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University Reforms in Europe: In search of the holy grail of quality April 13th, 2012 Astrid ( Bassanini ) Conferen

Professor Geert Bouckaert Public Management Institute, K.U.Leuven Leuven, Belgium. University Reforms in Europe: In search of the holy grail of quality April 13th, 2012 Astrid ( Bassanini ) Conference Rome. University Reforms in Leuven and in Europe.

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University Reforms in Europe: In search of the holy grail of quality April 13th, 2012 Astrid ( Bassanini ) Conferen

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  1. Professor Geert Bouckaert Public Management Institute, K.U.LeuvenLeuven, Belgium University Reforms in Europe: In search of the holygrail of qualityApril 13th, 2012Astrid (Bassanini) ConferenceRome

  2. UniversityReforms in Leuven and in Europe 1.Shifts in European research andeducation 2.Models forquality control in education 3.Institutional settings 4.Moving tofunctionalaccreditation

  3. 1.Shifts in European research and education 1.Bologna 1999: EuropeanSpaceforHigherEducation 2.Accreditation 3.Quality control 4.Generalised PhD level 5.Mobility of students and staff 6.Multilingual education 7.Scale enlargementthroughmergers 8.European and international networking 9.Output-based financing of institutions

  4. Bologna declaration Bologna (1999) in generalobjectives: • Adoption of a system of easilyreadable and comparabledegrees • Adoption of a system essentiallybasedontwomaincycles: undergraduate and graduate • Establishment of a system of creditssuch as in the ECTS-system: in place • Promotion of mobility: 20% is a challenge - mobilitywindows in programmes - networkedmobility; structuredmobility

  5. Bologna declaration Bologna in general: objectives • Promotion of Europeanco-operation in qualityassurance - accreditation procedure - in collaborationwith the Netherlands: NVAO: Accreditation Organisation of the Netherlands and Flanders 6. Promotion of the necessaryEuropeandimension in highereducation

  6. Bologna and changing structures Tools to improve transparancy and comparability: • uniform description of programmes “in terms of workload, level, learning outcomes, competences and profile” (Berlin communiqué, 2003) • descriptions of the three cycles of HE: European Higher Education Area-framework (EHEA) – Bergen framework (2005) Also: • Bergen (2005), London (2007): Socialdimensions of education • Leuven Declaration (2009)

  7. EQF EuropeanQualificationsFramework (EQF):adoptedby the EuropeanParliament and Councilon 23 April 2008. The EQF encouragescountries to relatetheirqualificationssystemsorframework to the EQF by 2010 and to ensurethat all newqualificationsissuedfrom 2012 carry a referenceby the appropriateEQF-level. Goals: • to makenationalqualifications more readableacrossEurope (8 learningoutcomeslevelsforknowledge, skills, competences) • to promoteworkers’ and learners’ mobilitybetweencountries; • to facilitatelifelonglearning

  8. EQF (Source: Jens Bjornavold, Cedefop, Glasgow 22 September 2008)

  9. EQF

  10. Welcome to the European Higher Education Area ! • "In the decade up to 2020 European higher education has a vital contribution to make in realising a Europe of knowledge that is highly creative and innovative... Europe can only succeed in this endeavour if it maximises the talents and capacities of all its citizens and fully engages in lifelong learning as well as in widening participation in higher education." • Ministers responsible for Higher Education in the countries participating in the Bologna Process, Leuven/Louvain-la-Neuve Communiqué, April 2009 • About this website • This website was the official website of the Bologna Process for the period 1 July 2007 until 30 June 2010. No changes will be made from July 2010 onwards. • Permanent website of the European Higher Education Area officially launched on 5 July 2010 • For up-to-date information on the Bologna Process and the European Higher Education Area, please visit www.ehea.info. 

  11. The revolution in Doctoraleducation Salzburg BasicPrinciples (2005, update in 2010) A large increase in doctoral schools in Europe’s universities, from 29 % in 2007 to 65 % in 2009 The European University Association EUA-Council for Doctoral Education (CDE): • 850 universities and rectors’ conferences in 47 countries • Developing evidence-based policies • Advocating these policies • Promoting development of universities as institutions

  12. Erasmus student mobility

  13. 2. ModelsforQuality Control ModelsforQuality Control (in Education): -Hierarchy: Administrativesteeringand control -Markets: Competitionwithrankings -Networks: Peer review and control

  14. 3. Institutionalsettings European settings National settings Disciplinarysettings

  15. 3.Institutional settings European settings • ENQA: The European Association for Quality Assurance in Higher Education (founded in 2000) • ECA: European Consortium for Accreditation (founded in 2003) • EQAR: The European Quality Assurance Register for Higher Education (founded in 2008) • INQAAHE: The International Network for Quality Assurance Agencies in Higher Education (founded in 2010)

  16. INQAAHE ENQA ECA EQAR

  17. Disciplinarysettings: Public Administration vs. Business Administration Law, PoliticalScience, …. University AssociationQuality Control

  18. 4.Moving tofunctionalaccreditation -Cost Benefit Analysis of Accreditation -Accreditationshould support improvement of individualinstitutionsand of the field -Indepedenceandtransparency support legitimacy -Share experiencestoorganiselearningcycles -Allowforvariations: mission drivenaccreditation -Connect ultimatelyto research

  19. More information Geert Bouckaert Parkstraat 45 bus 3609 B-3000 Leuven Tel: 0032 16323270Fax: 0032 16323267 E-mail: io@soc.kuleuven.be www.publicmanagementinstitute.bewww.publicmanagement.be

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