualifications are regulated by internal
act of the HEI
- Criteria and procedures are available
on web pages of HEI in local language
- Introduction of complaint system
- Appeal possible through Senate
- Improved awareness of importance of
QA system and recognition system
Weaknesses
- Lack of awareness/knowledge about
legal procedures of recognition at
university and faculty level
- Lack of employees/services
responsible for the recognition system
at HEI
- Differences in composition of
procedures between faculty and
university level
- Not all procedures are well
defined/lack of clear instructions
- Insufficient availability of procedures
and criteria in English
- Difficult and time consuming process
External
environment
Opportunities
- CIP support and their cooperation with
HEI
- Clear and transparent procedures and
criteria
- Increasing foreign students
- Simplification of administration for
incoming students and staff
- Trainings and best practices
- Numerous relevant EU documents
available online
Threats
- B&H law not fully in line with Lisbon
Convention
- Lack of coordination and harmony of
local/central legislation within
recognition process
- Differences between various
educational systems in B&H; study
programs, duration, level and content of
programs
- Low awareness and interest of
recognition procedures and documents
- Recognition process not always seen as
responsibility of university
- Administrative hassle
STINT
5. Academic recognition model and other activities in field of recognition mechanisms improvement
Based on the results of the questionnaires and SWOT analyses, the project team comprised of CIP,
Ministry of Education and Culture of Republika Srpska and University of Sarajevo with participation
of other project partners have developed the model on academic recognition for public higher
education institutions in Bosnia and Herzegovina. The model was prepared in form of the rulebook in
all three official languages in Bosnia and Herzegovina as well as in English language. This way
project is offering the opportunity to the higher education institutions to put the rulebook in the legal
procedure with only small adjustments related to the university status. This model also can be used not
only to develop and improve procedures at public HEI’s which are include in the project but also for
all private HEI’s in the country.
Model on academic recognition for public higher education institutions in Bosnia and Herzegovina:
Pursuant to the Article __________ of the Statute of the University of, the Rector of the University
hereby issues
RULEBOOK ON ACADEMIC RECOGNITION
Article 1.
With this Rulebook on Academic Recognition (hereinafter: Rulebook), the general requirements,
methods, procedures, minimal criteria, periods of study and bodies for recognition of foreign
educational credentials, periods of study, non-formal education and informal learning at the University
of __________________ (hereinafter: University).
Article 2.
(1) The aim of this Rulebook is facilitating international mobility of the academic staff and students,
as well as an improvement and facilitating of recognition procedures.
(2) The recognition procedure is based on the following principles:
- every person has a right to ask the recognition of his/her educational credential, periods of
study, non-formal education and informal learning;
- the recognition procedures are equal for everyone, any kind of discrimination is not allowed
based on any realistic or assumed basis such as: sex, race, sexual orientation, physical or other
disability, marital status, color of skin, language, religion, political or other opinions, national,
ethnic or social origin, affiliation with an ethnic community, property, birth, age, or any other
status, that is any other circumstance that is not related to a value of foreign educational
credential for which the recognition is asked
STINT
- recognition criteria are transparent and available, and this provides equal recognition for all
applicants;
- information about the recognition procedures are available for applicants;
- although the recognition means an individual evaluation, the evaluation of the same study
program, carried out once, is valid for all following cases, so that a recognition decision is
always rational and understandable to the applicant;
- with the recognition procedure, the applicant is granted with all rights concerning further
education as in the country of origin where that education was acquired;
- Every applicant has a right to appeal against the recognition decision.
(3) In the recognition procedure other principles and rules are applied in accordance with
recommendations of the Centre for Information and Recognition of Qualifications in Higher
Education, the Convention of the Council of Europe/UNESCO on Recognition of Qualifications
in Higher Education in the European Region (Official Gazette of BiH, No. 16/03, International
Agreements), UNESCO Guidelines for the Recognition, Validation and Accreditation of the
Outcomes of Non-formal and Informal Education, Revised Standards and Guidelines for Quality
Assurance in the European Higher Education Area (Yerevan Ministerial Conference of the
EHEA, May 2015) as well as other domestic and international regulations in the area of higher
education.
Article 3.
In this Rulebook terms are used with following meanings:
Educational credential is any degree, diploma or other certificate issued by a competent authority,
center for training and specialization and other institution attesting that a holder of educational
credential completed successfully, wholly or partially appropriate education, obtained appropriate
knowledge, skills and competences that is obtained educational credential according to regulations of
the country of origin.
Academic recognition of foreign educational credential is formal approval of the level of achieved
education, knowledge, skills and competences obtained by the applicant for the purpose of student
admission to further studies which can include recognition of non-formal education and informal
learning as well as periods of study related to mobility
Recognition of Periods of Study is recognition of short periods of education abroad for the purpose of
further education at the University
Formal education is education carried out and obtained within the organized and structured learning
content at education institution and according to verified study program leading to awarding of public
document on the degree obtained that is the recognized qualification obtained
Non-formal education is education obtained outside of an official education system, but it is carried
out within a flexible structured learning content directed to training for work and other social activities
STINT
as well as a personal development. This education doesn't lead to the recognized degree, but it can be
finished with a formalized review of learning outcomes that is knowledge, skills and competences
obtained and as a result of this obtaining the appropriate document.
Informal learning is learning resulting from daily activities related to work, family or leisure. It is not
structured and the result is not the document.
Article 4.
(1) Subject of recognition are educational credentials on started or completed education abroad as
well as other evidence of knowledge, skills and competences obtained, which allow holders an
access to evaluation of the achieved level of education for the purpose of further education at the
University
(2) Qualifications obtained in republics of former Yugoslavia before 6 April 1992 are not subject of
the recognition procedure, as well as credentials which automatic recognition is stipulated by
special agreements signed between Bosnia and Herzegovina or optional: the Republic of Srpska
or the Federation of BiH or the ___________ cantons and other countries
Article 5.
(1) Right to the recognition have citizens of BiH, foreigners, stateless persons, persons granted
refugee status and persons granted subsidiary protection.
(2) Right to recognition have persons who cannot document their credentials, periods of study, non-
formal education and informal learning despite of legitimate reasons and their tenacious efforts.
Article 6.
(1) The recognition procedure starts with an application of person who wants to continue his/her
education at the University.
(2) The application is submitted on the form enclosed to this Rulebook and it is an integral part of this
Rulebook.
(3) Beside the application for recognition of educational credential, the following documents are
submitted:
- original educational credential or every other evidence on education obtained, that is
knowledge, skills and competences obtained which are proofs for education or knowledge,
skills and competences obtained abroad,
- certified translation of educational credential or certified translation of another evidence, if a
document is not translated into one of the official languages in BiH,
- original diploma supplement or certified copy, if it is awarded by higher education institution,
- transcript of records and ECTS achieved, issued by higher education institution, if higher
education institution does not issue the diploma supplement,
- transcript of records, if the educational credential was obtained in the country which does not
have the ECTS credit system,
- official original curriculum, or the curriculum downloaded from the official web page of
education institution that is its abstract with the specified link where the curriculum can be
found, translated or into English language, which must match to the applicant's curriculum,
- certified copies of previous credentials obtained, if they have an impact to all education
obtained,
- biography on the European Curriculum Vitae Form,
STINT
- copy of citizenship certificate, or the applicant's statement that he/she does not possess the
citizenship,
- document which proves the change of name and/or surname,
- final thesis if it was prior to obtaining of educational credential, in the original, copy or
electronical format,
- applicant's statement for checking information about education obtained,
- Certificate on payment for recognition fees.
(4) Beside the application for recognition of periods of study, non-formal education and informal
learning the following documents are submitted:
- Student's transcript or another credential proving periods of study, knowledge, skills and
competences obtained, issued by education institution, centers for training and specialization
and other institution which confirms that the holder of educational credential finished partially
some appropriate education, that is obtained appropriate knowledge, skills and competences,
- transcript of records and ECTS achieved, issued by higher education institution,
- transcript of records, if the educational credential was obtained in the country which does not
have the ECTS credit system,
- official original curriculum, or the curriculum downloaded from the official web page of
education institution, that is its abstract with the specified link where the curriculum can be
found, translated or into English language, which must match to the applicant's curriculum,
- in the case of non-formal and informal education, documents which can prove acquired non-
formal and informal education,
- certified copies of previous credentials obtained, if they have an impact to all education
obtained,
- biography on the European Curriculum Vitae Form,
- copy of citizenship certificate or the applicant's statement that he/she does not possess the
citizenship,
- document which proves the change of name and/or surname,
- applicant's statement for checking information about education obtained,
- Certificate on payment for recognition fees.
(5) In the case the application is incomplete or not clear, the deadline by maximum 30 days is given
to the applicant to complete or explain the application.
(6) In the case the application is not completed or not clear within the deadline, the application will be
rejected as messy.
Article 7.
(1) Recognition procedure is carried out by the recognition office/faculty commission/university
commission (hereinafter: recognition body).
(2) Composition and model of work of the recognition body will be stipulated with a specific
rulebook within 30 days from the day when this Rulebook enters into force.
Article 8.
(1) Information on the procedure and criteria for academic recognition of foreign educational
credential, periods of study, non-formal education and informal learning should be publicly
available.
(2) Recognition procedures are part of an internal quality assurance system so that, as well as other
higher education activities, these procedures are a subject of external review, in accordance with
existing regulations.
STINT
Article 9.
(1) In the academic recognition procedure of educational credential, periods of study, knowledge,
skills and competences obtained, the recognition body can carry out checking of authenticity of
educational credential that is data of education obtained.
(2) Recognition body can carry out this checking of authenticity directly or with assistance of Centre
for Information and Recognition of Qualifications.
(3) If they exist, the burden of proof lies with the applicant.
Article 10.
(1) Recognition procedure includes checking of authenticity from the Article 8 of this Rulebook, an
administrative and professional processing of the application, as well as evaluation of education
based on the documentation submitted.
(2) Administrative processing is related to determining whether the application submitted includes all
necessary documentation, and whether the application was submitted by authorized person.
(3) Professional processing includes determining information on education and qualifications system
of the country of origin, a status of the institution which awarded educational credential, as well as
all information about educational credential obtained that is education:
a) information on education and qualifications system of the country of origin as well as a status
of the institution including information on existing Nacional Qualifications Framework and its
referencing to European Qualifications Framework for Lifelong Learning (EQF-LLL), and if
applicable to Qualifications Framework of European Higher Education Area (QF EHEA), the
status of institution and study program, as well as all other information relevant for an
evaluation of educational credential, periods of study and knowledge, skills and competences
obtained.
b) Information on educational credential, periods of study, knowledge, skills and competences
obtained that is learning outcomes including information on the level of foreign educational
credential, periods of study, knowledge, skills and competences obtained based on information
on the position within qualifications system of the country of origin that is position within
National Qualifications Framework, and its referencing to European Qualifications Framework
for Lifelong Learning, and if applicable to Qualifications Framework of European Higher
Education Area, as well as information on the level the completed study program, periods of
study, knowledge, skills and competences obtained according to UNESCO's International
Standard Classification of Education (ISCED).
c) Information on educational credential, periods of study, knowledge, skills and competences
obtained, include information on rights in the country where education and learning was
obtained and adopted, on possibility for obtaining education through evaluation of non-formal
and informal learning, for obtaining of education partially, or as a whole through distance
learning including the quality assurance for distance learning.
(4) While evaluating documentation submitted, it is needed to determine whether the substantial
differences between the foreign educational credential, periods of study, knowledge, skills and
competences obtained are so significant that recognition is granted. It should be especially
determined whether the differences in the key elements one or more study programs leading to
educational credential, periods of study of certain study program, non-formal education and
informal learning are so important that the educational credential, periods of study or learning
outcomes could not be recognized.
STINT
(5) While evaluating educational credential, periods of study non-formal education and informal
learning, the recognition bodies should determine whether substantial differences exist leading to
non-recognition, taking into account the following:
- level of educational credential, periods of study, non-formal education and informal learning in
the country of origin,
- workload of study program, periods of study of appropriate study program, non-formal
education and informal learning expressed through ECTS or another credit system, hours of
education or learning etc.,
- based on all available information, the quality of institution and study program, non-formal
education and informal learning,
- Profile of study program, non-formal education and informal learning taking into account
whether the learning outcomes, obtained through non-formal education and informal learning,
match to learning outcomes regulated with appropriate study program at the University, from
the lowest learning outcomes of the single subject to the learning outcomes at the level of
educational credential.
Article 11.
(1) If full recognition cannot be granted because of substantial differences, recognition body should
consider an alternative form of recognition: conditional, partial or alternative recognition in
accordance with principles mentioned in the Article 2, Paragraph 3 of this Rulebook.
(2) With the conditional recognition, education of the applicant is recognized at the level of
educational credential, and it is allowed to enroll in the study program on the condition of
fulfilling of missing requirements to the appropriate study program during study program
(3) With the partial recognition, only single credits, that is learning outcomes, are recognized and
applicant has an opportunity to enroll in the study program of lower level, receives exemption for
subject passed that is learning outcomes
(4) With the alternative recognition of educational credential that is learning outcomes are recognized
at the lower level than that one requested by applicant or the desired level is recognized but he/she
is allowed to enroll in the study program more similar than the study program requested by the
applicant. There is a possibility to offer a bridging course to the applicant in order to remove
substantial differences which are obstacles for further education requested by the applicant.
(5) If the alternative form of recognition cannot be granted the application is denied. The reasons why
recognition cannot be granted, and how the applicant may proceed to obtain a credential that
would satisfy the admission requirements are stated in the recognition decision.
Article 12.
(1) Application is decided urgently, and no later than 60 days from the day of completed application
submission.
(2) Application is decided by decision.
(3) In the decision explanation, beside the content stipulate by the Law on Administrative Procedure
of the Federation of BiH/the Law on Administrative Procedures of the Republic of Srpska, all
relevant information are quoted which were a baseline for proceeding in the operative part of the
decision.
(4) Against the decision of first instance, the applicant has the right to appeal to a body of second
instance that is the Senate of the University.
STINT
(5) After the recognition procedures is finished the original educational credential, that is the
evidence on education, knowledge, skills and competences obtained, is given to the applicant and
the copy of it is made for the purpose of the records and achieving.
Article 13.
(1) Recognition fees are stipulated by a particular decision on fees for carrying out the recognition
procedure.
(2) Applicant is exempted from fees for the recognition procedure, if he/she is asylum seeker or a
person who has the refugee's status, or the person who has the status of subsidiary protection.
Article 14.
(1) University is obliged to keep records and documentation about recognition procedures carried out.
(2) University is obliged to make available the recognition procedure to the applicant and publish it
on the official web page of the University.
(3) For the purpose of keeping statistical data in the area of education and analyzing of the
recognition procedures, University is obliged to deliver the copy of positive/negative decision to
the Ministry of Education and Culture of the Republic of Srpska/cantonal ministry of education
and the Centre for Information and recognition of Qualifications in Higher Education.
(4) Until the next accreditation procedure, University is obliged to review a harmonization of the
recognition procedure, in accordance with the Article 2, Paragraph 3 and Article 8, Paragraph 2 of
this Rulebook.
(5) While harmonizing the recognition procedure, the University may ask expert assistance from the
institution in the area of education.
Article 15.
Recognition procedures started before this Rulebook enters into force will be finished according to
provisions of former regulations on the academic recognition.
Article 16.
This Rulebook enters into force from the day of its adoption by the University Senate and it is
published in ________________________.
With entering into force of this Rulebook, the Rulebook on_____________ is abolished
Number:
Place and Date:
The current legislation situation regarding the possibility of implementing the developed model is as
following:
Republic of Srpska
The current legislation is based on provisions of articles 124-128 of the Law on Higher Education
(Official Gazette of the Republic of Srpska, No. 73/10, 104/11, 84/12, 108/13, 44/15) allows higher
education institutions that is University of East Sarajevo and the University of Banja Luka to
implement the Model.
STINT
Una-Sana Canton
There is not a feedback from the Ministry of Education although the representative of the Ministry
attended at the workshop in March in Bihać. The current legislation could be an obstacle to implement
the Model at the University of Bihac.
Tuzla Canton
The Model can be implemented because Law on Recognition of Foreign Educational Documents
(Official Gazette of the Tuzla Canton, No. 11/11) allows the University of Tuzla to implement the
Model.
Zenica-Doboj Canton
Rulebook on Academic and Professional Recognition was prepared, in cooperation with CIP, for
adoption two years ago. Due to lack of staff and internal problem of Ministry of Education the
Rulebook hasn’t been adopted yet. There is information that the Model will be adopted until the end of
the year. As in the Una-Sana Canton the current legislation (based on nostrification and equivalency)
could be also the obstacle to implement the Model.
Herzegovina-Neretva Canton
CIP has had (taking into account that the Ministry of Education is in the same city as CIP’s premises)
several different opportunities to discuss about legislation changes with the representatives of the
Ministry of Education but there is not a feedback from the Ministry that something has been done
related to legislation changes. Current legislation (based on the nostrification and equivalency) could
be the obstacle to implement the Model.
Sarajevo Canton
In cooperation with the CIP, the Rulebook on Academic and Professional Recognition has been
developed, adapted and sent to higher education institutions for their comments. Its adoption is
expected very soon so that this will allow the University of Sarajevo to implement the Model. Because
the lack of staff at the Ministry of Education it has been stipulated that higher education institutions
carry out professional recognition as well, so that the Model can be implemented at the University of
Sarajevo
According to above mentioned current legislation situation the following recommendations were
prepared by CIP:
- Provide a strategy and start implementation on how the Recognition Model officially included
in the procedures of the individual participating HEI
- Draft an advisory document for political decision makers to promote a national model on how
the LRC can be respected within an overall national framework
- Document will be used by public universities
- Document was created in English, translated in languages officially used in Bosnia and
Herzegovina and sent to higher education institutions
- After legislation changes in some cantons, document will be implemented in recognition
procedures of the individual participating HEI
- Legislation changes in three cantons are needed (abandonment of terms nostrification and
equivalence and accepting the provisions of the LRC) as the prior requirement for
implementation of the Recognition Model at University of Bihac, University of Zenica,
University of Mostar and ‘’Džemal Bijedić’’ University of Mostar
- Competent educational authorities adopted conclusion proposed by the CIP to change
legislation related to recognition of foreign higher education qualifications
- CIP staff can assist educational authorities to change legislation even to propose them a legal
act in accordance with specific circumstances of every educational authority
STINT
- Recommendation of the EACEA related to advisory document to competent educational
authorities will be done until the end of this year but decision makers have been already
familiar about their obligation thanks to continuous CIP’s activities in the previous period
outside the project
- Partners in the project have a commitment to change the matters in this area
- Lack of legal power should not be an excuse to all partners to do their best and try to convince
educational authorities to change their legislation
- But neither CIP or partners in the project have a legal power and can force some educational
authorities to change legislation as soon as possible
- creating of an advisory document for educational authorities (political decision makers)
- training of academic recognition bodies at public university (the training schedule was
prepared for all eight universities)
- encouraging of educational authorities to change legislation related to recognition of foreign
higher education qualifications through direct individual contact of all partners and planned
common activities .
Beside development of the academic recognition model within the project, the project results were
also presented at the Fifth Conference of the Ministers of Education of BiH in April 2017 in Sarajevo.
One of the conclusions of the Conference was the importance of harmonization of legislation related
to recognition of foreign higher education qualifications in BiH with the provision of the Lisbon
Recognition Convention and its subsidiary documents. The Ministry of Civil Affairs of BiH as a chair
of the Conference sent conclusions to all educational authorities in Bosnia and Herzegovina.
The representatives of the Centre held a workshop at the University of Bihać on 9 March 2017. Beside
the representatives of the University of Bihać, the workshop was attended by the representative of the
Ministry of Education, Science, Culture and Sport of the Una-Sana Canton. After the workshop it was
concluded, it is necessary to intensify activities related to harmonization of legislation concerning
recognition of foreign higher education qualifications in the Una-Sana Canton.
In September 2017, the workshop was held in the premises of the Ministry of Education, Sciences and
Youth of the Canton of Sarajevo where the Rulebook on Academic and Professional Recognition was
prepared and presented by Centre to the representatives of the Ministry of Education, Science and
Youth of the Canton Sarajevo as well as all higher education institutions in the Sarajevo Canton.
After that meeting, amendments of the Rulebook were done by the CIP (after comments proposed at
the meeting) and the adapted version of the Rulebook was sent by the Ministry of Education, Sciences
and Youth to all higher education institutions.
STINT
6. Conclusion
The analysis conducted is very comprehensive, comprised a very representational sample of students,
management and other university staff. Results represent a reality in BiH at present time and could be
used to define and create recommendations to increase the level of internationalization at public
universities since majority of students’ population studies at public HEIs. This requires engagement of
all stakeholders in higher education but also presence of international academia, who have broad
experience, as guides towards the more comprehensive internationalization.
Recognition bears most significance since it is the outcome and a purpose of the whole process,
according to survey results.
This allows us to create activities, based on recommendations that would complete this purpose. All
other negative results of this survey would improve subsequently.
Project number: 561874-EPP-1-2015-1-BE-EPPKA2-CBHE-SP "This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein"