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Quality Assurance and accreditation In Higher education

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Title: Quality Assurance/accreditation and the EURASHE sector of HE Author: haugguy Last modified by: Windows User Created Date: 5/3/2004 6:55:32 AM – PowerPoint PPT presentation

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Title: Quality Assurance and accreditation In Higher education


1
Quality Assurance andaccreditation In Higher
education
  • Golden Sands 16 June 2009
  • By
  • Magda Kirsch (Educonsult
  • Hans Daale (LEIDO)

2
QA and EDUCATIONAL CONVERGENCE
  • Growing stronger in Bologna
  • Sorbonne, 1998
  • Bologna, 1999
  • - the Golden Triangle of Bologna reforms
  • Ba/Ma ECTS QA/accreditation
  • Salamanca, 2001 self-regulation
  • Prague, 2001 scenarios for mutual acceptance
  • of QA/accreditation
  • Graz/Berlin 2003 renewed request to ENQA,
  • in cooperation with others diverging views,
  • relevant seminars on way to Bergen 2005

3
Berlin 2003
  • The ministers agree that by 2005 national
    quality assurance systems should include
  • A definition of the responsibilities of the
    bodies and institutions involved
  • Evaluation of programmes or institutions,
    including internal assessment, external
  • review, participation of students and the
    publication of results
  • A system of accreditation, certification or
    comparable procedures
  • International participation, co-operation and
    networking

4
Berlin mandate
  • Ministers call upon ENQA through its members, in
    co-operation with the EUA, EURASHE and ESIB, to
    develop an agreed set of standards, procedures
    and guidelines on quality assurance, to explore
    ways of ensuring an adequate peer review system
    for quality assurance and/or accreditation
    agencies or bodies

5
European Network for Quality Assurance (ENQA)
  • A network to disseminate information,
    experiences, good practices, and new developments
    in quality assessment and quality assurance in
    HE.
  • An important step towards a pan-European
    framework of quality management.
  • Originates from the European Pilot project for
    Evaluating Quality in HE. (September 1998, EC
    recommendation)
  • Has been very active and important to BP.

6
Bergen 2005
  • Ministers adopted the standards and guidelines
    for quality assurance in the European Higher
    Education Area as proposed by ENQA (ESG). They
    commited themselves to introducing the proposed
    model for peer review of quality assurance
    agencies on a national basis,
  • They also welcomed the principle of a European
    register of quality assurance agencies based on
    national review.
  • They ask that the practicalities of
    implementation be further developed by ENQA in
    cooperation with EUA, EURASHE and ESIB with a
    report back through the Follow-up Group.
  • They stress importance of cooperation between
    nationally recognised agencies with a view to
    enhancing the mutual recognition of accreditation
    or quality assurance decisions.

7
European Standards and Guidelines ESG
  • Internal quality assurance
  • External quality assurance
  • External quality assurance agencies

8
ESG for IQA within HEIs (by ENQA)
  • Policy and procedures for quality assurance,
  • Approval, monitoring and periodic review of
    programmes and awards,
  • Assessment of students,
  • Quality assurance of teaching staff,
  • Learning resources and student support,
  • Information systems
  • Public information

9
ESG For EQA within HEIs
  • Use of internal quality assurance procedures,
  • Development of external quality assurance
    processes,
  • Criteria for decisions,
  • Processes fit for purpose,
  • Reporting,
  • Follow-up procedures,
  • Periodic reviews,
  • System-wide analyses.

10
ESG FOR EQA agencies
  • External QA criteria and processes used by the
    agencies are predefined and publicly available
    and include
  • a self-assessment or equivalent procedure by the
    subject of QA process
  • an external assessment by a group of experts,
    including, as appropriate, (a) student member(s),
    and
  • site visits as decided by the agency
  • publication of a report, including any decisions,
    recommendations or other formal outcomes
  • a follow-up procedure to review actions taken by
    the subject of the QA process.
  • Accountability procedures

11
LONDON 2007
  • Ministers in London agreed with proposal to
    establish the Register, along the lines proposed
    by E4, based on the ESG
  • ESG do not refer to qualifications frameworks as
    such
  • Guideline for standard 1.2
  • The quality assurance of programmes and awards
    are expected to include
  • Development and publication of explicit intended
    learning outcomes

12
European Consortium for Accreditation (ECA)
  • Representatives from 13 accreditation
    organisations from 13 countries (A, B nl, D, IRL,
    NO, E, CH, NL) Joint Quality Initiative EC
    (Hague, June 2003).
  • Initial aim Development of a concept of
    accreditation that not only serves the national
    needs but also the needs of the emerging EHEA.
  • Ultimate aim Mutual recognition of
    accreditation.
  • Participants were against imposing accreditation
    as the sole instrument for QA, and stressed that
    ECA should collaborate with ENQA.

13
ENQAR WHY?
  • HUGE DIVERGENCE IN NATIONAL SYSTEMS
  • - out of a jungle of degrees,
  • - into a jungle of QA/accreditation agencies ?
  • NEW NEEDS IN QA / ACCREDITATION
  • - shorter higher education
  • - LLL
  • - private universities, transnational
    education
  • ISSUES
  • - becoming stronger where problems are least ?
  • - consequence of accreditation in one EU
    country?

14
LEUVEN 2009
  • We the ministers ask the E4 group
    (ENQA-EUA-EURASHE-ESU) to continue its
    cooperation in further developing the European
    dimension of quality assurance and in particular
    to ensure that the European Quality Assurance
    Register is evaluated externally, taking into
    account the views of the stakeholders.

15
Quality Assurance and Accreditation in the
Flemish Community of Belgium and the Netherlands
16
QA -A three-step approach
  • Internal quality control, which results in
    self-evaluation
  • External visitation, which results in a public
    report
  • Accreditation

17
Internal quality control
  • Colleges of higher education and universities
    carry out their own internal quality control
    through self-evaluation
  • IQC belongs to the autonomy of the HEIs who can
    choose their own system
  • HEIs have to write a SER
  • This SER and its annexes serve as a basis for the
    in-site visitation.

18
Self-evaluation report
  • Format for self-evaluation report provided by
    Council for Higher Education
  • Self-evaluation report (SER) is written by the
    HEIs
  • Upon completion, the SER and the addenda are
    reviewed by an international team of experts

19
On-site visitation
  • Visitations of courses are conducted on a regular
    basis by a committee of external experts who draw
    up a public report,
  • The visitation evaluates both the quality of
    education and of research activities,
  • Can be for one course or a cluster of related
    courses,
  • All courses in the same field are reviewed at the
    same time
  • Organisation by VLIR or VLHORA.

20
On-site visitation (ctd.)
  • Visitation panel will audit the course and see
    whether the learning outcomes meet the
    competences laid down by law (Dublin descriptors)
    or in the DSRF,
  • They do this through
  • Interviews with all the stakeholders (students,
    teachers, employers, alumni),
  • Visit of the premises,
  • Going through course materials and documentation.

21
On-site visitation (ctd.)
  • The on-site visitation results in a public report
    that is published in the websites of VLIR and
    VLHORA,
  • This report will serve as a basis for
    accreditation by the NVAO,
  • The HEI has to present the report to the NVAO
    within one year.

22
Accreditation
  • Accreditation by NVAO (Accreditation organisation
    of the Netherlands and Flanders)
  • Formal recognition that a course attains the
    international minimum quality standards,
  • Condition for carrying the higher education label
    and for granting the bachelor and master degrees,
  • Positive accreditation is granted for 8 years.

23
Accreditation - NVAO
  • Accreditation is granted by the NVAO The
    Accreditation Organisation for the Netherlands
    and Flanders,
  • This entails that accreditation is not national
    but international,
  • Visitation panels also consist of experts from
    the two countries thus guaranteeing that
    courses/programmes meet international quality
    standards.

24
differences between FLAnders Netherlands
  • On site visitation in Flanders by VLHORA (PHE)
    and VLIR (univ.) in Holland by independent and
    private organisations, on behalf of the NVAO
  • These organisations are called VIB Organisation
    for visiting and judging HE-programs and are
    recognised by NVAO
  • The Universities in Holland use the same VBI
    the Professional HEIs can use one of four VBIs
    (they all have their own way of going through the
    process)
  • Visitation panel is composed by the VBI

25
differences between FLAnders Netherlands
  • In Higher Professional Education no international
    members in the panel (except of course for
    international programs taught in English)
  • VBI is responsible for the report about the
    results of the visitation
  • the NVAO takes the final decision about a
    positive or negative accreditation, for every
    individual program
  • In Flanders all programs are visited in the same
    period (opportunity for benchmarking) in
    Holland the HEI is deciding when the visitation
    will take place (in a period of six years)
  •  

26
The Future
  • There are plans for changing the system in 2010
    or 2011 (as well in Flanders as the Netherlands
  • No accreditation for every program but for the
    HEI as a whole (less time, less money
  • There will still be audits on a program level,
    every few years (depending on status of HEI)
  • More time for improving the programs, if the
    visitation proofs that the quality is not okay
  •  

27
  • Thank you for your attention!

http//www.enqa.eu/pubs_esg.lasso http//www.nvao.
net/
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