By Stefanie Schwarz, Don F. Westerheijden
This quantity offers a wealthy account of the improvement of accreditation and assessment in 20 ecu nations. It exhibits how accreditation is turning into a prime mechanism within the guidance of upper schooling throughout Europe. The e-book is exclusive in its research of forces using in the direction of the unfold of other versions of accreditation within the rising eu better schooling area.
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Extra info for Accreditation and Evaluation in the European Higher Education Area (Higher Education Dynamics)
Spain, Germany), national laws set the framework under which re- 32 SCHWARZ & WESTERHEIJDEN gional states operate. The extreme case of devolution may be Belgium, where the language communities each decide their own legal decrees, which may even include funding arrangements, independently from the national government. Formal Rules and Actual Implementation In the country reports, no indications were given of major discrepancies between formal rules regarding approval and their actual implementation.
The Trends IIII report notes that, according to its survey: In Estonia, Lithuania, Sweden, Germany, Ireland and most strongly the UK, deliberations on institutional Bologna reforms are even less widespread than in the other Bologna signatory countries. (Reichert & Tauch, 2003, p. ) First of all, this implies – in its almost sarcastic phrasing – that the Bologna discussion is not high on the agenda beyond the circles of those who have a professional interest. Second, this finding mingles countries from all over Europe with and without two-cycle study structures as less than averagely interested in the Bologna discussion.
The co-decision between the Czech Accreditation Commission and the ministry of education processes on the content of decrees controlling the accreditation process may be an example close to the other extreme of little distance between government and accreditation agency. The actual evaluation processes in accreditation schemes almost invariably involve external visiting teams. In most accreditation schemes, these are made up of academics and are under the control of the national accreditation agency (this is the 22 SCHWARZ & WESTERHEIJDEN general Central and Eastern European model).
Accreditation and Evaluation in the European Higher Education Area (Higher Education Dynamics) by Stefanie Schwarz, Don F. Westerheijden