A REVIEW OF IMPACT OF THE BOLOGNA PROCESS ON TEACHING AND LEARNING PRACTICES IN IRAQI HIGHER EDUCATION INSTITUTIONAL

Abstract

These challenges are not simply higher education institutions' responsibility, but it presents a serious prospect for and a significant challenge to Iraqi universities. Given the vast diversity of teaching and learning in the culture of universities in Iraq over many centuries, these challenges are more complex and uncertain. Consequently, the central issue for Iraqi universities is how it can involve the substantial and swift transformation in teaching/learning/pedagogic practice, culture, and structures. How is it possible to engage Iraqi staff and students in the development and increase the quality of their educational experience? This is likely to transform the existing culture and become much more active rather than teacher centered. Cognitive teaching and learning processes have to reflect the critical dimension. Exploiting the use of diverse types of ICT and applying a range of methods for teaching, assessment, and quality enhancement are central to good teaching and the enhancement of learning outcomes. Iraqi higher education institutions have the responsibility of preparing a trained workforce capable of contributing to the country's development. For wide international recognition of Iraqi qualifications, a fundamental issue is the necessity to provide a fair, reliable, and valid establishing system that clarifies the content of learning and performance of students. The Bologna Process seems to resolve these issues. Then, the Iraqi Ministry of Higher Education and Scientific Research issued a resolution to implement the Bologna Process elements in 2008. This resolution calls for adopting the European Credit Transfer and Accumulation System (ECTS) and the Diploma Supplement. Another consequence of Bologna Process adoption will cause the Iraqi universities to establish and show transparently the learning competence that includes both subject-specific and generic competences.