QUALITY ASSURANCE IN EUROPE

Transcription

1 QUALITY ASSURANCE IN EUROPE Training on Quality Assurance for Higher Education May 7 8, 2013 Medical University, Chișinău Development of Quality Assurance in Higher Education in Moldova (QUAEM) TEMPUS DE TEMPUS SMGR

2 Development of Quality Assurance in Higher Education in Moldova (QUAEM) QUALITY ASSURANCE IN EUROPE Training on Quality Assurance for Higher Education May 7 8, 2013 Medical University, Chișinău CONTENT QA IN THE EUROPEAN HIGHER EDUCATION AREA 3 QA SYSTEMS IN EUROPE 6 QA System in Austria 6 QA System in Catalonia 8 QA System in Denmark 9 QA System in Germany 10 QA System in Romania 11 QA System in the Western Balkans 13 Case Study: The Quality Assurance System in the Universitat de Girona UdG 16 ANALYSING AND DISCUSSING CRITERIA FOR EXTERNAL ASSESSMENT 17 ANNEXES 20 QA experiences in the Western Balkans ARACIS standards Training on Quality Assurance for Higher Education 2

3 Development of Quality Assurance in Higher Education in Moldova (QUAEM) QA IN THE EUROPEAN HIGHER EDUCATION AREA A JOSEP GRIFOLL (E ENQA & AQU CATALUNYA) The actors on QA and Quality enhancement Ministries (Communiqués) + Bologna Follow Up Group Tools ENQA (National QA agencies and other agencies) ESG EUA (European Universities) EQAR ESU (European Student Union) Other Rankings EURASHE (Institutions of HE) Others: ECA, labels Political context for Higher Education Higher Education in Europe is mainly public (fees for students are subsidised and many universities are public institutions). National governments have full competences in education (even within the European Union (EU). The EU have just the capacity to promote synergies with funds and incentives. A good example is the Bologna Process. Higher Education institutions have significant levels of autonomy. National Higher Education Systems are diverse as well as the main national policies (although there is tendency for sharing common goals: quality and internationalisation). Socio economic context for Higher Education Higher Education is a driving force for the future of economic and social well being of Europe. Higher Education in Europe needs to be internationally competitive (attraction of talent and generation of competentt professionals) ). Autonomy of Higher Education institutions and the use of public budgets in the sector require systemss to generatee trust, efficiency and effectiveness. The introduction of quality assurance is observed by the academic communities and by the stakeholders (students, employers ) as an advanced tool to be used in managing Higher Education. Enhancing public information about Higher Education is a value (trust is an asset). Pillars of the EHEA Compatible structure of degrees / European Qualifications Framework: Bachelor (employability) / Master (specialisation) / Doctorate (Research). Academic infrastructure (elements for programme specification: ECTS, intended learning outcomes, public information). Quality assurance schemess (internally and externally) ). European Standards and Guidelines Training on Quality Assurance for Higher Education 3

4 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Internal QA for Higher Education Institutions Policy for QA Approval, monitoring and reviews of programmes Assessment of students QA of teaching staff Learning resources and student support Information systems Public information Three main strands for QA agencies Legitimacy of the agency to undertake evaluations of HEIs Official Status Mission statement Independence Flexible guidelines for QA The legal contexts vary enormously and include: External QA methodology Effectiveness of internal QA Aims and objectives for external QA determined before Criteria for decisions be explicit and published Designed to ensure their fitness for purpose Reports to be published Follow up procedures Periodic reviews System wide analysis Activities of the agency in its evaluation work Activities * Accountability of the QA agency Sustainability of the agency to continue with its work Resources Accountability of the QA agency Single national agencies Single national agencies under national requirements. A single agency that is established within and under the legal requirements of two countries (e.g. NVAO) A single national agency that is also working under regional legal requirements (e.g. Switzerland) Multiple agencies working within a country on: an autonomous regional basis (e.g. Spain) a competitive market basis (e.g. Germany), a basis of the differentiated HE sector (e.g. Austria) Agencies internationally oriented (discipline oriented) Quality assurance approaches In the majority of EHEA countries, quality assurance is concerned with granting permission to higher education institutions or programmes to operate on the basis of threshold quality standards. Only a minority of countries exclusively follow an improvement oriented approach. Orange: advisory improvement oriented. / Brown: decision granting permission Training on Quality Assurance for Higher Education 4

5 Development of Quality Assurance in Higher Education in Moldova (QUAEM) How QA is organised? Number of institutions? Diversity in HE institutions? HE funding systems? Links between HE political targets and EQA procedures? Mission of the agency and measurable targets? Primary responsibility of HE in QA? Statisticss on HE available to the public? Measuring impact of EQA Provision of information / Better management National data/benchmarks Enhancing the role of students Surveys Accreditation curriculum development ENQA projects International evaluations of national QA agencies (fulfillment of ESG). Working groups (Excellence, Impact, stakeholders involvement, QA staff development) Developments in QA methodology (TEEP, FLLLEX) Capacity building (Central Asia, Balkans, South East Asia) Mapping European QA procedures (Visions for the future, MAP ESG) Workshops (Independence, e learning, lifelong learning, Qualifications frameworks ) Latest projects: Transparency of European higher education through public quality assurance reports EQArep Promoting Quality Culture in Higher Education Institutionss PQC Enhancement of Quality Assurance Management in Jordanian Universities EQuAM Training on Quality Assurance for Higher Education 5

6 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Example of topics for an international evaluation QA SYSTEMS IN EUROPE QA System in Austria ROLAND HUMER (WUS AUSTRIA) History of External QA in Austria: Before and after 2013 Before 2013 Public Universities Private Universities Universities of Applied Sciences University Colleges For Teacher Training Agency for Quality Assurance (AQA) Austrian Accreditation Council Council for Universities of Applied Sciences Ministry for Schools - Consulting - Support - Institutional Accred. - Program Accred. Institutional Accred. Program Accred. -Ministerial Approval For Institutions -Ministry involvement in curricula process After 2013 Public Universities Univ. of Appl.Sc. Existing in 2012 New Private Universities Univ. of Appl.Sc. New programs at Private Universitiess Univ. of Appl.Sc. University Colleges For Teacher Training AQ.Austria or other QA agency AQ.Austria AQ.Austria Ministry for Schools Audit 7 yr cycle or 2 yr + re audit Institutional Accreditation Program Accreditation -Ministerial Approval For Institutions -Ministry involvement in curricula process Training on Quality Assurance for Higher Education 6

7 Development of Quality Assurance in Higher Education in Moldova (QUAEM) External and internal QA in Austria today External QA uses different periodic measures to evaluate quality development in teaching, research and administration at HEIs: Institutional and program accreditations Audits of QA systems Internal QA: from student surveys without follow up ( ) to the learning organisation Goals of the Austrian system External quality assurance in cooperation with the internal quality assurance systems of HEIs should guarantee that the HEIs fulfill the highest standards and constantly develop their quality. 1 (3) HS QSG 2011 Areas covered by QA system General ( 2 (1) HS QSG 2011) Teaching & Learning Research Administration Audit Quality strategy and its integration in governance Organization of QA in teaching / learning including LLL; research / development / arts; organization, administration, human resources Integration of internationalization and social responsibility in QA systems QA information systems and stakeholder participation Incentives and control in the Austrian system Internal / External QA Internal Pressure from external QA HEIs compete nationally and internationally Performance based funding Institutional Accreditations Strategic goals and institutional profile Development planning Teaching and learning Research, applied research, development and/ or development of the arts Organization of the HEI and its services Finance and resources National and international cooperation Quality management system Program Accreditations Study program and program management Research, applied research, development and/ or development of the arts Human resources Finance and infrastructure National and international cooperation QA External AQ.Austria competes with other QA agencies HEIs want to keep reputation and avoid outside interference Ministry Maximum result with minimum resources Law regulates goals and tasks of universities Control when law is violated Regular reporting (annual report, knowledge balance, key data) Performance contracts, performance based funding Minister can order an institutional external evaluation Benefits and challenges of the Austrian system + Efficient + Respects institutional autonomy of HEIs Public universities very free in curricula development Bologna implementation critical Unfair competition Training on Quality Assurance for Higher Education 7

8 Development of Quality Assurance in Higher Education in Moldova (QUAEM) QA System in Catalonia JOSEP GRIFOLL (ENQA & AQU CATALUNYA) The Catalan system and the Spanish System Political structure of Spain Central government and autonomous governments. University structure Ministry of Education, Culture and Sports at central level. Catalan Autonomous Department of Economy and Knowledge Quality Agency at central level: ANECA Catalan Quality Agency: AQU Catalunya Founding member of ENQA (European Association for Quality Assurance in Higher Education AQU is the first founded QA agency in Spain The relationship between ANECA and AQU evolves under political criteria. Nowadays we can present the Catalan Quality Assurance System Goals of the Catalan system The purpose of AQU Catalunya is the assessment, accreditation and certification of quality in the sphere of the universities and higher education centers of Catalonia Areas covered by QA system 1. Management and organization (of the agency) 2. Academic staff assessment 3. Institutional and programme review 4. Analysis of the higher education system 5. Communication (stakeholders) 6. People ( AQU Staff and reviewers) 7. External relations 8. Students The role of internal & external QA in Catalonia Each Catalan university has developed their own QA system from the model given by quality agencies and under its advice and guidance. Each university applies its internal QA system. All educational programmes (bachelor, master and doctorate level) have an ex ante (verification) and an ex post (accreditation) evaluation done by AQU. Also annual in process reports are done from universities about each program to AQU. See the University of Girona QA system presentation All the used processes are based on the European guidelines of quality assurance and the Bologna process. Each structural unit of universities have their own internal quality committee. Also at university level there is a quality committee. See the University of Girona QA system presentation Incentives and control in the Catalan system The quality assurance system is a compulsory mechanism fixed by law (Law of the Catalan Universities). To develop this law AQU Catalunya is the main coordinator and adviser. Benefits and challenges of the Catalan system Main challenge: to establish a culture of QA among the community. Not only at formal level, but a real level. Question we are in the process of solving: Relationship between different administrations (central and autonomous). Benefits: the principle of transparency appears as a reference of the work at all levels. And that helps quality to grow. Training on Quality Assurance for Higher Education 8

9 Development of Quality Assurance in Higher Education in Moldova (QUAEM) QA System in Denmark GEESKE DE WITTE (ROSKILDE UNIVERSITY) Goals of the Danish system Compliance with Bologna rules (ESG for Quality Assurance) = European transparency Prove that Danish study programmes are of world class quality Ensure that university study programmes add value to society On university level: quality enhancement Areas covered by QA system Accreditation covers teaching and learning (and value for society) and need for new study programmes Indicators for number of publications is used to check the quality of research Other control mechanisms by ministry There is a financial audit every year Contract between ministry and university in which the universities are obliged to help fulfil political goals for education (yearly visit by the ministry) The role of external QA in Denmark External QA by Accreditation Institution. Three possible outcomes: positive accreditation, conditional positive accreditation or refusal Assessment of study programmes on the basis of five predefined criteria, said to be based on ESG Criteria Demand for the study programme in the labour market Is the study programme based on research and connected with an active research environment of high quality? Academic profile of the study programme and learning outcome targets Structure and organisation of the programme Internal QA of the study programme The role of internal QA in Denmark Each university defines its own internal QA Should be based on ESG Often very closely linked to the accreditation criteria and political goals of the government More and more emphasis on key figures Use of external examiners very important issue for academics Internal Quality Assurance in Denmark Challenge: our academics think that quality = high academic standard (good grades and assessment by external examiners) Our ministry thinks that quality = students who fulfil a study programme in time and get a good job afterwards (means use of key figures showing number of students, numbers of graduates and time used on programme, employment figures) Incentives and control in the Danish system Refusal of accreditation means no public funding of the study programme (= programme will be closed) Other control mechanisms also have economical incentives Benefits and challenges of the Danish system Challenges: clash between different definitions of quality. In our internal QA, we would like to focus on academic quality and dialogue, but external QA focuses on accountability However: difficult to prove academic quality and dialogue Training on Quality Assurance for Higher Education 9

10 Development of Quality Assurance in Higher Education in Moldova (QUAEM) QA System in Germany DORIS HERRMANN (ACCREDITATION AGENCY AQAS) Overview: The German system of QA Creation of the European Higher Education Area (EHEA). Accreditation was introduced as a new form of external quality assurance. Q.A. was delegated from the state to (private) accreditation agencies. Each new Bachelor s / Master s programme needs an accreditation. Since January 2009 HEIs can choose between programme accreditation and system (institutional) accreditation. Both types of accreditation are carried out on a regular cycle of five, six or seven years. German Accreditation Council (GAC) accredits and monitors accreditation agencies (Members from HEI, Standing Committee of the Ministers of Cultural Affairs, Employers, Employees, Students) Non discipline related agencies Discipline related agencies AHPGS (health care, social care) ACQUIN (Bayreuth) AQAS (Cologne) ASIIN (engineering) ZEvA (Hannover) FIBAA (economics) AKAST (Catholic theology) Accreditation agencies operate on a non profit basis. Agencies are not funded by the state but charge HEIs for the costs of accreditation. All agencies have to be accredited and re accredited by the German Accreditation Council Goals of programme accreditation Quality enhancement Control of national (minimal) standards Protection of the interest of students in a good qualification Comparability of study programmes Recognition of study programmes and grades (mobility) Goals of institutional accreditation Quality enhancement Provide an alternative to programme accreditation Strengthen the universities responsibility for the continuous management of quality of their programmes Strengthen the management qualities of universities: quality development as a central element of strategic university planning Areas covered by QA system Programme accreditation: teaching and learning as well as student services System accreditation: Q management system, HE management In QA of research lies in responsibility of a special institution (DFG) The accreditation of private HEI is carried out by another institution (WR) The role of internal & external QA in Germany The responsibility for teaching and learning lies in the HEI. Internal QA is task of the HEI and crucial for an education system (idea of autonomy of HEI). The ministries gave responsibilities to HEI and accreditation agencies (beside teacher s education). The conference of German Ministries for Education and GAC develop standards. External QA forces HEI to continuous internal QA. Training on Quality Assurance for Higher Education 10

11 Development of Quality Assurance in Higher Education in Moldova (QUAEM) The European Standards and Guidelines (ESG) are the basis of the documents of GAC (guidelines, criteria etc.). Institutional level: The impact of QA is assessed by the panel of experts, not the quality itself. Incentives and control in the German system Internal level (HEI) + Wish to deliver a high level of education (intrinsic motivation) + Competition between HEI Control instruments: reports, evaluation, target agreements Results are public Benefits and challenges of the German system Benefits HEI: external perspective and pressure to change Programme: improvement of teaching and learning Ministry: HEI take over responsibility Agencies: function as change agents Problems HEI: to use accreditation for their benefit Programmes: to develop a stringent concept Ministry: to trust in the stakeholders (HEI as well as agencies) Agencies: to act consistently and comparably QA System in Romania MARIANA MOCANU (UNIVERSITY POLITEHNICA, BUCHAREST) Goals of the Romanian system External level (view of HEI) + Seal of accreditation is needed to offer study programmes + Discussion with external experts (peer system, consultation) + Reputation and marketing Accreditation seen as bureaucratic act with little need Challenges HEI: to take over responsibility Programme: to develop comparable standards for programmes Agency: to find its role between different stakeholders and expectations To test the capacity of education providers to meet the expectations of the beneficiaries based on quality standards; To contribute to the development of an institutional culture of quality, in higher education; To ensure the protection of the direct beneficiaries of HE study programs, by delivering and disseminating systematic, coherent and credible, publicly available information, regarding the quality of education; To assist the policy makers in development of strategies and policies for continuous improvement of HE. Areas covered by QA system Legal organization and operation of the institution Teaching staff Educational process Students Scientific research Endowment, resources, materials The role of internal & external QA in Romania Internal QA Ongoing monitoring of quality indicators Support for process improvement Preparation of external evaluation External QA Institutional accreditation Authorisation and/or accreditation of study programs Training on Quality Assurance for Higher Education 11

12 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Example: QA Structures at University Politehnica, Bucharest Policy Declaration Defines: the partners of the university (students, teaching staff, alumni, industry partners, other HE institutions) use of resources scientific research IT and communication university management Documents /managementul calitatii.html Regulation regarding the QAS Regulation regarding the QA Council Organization chart of the QA system Procedures System procedures Work procedures Operational procedures Training on Quality Assurance for Higher Education 12

13 Development of Quality Assurance in Higher Education in Moldova (QUAEM) The Romanian Agency for Quality Assurance in Higher Education (ARACIS) Full member of the European Association for Quality Assurance in Higher Education ENQA Listed in the European Quality Assurance Register for Higher Education EQAR Established in 2005, ARACIS is an autonomous public institution, of national interest, whose main mission is the external evaluation of the Romanian higher education s quality, at the level of study programs, as well as from the institutional point of view. ARACIS Methodology PART I: Study programs accreditation external evaluation PART II: Institutional accreditation external evaluation PART III: Academic quality external evaluation of accredited higher education institutions PART IV: External evaluation of teaching staff training departments PART V: External evaluation of distance learning study programs ARACIS & ANC National Authority for Qualifications (ANC) answers the question: Does the qualification build the required learning outcomes? (validation of qualifications) ARACIS answers the questions: Is the HE institution capable to organize the educational process according to certain standards? (institutional accreditation) In particular, is the HE institution/faculty/department capable to organize the study program associated to a qualification? (program accreditation) Incentives and control in the Romanian system University autonomy Ranking of universities The system to promote teaching staff Benefits and challenges of the Romanian system + Offers for both, public and private universities, the same functioning framework + Gives an image about the performance of all universities (future students, labour market) QA System in the Western Balkans DINO MUJKIC (WUS AUSTRIA) Goals of the QA system Using QA as an instrument for development integration of university strengthening university autonomy Areas covered by the QA system Institutional system of QA Responsibility of: management teachers students administration + Offers a credible image to the universities + Ensures the alignment to European Universities Sometimes, the regulations are too rigid Organization of master and doctoral studies Training on Quality Assurance for Higher Education 13

14 Devvelopment of Quality Assurance in Higher Education in Moldova (Q QUAEM) University insttitutions U A Agencies for QA Q M Ministries Invvolvement and responsibilities of o QA agen ncies and ministries: C Case Studyy Serbia Traaining on Quaality Assurance for Higher Education E 14

15 Development of Quality Assurance in Higher Education in Moldova (QUAEM) According to the law, theree are 3 mechanisms for quality assurance in Serbia. The first activity of CAQA (approved by the National Council of Higher Education) was to define the corresponding sets of standards: standards for self assessment of institutions, standards for external quality assessment of institutions, standards for accreditation of the higher education institutions and study programs. Furthermore, CAQA oversees: Development of institutional policies Development of state policies Strategy approach from level of ministries and HE institutionss Development of national specific guidelines and procedures in accordance with ESG! Situation in Serbia In accordance with internal regulations and Objectivity of accreditation boards doubted: non national standards and guidelines most of international process, small country Accreditation board has lost reputation becausee university evaluations institutions already had internal Minister has overruled its decisions Competition among universities fosters quality Minister overruling accreditation board (sometimes) Formal power of accreditation: Ministry Control or development? QA as a control tool received negative feedback QA as a development tool was accepted by alll involved Incentives and Control Clear criteria and indicators established by ministries and agencies Key Performance Indicators (KPI) with clear parameters developed as instruments for quality measurement / internal university process External QA process appropriate timing University institutions ready for external control? Training on Quality Assurance for Higher Education 15

16 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Case Study: The Quality Assurance System in the Universitat de Girona UdG MIREIA AGUSTÍ TORRELLES (PLANNING AND EVALUATING SERVICE, UDG) Accreditation of new programs Applications report Guidelines: 1. Description 2. Aims/ Objectives 3. Admission of students 4. Justification 5. Planning 6. Academic and other staff 7. Material resources and services 8. Expected results 9. Quality Assurance System 10. Implementation schedule About the QAS What is a QAS? A number of established work procedures that guarantee that the service we provide is developed as planned, and the receiver of the service always obtains the quality level specified (not different depending on when or who provides the service). Bases of the QAS Orientation towards students, employers, society Leadership Staff participation Work orientated to the process system What is AUDIT? Systematic approach Continuous improvement Decisions based on results The EEES framework establishes universities should ensure that its actions comply with the objectives associated with the programs they teach, also seeking continuous improvement. Spanish quality agencies developed the AUDIT program which aims to guide the design of SQA that integrates the activities so far have been developed related to the quality assurance of the teachings. Aims of AUDIT Giving support to universities so they can demonstrate that truly value the quality of their programs and awards and are committed to implement the means to ensure and demonstrate that quality through a process of designing an appropriate SGIC policy and quality objectives. Evaluating the adequacy and relevance of the designs made by the Universities QAS to ensure the quality of their programs, and certify compliance of the design, according to previous requirements. Providing information to students and society, governments of universities and public authorities on quality assurance systems evaluated by rating agencies and accreditation. AUDIT criteria The QAS proposed by AUDIT establishes seven criteria defined as a set of requirements 1. Policy and quality objectives 2. Design the training 3. Development of the training 4. Academic Staff 5. Material resources and services 6. Results of the training 7. Public information Processes identified in the UdG 1. Definition of the framework of the Quality Management System 2. Monitor results and the programs improvement 3. Evaluation of the insertion 4. Public diffusion Training on Quality Assurance for Higher Education 16

17 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Bachelor and Master degrees 5. Design, modification and extinction of the program 6. Planning and development of teaching 7. Student recruitment, admission and registration 8. Mentoring of students 9. Management of student mobility 10. Management of professional guidance 11. Management of the professional practices 12. Management of incidents, complaints and suggestions 13. Mechanisms governing and report on regulations that affect students 14. Recruitment of academic staff 15. Management of professors training 16. Evaluation of academic staff 17. Recruitment and selection of administration staff 18. Definition and implementation of staff training plan 19. Evaluation, promotion and recognition of administration staff 20. Management of material resources and services 21. Analysis of academic results 22. Administration and analysis of surveys of teaching Doctorate degrees 23. Evaluation, monitoring and improving the quality of teaching and research doctoral programs 24. Evaluation, monitoring and improving the quality of learning outcomes and progress of PhD students and their mobility 25. Analysis of the satisfaction of the various groups involved in the doctoral program 26. Design, modification and extinction of doctoral programs 27. Management of complaints, suggestions and conflicts What the UdG planned and where we have arrived We have designed a main QAS for all the faculties. We have implemented some processes and following them through evidences and indicators. We are making "pedagogy" till we arrive to implement and follow all the processes. We have to be able to add any new process the university could need in order to adapt to the context. Staff involved in the program In the design of SQA work: Vicerector of Planning and Quality Office of Planning and Evaluation In the Faculties the necessary impulse of: Management teams Administration of the faculties Role of the participants All the Services involved in any procedure: Academic Service Human Resources Informatics Service Office of External Relations and others. Responsible of the design: VR of Planning and Quality Support to the design and the implementation: Planning and Evaluating Service (GPA) Responsible for each process / field (included in the work plan) Collaborators in the analysis and development of processes (within each unit involved) Technical support team: GPA+ fellows PASS RATES, DROP OUT RATES, GRADUATION TIME, EMPLOYABILITY: ANALYSING AND DISCUSSING CRITERIA FOR EXTERNAL ASSESSMENT JOSEP GRIFOLL (ENQA & AQU CATALUNYA) Pass rates the number of people, shown as a percent, who were successful in a particular examination (Cambridge dictionaries online) Students performance: pass rate and the total number of students in the course or Pass rate and the number of students attending the examination Pass rate at the first year vs. pass rates for the rest of the years Subjects pass rates (differences?) Pass rates for different cohorts Training on Quality Assurance for Higher Education 17

18 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Pass rate as an indicator of the achievement of learning outcomes: Knowledge Core competences Pass rates and other indicators: Pass rates and political targets Pass rates used as indicators and possible consequences Institutional position in front of the figures? Students' academic background Social background New students Students' profile Part time students Scholarships Contextual situation Students workload Calendar Teaching and learning methods Assessment policy Programme organisation Dropout rates Analysis of the dropout rate as an event Definition of the dropout rate (students who don t matriculate in a course for more than 2 years?) Causes of the dropout rates? (indicators) Does the institution know where the dropout students are going? Benchmarking? Reasons for dropping out such a high dropout rate is largely attributable to parents of country 1 forcing their children to study rather than participate in extracurricular activities, an essential part of overseas education for foreign students to acclimate themselves to the society Z and get a good job in the long run Training on Quality Assurance for Higher Education 18

19 Development of Quality Assurance in Higher Education in Moldova (QUAEM) Graduation time Academic years Size of the cohort Graduates after 3 years Graduates after 4 years Graduates after 5 years X X X X Academic years Size of the cohort Graduates after 3 years Graduates after 4 years Graduates after 5 years X X X X Graduation and employability Graduates public universities Graduates private universities Fitness for purpose Educational resources (teaching staff, coordination, etc.) Other resources (facilities, funding resources, etc.) Definition of learning outcomes Information systems (indicators) Infrastructure for public information Training on Quality Assurance for Higher Education 19

20 Development of Quality Assurance in Higher Education in Moldova (QUAEM) ANNEXES QA experiences in the Western Balkans ARACIS standards Training on Quality Assurance for Higher Education 20

21 Quality Assurance at Higher Education Institutions in WB countries With the efforts to increase the autonomy at higher education institutions, fulfill the basic tasks of modern university management, and with the growth of internationalization and competition, quality assurance has become of one the key terms in theory and one of the key development instruments in practice. Evaluation of teaching, accreditation, ranking, external review of institutions or curricula are just some of the techniques and methods used at higher education institutions as tools for improvement of processes and development of institutions. Quality assurance at higher education institutions in countries of South-East Europe is still in development, and universities in countries like Albania, Bosnia and Herzegovina, Montenegro, Croatia, Serbia, Macedonia and Kosovo, can profit from the implementation of QA tools. Unfortunately, at the Ministerial Conferences since Bergen (2005) and London (2007) and in comparison with other European countries that have also committed themselves to the Bologna Process, the achievements in the higher education area in most of SEE countries were portrayed as weak and low-grade. In most cases, these processes were not adequately presented within national reports submitted prior to the conferences. Countries of WB are bound by the same system which existed until After the breakup of social system, higher education institutions and countries in the same surroundings began to develop their own independent systems. And even with the development of different higher education systems and their different forms of functioning, it is evident that, even after 17 years, common problems still emerge and are mostly related to integration, autonomy, financing, and finally, accepting and developing the quality culture at universities. It is clear that the path, goal and obligation of all university institutions is to achieve full autonomy at integrated universities, with constant reviewing and adjusting to the labour market and society needs. This implies regular consultations and joint efforts and work of teachers, students, management, administration, environment, companies, ministries and all the bearers of the processes. Unfortunately, traditional faculties in WB countries still do not have that level of quality culture at which the process of self-evaluation, opening up of the institutions towards the outside, requesting feedback and thus new elements for development, would be a daily practice in the work of the institutions. Development of QA in WB countries is the result of the direct impact of the Bologna Process and the tasks which the member countries have taken, and not the systematic need of 2010 WUS Austria ZVR: Registrationn o : /03 page 1 of 4

22 higher education institutions. Accordingly, different QA systems have been formed in WB countries which do not have their own specific frameworks, but are based on international standards and guidelines. In some countries, they incur as a need of higher education institutions to respond to project tasks within international projects (for example BiH, Montenegro, Kosovo, during implementation of WUS Austria and TEMPUS projects), and in other countries as the direct order by ministries of education in the countries' efforts to regulate QA on the basis of legal frameworks. Regardless of the reasons and ways of its formation, the QA system in WB countries is set-up and functions on a variety of bases, and, within different concepts, fulfills its basic function. It is important to underline that the quality assurance system emerged at the time when a large number of private institutions were being established. Such occurrences are characteristic of those WB countries which did not recognize the concept of private higher education institutions before 1990, but today have a disproportionately large number of private higher education institutions which are often registered and established on the basis of legal flaws and the lack of quality assurance system and law on accreditation of university institutions. The newly established quality assurance systems, with respect to modern acts on higher education, will certainly contribute to a more efficient establishment and development of a higher education system. For example, the accreditation system of higher education in Albania was foreseen in 1999, but has still not attained its form. The accreditation system is in charge of evaluation and accreditation of the existing institutions and programmes of higher education, evaluation and accreditation of new courses of study or other new units of higher education. The Agency for Higher Education and Accreditation Council were formed in 2001 and 2003 and operate in close cooperation with the Albanian Ministry of Education and Science. Quality Assurance is carried out at institutional level and through regular activities regarding quality assurance of study programmes, as well as through internal and external procedures established through Aspects and Indicators for Evaluation of Quality at Higher Education. In 2011, the Agency received full political and financial support to start the full membership process in ENQA. In Montenegro, the processes aimed at development of quality assurance began in 2007 through WUS Austria and IPA projects which focused on development of internal capacities at the University of Montenegro. In accordance with the activities launched at the University 1, the 1 In 2008, the Quality Assurance Centre was established at the University of Montenegro, supported by WUS Austria and IPA 2007 funds WUS Austria ZVR: Registrationn o : /03 page 2 of 4

23 Council for Higher Education was established, and the Guidelines on Re-accreditation of Higher Education Institutions and Study Programmes adopted. In accordance with the abovementioned Guidelines, internal evaluation at the University of Montenegro has been carried out, and teams for external evaluation formed, comprising of EUA experts and experts nominated by the Council. The result of these activities is the re-accreditation of the University of Montenegro, as well as the plan for the development of the University, adopted by all members in accordance with the recommendations of the Commission for External Evaluation. In accordance with the adopted Guidelines, external evaluation has been performed at two universities and three individual faculties. Given that the process of internal evaluation is still relatively new, the current Higher Education Act prescribes certain standards which the evaluation procedure has to reach. One of the current obstacles that has been identified and presented in the Tempus office report in 2010 is the evident lack of trained professionals in the quality assurance field. In Croatia, quality assurance in higher education and in science is regulated by the 2009 Act on Quality Assurance in Higher Education and Science. The Act precisely regulates how quality assurance is applied, in accordance with European trends and ESG. Internal quality assurance is provided by the institutions internal QA systems in which units for quality assurance have been formed as a prerequisite for linking institutional and national quality assurance systems. Study programmes delivered at public universities are self-accredited by university senates, while programmes delivered by private higher education institutions are accredited by the Agency for Science and Higher Education (ASHE). The Agency for Science and Higher Education can be admitted to full European Association for Quality Assurance in Higher Education (ENQA) membership, confirmed the ENQA General Assembly on October 7th 2011 in Bucharest, Romania. Full membership in the European institution which gathers all main quality assurance organisations in the European Higher Education Area is an important international success and a confirmation of the reliability of the national agency s activities 2. In 2001, the private higher education sector undergoes strong and rapid development in Kosovo, as well as throughout the entire region. A large number of private universities are being established in Pristina. Apart from private universities, there is also a public university in Pristina, the University of Pristina. In 2008, a series of projects aimed at institutional development of quality assurance have been initiated within the activities of WUS Austria and WUS Austria ZVR: Registrationn o : /03 page 3 of 4

24 with the support of the European Commission through Tempus projects. With the establishment of quality assurance offices and development of capacities, a number of activities for the development of quality assurance were launched at private higher education institutions. The processes were taking place in accordance with the defined ESG. It should be emphasized that the quality assurance process covered all public and private higher education institutions, but that the process of self-evaluation is still a new component which is currently being developed. In 2003, the Agency for Accreditation in Kosovo was founded in accordance with the Law on Higher Education in Kosovo. The Agency is an independent body which guarantees quality at public and private higher education institutions. In Macedonia, the quality assurance system is in line with the Law on Higher Education and the requirements of the Bologna Declaration. External evaluation and the overall evaluation of academic staff at universities and other higher education institutions in Macedonia was previously performed by the Agency for Evaluation of Higher Education (Agency for Evaluation, i.e. Agency for Quality Assurance), but as of February 2011., and with the aim of establishing a more rational and compact structure, these activities are performed by the Board for Accreditation and Evaluation in Higher Education. Evaluation is accomplished by use of evaluation methods (self-evaluation and external evaluation of the institution) which are implemented in accordance with ESG. In Serbia, the quality assurance system operates as a national program in line with ESG. The Commission for Accreditation and Quality Assurance was formed in 2006 as an independent expert body of the National Council for Higher Education, formed as the highest body for development of higher education in the Republic of Serbia. The Commission is responsible for designing standards, protocols and guidelines and assisting higher education institutions in creating their respective quality assurance systems. All procedures have been implemented in compliance with ESG. Higher education institutions are obliged to develop their own internal quality assurance systems which promote a coherent system supported by regular monitoring which leads to continuous improvement of higher education institutions. External quality assurance is the responsibility of the Commission and National Council, and operates at national level. Only those institutions that have been accredited by the Ministry of Education are entitled to perform 1 st, 2 nd and 3 rd cycles WUS Austria ZVR: Registrationn o : /03 page 4 of 4

25 AGENŢIA ROMÂNĂ DE ASIGURARE A CALITĂŢII ÎN ÎNVĂŢĂMÂNTUL SUPERIOR (ARACIS ) Comisiile de evaluatori permanenţi Ştiinţe inginereşti 1 şi 2 (CEPSI 1 şi CEPSI 2) Standarde specifice de evaluare academică pentru programele de studiu din domeniul fundamental Ştiinţe inginereşti CUPRINS I. Consideraţii generale 2 II. Standarde specifice pentru evaluarea studiilor universitare de licenţǎ 4 II.1 Personalul didactic 4 II.2. Conţinutul procesului de învăţământ 5 II.3. Rezultatele învăţării 8 II.4. Cercetarea ştiinţifică 8 II.5. Baza materială 9 III. Standarde specifice pentru evaluarea studiilor universitare de master 10 Anexa 1. Lista domeniilor şi specializărilor din învăţământul 12 universitar în domeniul fundamental Ştiinţe inginereşti Anexa 2. Discipline fundamentale (generale) 15 Anexa 3. Discipline în domeniu 16 Anexa 4. Discipline complementare 36 Bucureşti, februarie 2009

26 I. CONSIDERAŢII GENERALE În procesul de evaluare externă a calităţii educaţiei academice în instituţiile de învăţământ superior din domeniul fundamental Ştiinţe inginereşti şi a programelor de studiu din cadrul acestuia se aplică standardele, standardele de referinţă şi indicatorii de performanţă, în conformitate cu Metodologia de evaluare externă, standardele, standardele de referinţă şi lista indicatorilor de performanţă a ARACIS aprobată prin Hotărârea Guvernului nr din , precum şi prezentele Standardele specifice pe domenii fundamentale elaborate şi aprobate de ARACIS, în baza Legii 87/ , Art.17. La elaborarea prezentelor Standarde specifice s-au avut în vedere şi prevederile următoarelor acte normative oficiale: Legea 288/ privind organizarea studiilor universitare Legea 87/ pentru aprobarea OUG nr.75/2005 privind asigurarea calităţii educaţiei HG 404/ privind organizarea şi desfăşurarea studiilor universitare de masterat HG 1.175/ privind organizarea studiilor universitare de licenţă şi aprobarea listei domeniilor şi specializărilor din cadrul acestora HG 676/ privind domeniile de studii superioare de licenţă, structurile instituţiilor de învăţământ superior şi specializările organizate de acestea Prevederile acestor acte normative nu sunt reluate în prezentele Standarde specifice decât în măsura în care a fost strict necesar, dar se înţelege că instituţiile de învăţământ superior trebuie să le respecte. În instituţiile de învăţământ superior trebuie să existe o comisie internă pentru evaluarea calităţii, precum şi reglementări interne, conform Legii 87/2006, cap. III. Învăţământul superior se organizează pe cicluri, conform prevederilor Legii 288/2004 privind organizarea studiilor universitare. Prezentele Standardele specifice se referă la studiile universitare de licenţă în domeniul fundamental Ştiinţe inginereşti şi, respectiv, la studiile universitare de master pentru toate formele de învăţământ. Formele de învăţământ: seral, la distanţă (ID) şi cu frecvenţă redusă (IFR) trebuie în plus să respecte şi anumite criterii normative / standarde specifice formelor respective de învăţământ. Pentru instituţiile de învăţământ superior, domeniile de licenţă şi programele de studiu (specializările) din domeniul fundamental Ştiinţe inginereşti se utilizează în continuare denumirea generică de unitate de învăţământ. În cadrul procesului de evaluare externă aceasta este entitatea supusă evaluării (după caz, instituţia învăţământ superior, domeniul de licenţă, programul de studiu). 2/36

27 Repartizarea domeniilor de studii universitare de licenţă pe cele două Comisii de experţi permanenţi Ştiinţe inginereşti (CEPSI) este indicată în Tabelul 1. Tabelul 1. Repartizarea domeniilor de licenţă pe comisiile de experţi permanenţi C E P S I 1 C E P S I 2 Inginerie aerospaţială Calculatoare şi tehnologia informaţiei Ingineria autovehiculelor Inginerie chimică Inginerie civilă Inginerie electrică Inginerie de armament rachete şi muniţii Inginerie electronică şi telecomunicaţii Inginerie forestieră Inginerie energetică Inginerie genistică Inginerie geodezică Inginerie geologică Inginerie industrială (cf. Anexei 1) Inginerie industrială (cf. Anexei 1) Ingineria instalaţiilor Ingineria produselor alimentare Ingineria materialelor Inginerie mecanică Ingineria mediului (cf. Anexei 1) Ingineria mediului (cf. Anexei 1) Inginerie navală şi navigaţie Ingineria sistemelor Inginerie şi management (cf. Anexei 1) Inginerie şi management (cf. Anexei 1) Ingineria transporturilor Mecatronică şi robotică Mine, petrol şi gaze Ştiinţe inginereşti aplicate (cf. Anexei 1) Ştiinţe inginereşti aplicate (cf. Anexei 1) Notă: La solicitarea Consiliului ARACIS, CEPSI 1 şi CEPSI 2 vor putea evalua, în limitele competenţelor recunoscute, şi programe de studiu care se încadrează în alte domenii. Lista programelor de studiu aferente acestor domenii de licenţă este prezentată în Anexa 1, alcătuită în baza prevederilor HG 676/ Standardele specifice se aplică şi programelor de studiu noi sau înrudite cu cele din Anexa 1, la propunerea CEPSI 1 şi CEPSI 2, cu aprobarea Consiliului ARACIS. 2. Cu precizări şi adaptări corespunzătoare, aprobate de Consiliul ARACIS, standardele specifice se aplică şi altor forme de învăţământ superior prevăzute de lege. 3. (a) Formele de învăţământ, duratele şcolarizării şi volumele activităţilor de învăţământ în învăţământul superior tehnic sunt cele precizate în prezentele standarde specifice. (b) Învăţământul superior tehnic se desfăşoară pe cicluri: ciclul I studii universitare de licenţă: 240 de credite transferabile ECTS (conform European Credit Transfer System); durata normată de şcolarizare: pentru învăţământul de zi, ID şi IFR este de 4 ani; pentru învăţământului seral este de 5 ani. ciclul II studii universitare de master: de credite transferabile ECTS; durata normată de şcolarizare este de 1,5 2 ani. 3/36