New Zealand and the Bologna Process
New Zealand and the Bologna Process
New Zealand and the Bologna Process
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12T 3Table THreeEHEA-Scotl<strong>and</strong> Qualifications CompatibilityEHEA qualification cyclesShort cycle qualifications within orlinked to <strong>the</strong> first cycleIntermediate awards within <strong>the</strong>first cycleFirst cycle qualificationsIntermediate awards within <strong>the</strong>second cycleSecond cycle qualificationsThird cycle qualificationsQualifications within <strong>the</strong>framework for qualificationsof higher education institutionsin Scotl<strong>and</strong> 4Diploma of Higher EducationCertificate of Higher EducationGraduate CertificateGraduate DiplomaScottish Bachelors DegreeScottish Bachelors Degree withHonoursPostgraduate DiplomaPostgraduate CertificateMasters DegreeIntegrated Masters DegreeMPhil DegreeDoctoral Degrees includingDoctorates by researchQualifications within <strong>the</strong> IrishNational Framework ofQualifications 5Higher CertificateHigher DiplomaOrdinary Bachelor DegreeHonours Bachelor DegreePostgraduate DiplomaMasters DegreeDoctoral Degree<strong>New</strong> <strong>Zeal<strong>and</strong></strong> Comparability<strong>New</strong> <strong>Zeal<strong>and</strong></strong> degree structures are compatible with <strong>Bologna</strong>. Our Bachelor-Masters-Doctorate qualifications structure equates with <strong>Bologna</strong>’s threecycles. Within <strong>the</strong> <strong>Bologna</strong> <strong>Process</strong> <strong>the</strong>re is no fur<strong>the</strong>r definition of courselength o<strong>the</strong>r than that of a first cycle degree of not less than three years.Fur<strong>the</strong>r ActionThe Ministry of Education will continue to monitor <strong>the</strong> debate among <strong>the</strong><strong>Bologna</strong> signatories regarding Honours degrees, one year Masters degrees<strong>and</strong> Integrated Masters degrees.Tertiary education organisations (TEOs) may wish to examine how <strong>the</strong>irown programme structures relate to <strong>the</strong> <strong>Bologna</strong> outcomes, includingexpectations of access to higher degrees.4http://www.enic-naric.net/documents/QF-Scotl<strong>and</strong>_en.pdf5http://www.enic-naric.net/documents/QF-Irel<strong>and</strong>_en.pdf