STINT

Strengthening of Internationalisation in

B&H Higher Education / STINT

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: d.radmanovic@heaars.com

Form: Intermediate

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

STINT

9. University of Sarajevo UNSA

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

STINTAbbreviations:

BiH Bosnia and Herzegovina

STINT Strengthening of Internationalization in BiH higher education

Intl Internationalization

HEI Higher Education Institution

STINTContents:

STINT consortium..................................................................................................................

Abbreviations..............................................................................................................................

1. Introduction……………………………………………………………………………………………………………..

1.1 Expected impact of the project ...........................................................................……

1.2 Glossaries of internationalization and recognition………………………………………………

2. Methodology.....................................................................................................................

2.1 Description of the sample …………………………………………………………………….

2.1.1 Description of the management and secretaries sample……………………………

2.1.2 Description of the student’s sample ………………………………………………..

2.2 Research tool …….............................................................................................……………

2.2.1 Questionnaire on internationalization of institutions …………………………

2.2.2 Questionnaire on internationalization for students ………………………………..

2.2.3 Questionnaire on recognition of qualifications ……………………………………..

3. Comprehensive analysis of questionnaires results……….............................................................

3.1 Analysis of the questionnaires results internationalization of institutions………….. 3.2 Analysis of questionnaires results of internationalization for students……………….. 3.3 Analysis of questionnaire results for recognition of qualifications …………………… 3.4 Reports on internationalization and recognition of qualifications………………………

4. SWOT analyses ………………………………………………………………………………………….

5. Academic recognition model and other activities in field of recognition mechanisms improvement

6. Conclusion ……………………………………………………………………………………………..

Annex 1: Questionnaire on internationalization of institutions

Annex 2: Questionnaire on internationalization for students

Annex 3: Questionnaire on recognition of qualifications

STINT1. 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.

STINTRecent 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.

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.     

STINT1.1 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.

STINTAll 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.

STINT2.1.1 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.

Table of 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.

STINT

Table of 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%

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 student’s 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 2nd 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

STINTresponses 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 of 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 %

UNTZ 3.208 351 10.94 %

UNZE 879 156 17.74 %

All oko 31.056 2.822 9,08 %

STINTAmong 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:

First cycle Second cycle Integrated study programs (medical)

0100200300400500600700800900

1000

173

6510

612

23 6

863

32 66527 0

6118 0

220

8220

313

25 12

149

7 0

University situation

SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE

STINTThe gender structure of examines was following:

Muški Ženski 0

100

200

300

400

500

600

700

64

185184

457

365

596

14 452256

113

211

114

236

5898

University situation

SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE

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

STINTto 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

■ 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.

STINTSection ''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, uni-

versity 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.

STINTSection ‘’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 dif-

ferent 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 some-

thing 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

STINT Assess the accreditation criteria regarding Intl’ (too undemanding, too demanding, should be im-

proved 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:

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,

STINT 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 sup-

port, 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

STINTproposed 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 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).

STINTThis 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).

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

STINT(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’’:

STINTIf 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).

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).

STINT

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,

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,

STINTo 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

STINTof 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:

Great priority; 14

Moderate prirority; 13

Low priority; 6

B&H SITUATION

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.

STINTIn 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’:

There

is policy

and strate

gy

There

is policy

, but n

o strate

gy

There

is stra

tegy, b

ut no policy

There

is no policy

or strat

egy

Policy of In

tl' is a

part of Q

uality P

olicy

Strate

gy of In

tl' is a

part of H

EIs' st

rategy

0

4

8

12

16

35

2

13

6

14

Nr. Of Responses

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

STINTsome 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:

National programs for In

tl'

Regional programs for In

tl' (entite, ca

nton)

EU programs

Budget of H

EI for In

tl'

Financin

g from th

e economy field

There is no budget fo

r Intl'

020406080

35 28

85

13 3

67

B&H situation

Nr. Of Responses

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.

STINTAs 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:

Incoming foreign students Outgoing students Reciprocal student exchange0

5

10

15

20

25

5

8

21

B&H situation

Nr. Of Responses

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

STINTenrolment, 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:

145

4

B&H situation

Yes No I don't know

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:

Yes No In process of development Don't know0

2

4

6

8

10

12

14

16

1816

6 6 6

B&H situation

Nr. Of Responses

STINT

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:

Courses a

nd modules

in fo

reign

langu

age

Prepara

tory sch

ools for s

tuding at H

EI

Summer

schools

Join programs (d

ouble or jo

int degr

ees)

Programs o

rganize

d abroad

E-lear

ning progra

ms

No programs a

t all

Other0

102030 24

10

31

9 5 6

32

3

B&H situation

Nr. Of Responses

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 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.

STINTSpeaking 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’:

Too low

Too high

Should be improved according EHEA

Don't have an opinion

0 10 20 30 40 50 60 70 80 90 100

14

17

93

13

B&H situation

Nr. Of Responses

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

STINTAs 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.

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:

Yes No0

100

200

300

400

500

600

175

74

446

195

480 463

573

76

2

256

69

237

113131

25

University situation

SVEMO UBL UES UNBI UNMO UNSA UNTZ UNZE

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:

STINT

English

German

Spanish

Italia

n

French

Turkish

Russia

n

Arrabia

n

Chineese

Oth

er0200400600800

10001200140016001800

1321

21878 68 34 22 84 1 2 85

1043

422 375126 77 57

19716 1 63

374

1118

785

497271 260 350

76 3 10432

679928

13681609 1642

1367

1037 1090

1352

B&H situation

Very good Good Minimal Don't know

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:

Yes No Without opinion0

500

1000

1500

2000

2500

1928

289

600

B&H situation

At the same time, majority of examinees would apply for mobility programs as seen in the following table:

STINT

Yes No Without opinion0

200400600800

100012001400160018002000 1849

547374

B&H situation

Nr. Of Responses

But when it comes to realisation the obstacles listed below come in place and the realisation of mobility

looks as follows:

I did go No, but I plan to No, and I don't plan to0

200

400

600

800

1000

1200

1400

1600

143

1290 1345

B&H situation

Majority of students who studied abroad have studied at the first cycle and most of them used European

mobility programs as seen in the following table:

STINT

Erasm

us+

Erasm

us Mundus

CEEPUS

Euroguidance

Europass

Mevla

na

Minist

ries p

rogara

m

Bilate

ral/M

ultilate

ral c

ooperatio...

Other p

rogra

ms

Don't kn

ow

I didn't

attend any0

5

10

15

20

25

30

35

40

0 0 0 0 0 0 0 02

021 1 2

0 0 0 0

57

155 4

2 3 30

15

0 0 0 002

0 0 0 0 0 02

0 02

0 0 0 0

7

0 03

0 0

17

34

0 0 0 0 0 1

6

0 00 0 0 0 04

0 0 1 021 0 1 0 0 0 0 0 0 0 1

University situation

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:

I II III IV V VI I master II master 05

101520253035404550

16 14

50

34

62

10 8

B&H situation

Nr. Of Responses

The mobility was focused on attending classes and courses for most of the students:

STINT

Attending classe

s, takin

g exams etc

Following course

s

Research

Study v

isit

Students'

practice

Summer school

Adequate course

s

Something else

Don't know

020406080

81

6 15 7 11 11 5 5 1

B&H situation

Nr. Of Responses

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:

Family

support

Private

reso

urces

Worki

ng during st

udy

Scholarsh

ips or s

tudents'

loans

Scholarsh

ips or s

upport fro

m the govre

nment or lo

cal c

omunity

EU funds

Other r

esource

s0204060

67

13 425

8

70

9

B&H situation

Nr. Of Respones

STINTWhen 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):

Italy

Turky

Germ

any

Som

e oth

er countr

y

Austria

Croatia

Poland

Russia

Slove

nia

Czech

Republic

Portugal

Serb

ia

Belgiu

m

Lith

uania

Neth

erland

Spain

Albania

Norw

ay

Romania

Slova

kia

Gre

at Brit

ain

Ukr

anie

France

Monte

Negro0

2468

10121416 15

1413 13

119

8 87

65 5

4 4 4 43

2 21 1 1 1 1

Nr. Of Responses

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.

Germany

Austria

Don't kn

ow ye

t

Great B

ritain

Italy

Russia

Turkey

Spain

Switz

erland

Sweden0

50

100

150

200

250205

143 136

84 72 6348 48 41 37

Nr. Of Responses

STINTDuration 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):

One sem

estar

More

than

a se

mestar

and le

ss th

an a

year

One stu

dy yea

r

More

than

a stu

dy yea

r

One wee

k

Two w

eeks

Thre

e wee

ks

Four w

eeks

Five w

eeks

Eight w

eeks

Ten w

eeks

Sixtee

n wee

ks0

1020304050 44

7

28

136 5 1

30

3 1 1 2

Nr. Of Responses

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:

Yes, everything was recognized

Yes, partially No, nothing was recognized

I don't know yet I didn't acquire any certificate

05

101520253035404550

41

17

23

46

14

B&H situation

Nr. Of Responses

STINT

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.

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.

STINT

Graph of regulation for access to the recognition of qualifications by law or internal act of the institution:

Yes, by internal act Yes, by entity/cantonal law Yes, by BiH No, it is not regulated0

10

20

30

40

50

6052

42

106

B&H situation

Nr. Of Responses

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.

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.

STINTThese 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.

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.

STINTIn 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 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.

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. 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.

STINTThe 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 Rulebook4 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

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

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.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.

STINTadministrative 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

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.

STINTcertificate of temporary residence in Republic of Srpska (for foreigners), Marriage certificate if surname is

changed and a proof of payment of administrative fee.

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.

STINTThe 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.

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

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.11 Such as Paneuropean University APEIRON in Banjaluka.

STINTequivalence 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.

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:

12 By the Rulebook of University of Banjaluka.

STINTMobility – 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;

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 BiHfor 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

STINThuman 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 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.

STINTIn 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%.

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 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.

Centre for Information and Recognition of Qualification in Higher Education (CIP):

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.

STINTThe 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.

STINTThe 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

19 Except the general provision about the recognition of foreign qualification in purpose of acess to higher education in BiH.20

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. 80/1524 “Official Gazette of Bosnia and Herzegovina, No. 80/15

STINTthe 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 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

STINTcompetent 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.

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 25of 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:

„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

25 All experts evaluation reports are available at http://hea.gov.ba/Kvalitet/izvjestaji_komisija_eksperata/Default.aspx?id=6502

STINTinstitutional 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

STINTprograms 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 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.

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

STINTlowest 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.

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

STINTAfter 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.

Table of analysis of strengths in Intl’ for all universities:

STRENGTHS

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

STINTGood 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

Table of analysis of weaknesses in Intl’ for all universities:

WEAKNESSES

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

STINTInsufficient 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

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

Table of analysis of the opportunities in Intl’ for all universities:

STINT

OPPORTUNITIES

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

Table of analysis of the threats in Intl’ for all universities:

THREATS

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

STINTPublic 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

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

STINTBrain drain X X X X

Insufficient funding for internationalization/ Difficulty in the use of funds

X X X X X X X

Table of analysis of the strengths in recognition of qualifications for all universities:

STRENGTHS

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

Criteria’s and procedures are available on the web page of the university and X X X X

STINTweb pages of the faculties on local languageSenate 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

Table of analysis of the weaknesses in recognition of qualifications for all universities:

WEAKNESSES

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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 X X X X X

STINTdivision of the responsibilities / variability of procedures between faculties and between faculties and universityCriteria’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

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

STINTTable of analysis of the opportunities in recognition of qualifications for all universities:

OPPORTUNITIES

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

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 X

STINTinstitutional rulesDefinition 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

Table of analysis of the threats in recognition of qualifications for all universities:

THREATS

Uni

vers

ity o

f Ba

nja

Luka

Uni

vers

ity o

f Bi

hac

Uni

vers

ity

Dzem

al B

ijedi

c

Uni

vers

ity o

f Ea

st S

araj

evo

Uni

vers

ity o

f M

osta

r

Uni

vers

ity o

f Sa

raje

vo

Uni

vers

ity o

f Tu

zla

Uni

vers

ity o

f Ze

nica

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

STINTNot 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

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

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

STINTPositive 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

Threats

-Low access to funding/misuse of

funding

-Unpreparedness/unwillingness/lack

of knowledge of public authorities

to cooperate in EU exchange

programs and international

STINT- 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)

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

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

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

STINT- Introduction of complaint

system

- Appeal possible through Senate

- Improved awareness of

importance of QA system and

recognition system

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

5. Academic recognition model and other activities in field of recognition mechanisms improvement

STINTBased 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 representatives 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

Article1.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).

Article2.(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 appli-

cants;

- 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 recommenda-tions of the Centre for Information and Recognition of Qualifications in Higher Education, the Conven-tion of the Council of Europe/UNESCO on Recognition of Qualifications in Higher Education in the Euro -pean 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, Re-vised 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.

Article3.

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

STINTFormal 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 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.

Article4.(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 evalu-ation 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 agree-ments signed between Bosnia and Herzegovina or optional: the Republic of Srpska or the Federation of BiH or the ___________ cantons and other countries

Article5.(1) Right to the recognition have citizens of BiH, foreigners, stateless persons, persons granted refugee sta-

tus 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.

Article6.(1) The recognition procedure starts with an application of person who wants to continue his/her educa-

tion 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 submit-

ted:- 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 compe-tences obtained abroad,

- certified translation of educational credential or certified translation of another evidence, if a docu-ment 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,

STINT- 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 in-

stitution 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,- copy of citizenship certificate, or the applicant's statement that he/she does not possess the citizen-

ship,- 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 compe-tences obtained, issued by education institution, centers for training and specialization and other in-stitution which confirms that the holder of educational credential finished partially some appropri-ate 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 in-

stitution, 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 citizen -

ship,- 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.

STINT(6) In the case the application is not completed or not clear within the deadline, the application will be re-

jected as messy.

Article7.(1) Recognition procedure is carried out by the recognition office/faculty commission/university commis-

sion (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.

Article8.(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 reg-ulations.

Article9.(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 In-formation and Recognition of Qualifications.

(3) If they exist, the burden of proof lies with the applicant.

Article10.(1) Recognition procedure includes checking of authenticity from the Article 8 of this Rulebook, an admin-

istrative 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 nec-essary 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 infor -mation 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 Qualifica-tions 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, peri -ods of study and knowledge, skills and competences obtained.

b) Information on educational credential, periods of study, knowledge, skills and competences ob-tained that is learning outcomes including information on the level of foreign educational credential,

STINTperiods 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 ob-tained according to UNESCO's International Standard Classification of Education (ISCED).

c) Information on educational credential, periods of study, knowledge, skills and competences ob-tained, 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 learn-ing, 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 differ-ences 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.

(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-recogni-tion, 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 learn-ing etc.,

- based on all available information, the quality of institution and study program, non-formal educa-tion 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 creden-tial.

Article11.(1) If full recognition cannot be granted because of substantial differences, recognition body should con-

sider an alternative form of recognition: conditional, partial or alternative recognition in accordance with principles mentioned in the Article 2, Paragraph 3 of this Rulebook.

STINT(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 re-quirements 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 al-lowed 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 differ -ences 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.

Article12.(1) Application is decided urgently, and no later than 60 days from the day of completed application sub-

mission. (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 informa-tion 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.

(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.

Article13.(1) Recognition fees are stipulated by a particular decision on fees for carrying out the recognition proce -

dure. (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.

Article14.(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.

STINT(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 Ed-ucation and Culture of the Republic of Srpska/cantonal ministry of education and the Centre for Infor-mation and recognition of Qualifications in Higher Education.

(4) Until the next accreditation procedure, University is obliged to review a harmonization of the recogni -tion procedure, in accordance with the Article 2, Paragraph 3 and Article 8, Paragraph 2 of this Rule-book.

(5) While harmonizing the recognition procedure, the University may ask expert assistance from the insti-tution in the area of education.

Article15.Recognition procedures started before this Rulebook enters into force will be finished according to provisions of former regulations on the academic recognition.

Article16.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.

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.

STINTZenica-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

STINT- 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

- 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

STINTits 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.

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.

STINTThis 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 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"