User:TDaileanes11/sandbox

TDaileanes11/sandbox

Founded	2000
Headquarters	Brussels, Belgium
Members	41 Full members 2 Candidate members
Official language	English
Board	Padraig Walsh (President) Helka Kekäläinen (Vice-President) Josep Grifoll (Vice-President) Caty Duykaerts Tove Blytt Holmen Rafael Llavori Christoph Grolimund Anthony McClaran Daisuke Motoki
Director	Maria Kelo
Affiliations	45 Affiliates
Website	www.enqa.eu

The European Association for Quality Assurance in Higher Education (ENQA) formerly (The European Network for Quality Assurance in Higher Education) was established as an organization to represent quality assurance and accreditation organisations from the European Higher Education Area and internationally. Its members and affiliates are agencies with a demonstrable interest in the quality assurance of higher education accreditation. Higher education is an essential component of socio-economic and cultural development. Along with higher education, research and innovation also play an important role when it comes to supporting economic growth and global competitiveness. The response to higher education and allowing it to be diverse and grow, requires a fundamental shift in what is being provided. It involves a more student centered approach to learning and focuses on flexible learning paths. The role of quality assurance is important in supporting high education systems in responding to these changes, while making sure that students achieve these goals.

Standards and Guidelines ( Part 1)

1.1 Policy and procedures for quality assurance

Standard: Institutions should commit themselves to the development of how important quality and quality assurance are in their work. To achieve this, institutions should develop a strategy to enhance quality. Policy and procedures should have a formal status and be publicly available

Guideline: Policy and procedures provide a framework within higher education institutions that should be able to develop and monitor the effectiveness of their quality assurance systems. The policy statement is expected to include:

• the relationship between teaching and research in the institution
• the institutions strategy for quality and standards
• the organization of the quality assurance system
• the responsibilities of departments, schools, faculties and other organizational units and individuals for the assurance of quality
• the involvement of students in quality assurance
• the ways in which the policy is implemented, monitored and revised

1.2 Approval, monitoring and periodic review of programs and awards

Standard: Institutions should have formal mechanisms for the approval, periodic review and monitoring of their programs and awards.

Guideline: The confidence of students in higher education is more likely to be established and maintained through effective quality assurance activities which ensure that these programs are well-designed. The quality assurance of programs and awards are expected to include:

• development and publication of explicit intended learning outcomes
• careful attention to curriculum and program design and content
• specific needs of different modes of delivery and types of higher education
• availability of appropriate learning resources
• formal program approval procedures by a body other than that teaching the program
• monitoring of the progress and achievements of students
• regular periodic reviews of programs
• regular feedback from employers
• participation of students in quality assurance activities

1.3 Assessment of students

Standard: Students should be assessed using published criteria, regulations and procedures

Guideline: This is one of the more important elements of higher education because it has such an effect on the students future. Students assessment procedures are expected to:

• be designed to measure the achievement of the intended learning outcomes and other program objectives
• be appropriate for their purpose, whether diagnostic, formative, or summative
• have clear and published criteria for marking
• be undertaken by people who understand the role of assessment in the progression of students towards the achievement of the knowledge and skills associated with their intended qualification
• not rely on the judgements of single examiners
• take account of all the possible consequences of examination regulations
• have clear regulations covering student absence, illness, and other mitigating circumstances
• ensure that assessments are conducted securely in accordance with the institutions stated procedures
• be subject to administrative verification checks

1.4 Quality assurance of teaching staff

Standard: Institutions should have a way of making sure that their teaching staff is involved and qualified to teach students.

Guideline: Teachers should have full knowledge and understanding of the subject that they are teaching

1.5 Learning resources and student support

Standard: ensure that the resources are available for support of student learning are appropriate for each program offered

Guideline: Teachers should rely on a range of resources to assist their learning; that could mean a library or a computing facility

Concepts

• The focus of ESG is on quality assurance related to learning and teaching in higher education, including the learning environment and relevant links to research and innovation.
• The ESG apply to all higher education offered in the EHEA regardless of the mode of study or place of delivery.
• Higher education aims to fulfill multiple purposes; preparing students for active citizenship, for their future careers, support their personal development, create a broad advanced knowledge base, and stimulate research and innovation.

Purposes of the ESG

• They set a common framework
• They enable the assurance and improvement of quality
• They support mutual trust
• They provide information on quality assurance

Core elements of Quality Assurance

The core elements is a very controversial topic for certain people don't believe that some are appropriate for higher education. This group of core elements shows the "borrowing" among countries and how some share certain common features because they are similar to the tradition academic review processes. Some of the core elements are:

• Semi-autonomous agencies
• Explicit standards and expectations
• self-study by the academic institution or unit
• external review by visiting experts
• written recommendations
• public reporting
• attention to both processes and results.

Members

• Armenia
• Austria
• Belgium
• Bulgaria
• Croatia
• Denmark
• Estonia
• Finland
• France
• Germany
• Greece
• Hungary
• Holy See
• Ireland
• Kazakhstan
• Kosovo
• Lithuania
• The Netherlands
• Norway
• Poland
• Portugal
• Romania
• Russia
• Serbia
• Slovenia
• Spain
• Switzerland
• United Kingdom

Bologna Process

The bologna process is a collective effort of public authorities, universities, teachers and students, partnered with associations, employers, quality assurance agencies and institutions including the European Commission. The main focus of the Bologna Process is the introduction of the three cycle system ( bachelor, master, doctorate) easier recognition of qualifications and periods of study, and strengthened quality assurance. This process is needed because the different education and training systems in Europe have made it hard for Europeans to use qualifications from one country to apply for a job in another. Increased similarities of standards between education systems will make it easier for students and people looking for jobs to move within Europe. The bologna reform also helps to make European universities and colleges more competitive and attractive to the rest of the world. This process also helps to modernize education to make sure the needs are met when it comes to the fluctuating job market. Because the demand for innovation and people trying to make businesses on their own, the amount of jobs that require high skills are increasing drastically as well.

In May of 2015, the education ministers identified four important priorities for the future:

1. enhancing the quality and relevance of learning and teaching
2. fostering the employability of graduates throughout their working lives
3. making our systems more inclusive
4. implementing agreed structural reforms

Statistics

The report sent out by Eurydice, the EU's education information network, presents quantitative and qualitative data on all levels of education in the EU member states over a ten year period. Some key data for higher education showed that:

• " In the ten-year period covered, the student population in the EU grew by 22%, reaching a total of 19.5 million. In two countries, Portugal and Spain, have the number of students gone down."
• "On an EU average, about one third of the 30-34 year olds hold a tertiary qualification (university degree) far above the average rank. Ireland (50%) Denmark (47%) Luxembourg (46%)"
• "The number of female students exceeds that of males. On average, for every 100 male students, there are 124 females. In Estonia, Latvia, Slovakia, Sweden, Iceland and Norway more than 150 women are enrolled for every 100 men. Only some subject areas, such as engineering and natural sciences, are male dominated."
• "Tuition fees are now a system feature in a clear majority of European countries but all countries provide some sort of financial support to their students, usually in the form of loans or grants."

Challenges

Just like every other program or system, there is always going to be ways to improve it. The quality assurance system will continue to find challenges for the next hundred years. These problems do not always lie within the procedure of education, but the fundamental issues as well. Two major aspects that people who work for this company are taking into consideration is the use of technology in education and the interest in global education services. Over the course of the last 20 years, higher education has evolved for the better. Universities are now said to provide "qualified manpower and produce knowledge" rather than pursue knowledge for its own sake. Higher education is judged on its outputs and it's aspects on a national scale. The criteria of the quality of the work completed will differ from the traditional approach. Quality was always determined through peer review. With the new criteria, it will incorporate a range of interests such as social, economic, political, and intellectual. Quality assurance will continue to get more complex as universities grow in the aspect of knowledge. In all circumstances, the main task of quality assurance agencies is to focus on what the students are learning as well as the outcomes of the instructions being given.

Activities

In 2003, the Ministers of the Bologna process asked ENQA to elaborate "an agreed set of standards, procedures and guidelines" for higher education. The task was completed and European Standards and Guidelines for Quality Assurance (ESG) was adopted by the Bologna Process Ministers in 2005. and was revised in 2015. In April 2015, the Asian Minister for Education was seeking Asia and European cooperation between universities in Europe and Asia to help improve quality of education, student mobility and ultimately the employ-ability of graduates. The PIE News wrote an article in September 2015 stating that ENQA in conjunction with the British Accreditation Council introduced an accreditation scheme for any independent UK or overseas university that wishes to gain accreditation from the British Accreditation Council. Paul Fear, CEO of the British Accreditation Council was quoted in the article stating "This scheme brings the two agencies together, so it doesn't matter if you're in the UK or if you're overseas, it’ll still be accredited as the same scheme."

Notable affiliations

• Council for Higher Education Accreditation
• In 2011, ENQA hosted a seminar jointly with the International Network for Quality Assurance Agencies in Higher Education (INQAAHE).

External links

• Official ENQA site