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Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
Quality Assurance and Evaluation in the Tertiary Education System
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Quality Assurance and Evaluation in the Tertiary Education System

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/ Juan J. Perez …

/ Juan J. Perez

Prezentace ze 2. dne závěrečné konference projektu IPN KVALITA.

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  • 1. Ideas,BestpracticesandQualityassurance 1 QUALITY ASSURANCE AND EVALUTAION IN THE TERTIARY EDUCATION SYSTEM 23 -24 April 2013, Prague QUESTE-SI a quality assurance procedure to enhance social responsability on graduates Juan J. Perez (juan.jesus.perez@upc.edu) Universitat Politecnica de Catalunya Barcelona, Spain
  • 2. Ideas,BestpracticesandQualityassurance 2 HARMONIZATION OF HIGHER EDUCATION ADOPTION OF A SYSTEM OF READABLE AND COMPARABLE DEGREES ADOPTION OF A SYSTEM BASED ON TWO MAIN CYCLES (+ DOCTORATE) ESTABLISHMENT OF A CREDITS SYSTEM (THE ECTS SYSTEM) PROMOTION OF MOBILITY PROMOTION OF EUROPEAN COOPERATION IN QUALITY ASSURANCE PROMOTION OF A EUROPEAN DIMENSION OF HIGHER EDUCATION BOLOGNA DECLARATION (1999) Create European Higher Education Area by 2010 On the basis of diversity and autonomy
  • 3. Ideas,BestpracticesandQualityassurance 3 The Bologna implementation requires a paradigm shift: LEARNING PROCESS CENTERED ON THE STUDENT STUDENT MOBILITY Recognition of the learning ECTS system LEARNING OUTCOMES COMPETENCES NEED TO REDESIGN THE PROGRAMS “The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired.” (ECTS Users’ Guide 17.06.07)
  • 4. Ideas,BestpracticesandQualityassurance 4 COMPETENCE S AND LEARNING OUTCOMES LEARNING OUTCOMES are specific statements of what students should know and be able to do as a result of learning (Morss and Murray, 2005) specify the requirements for awarding credits Important for the recognition of qualifications A qualifications framework shows the expected learning outcomes for a given qualification. It also shows how the various qualifications in the education or higher education system interact, that is how learners can move between qualifications. Qualifications frameworks therefore focus on outcomes more than on procedures, and several learning paths – including those of lifelong learning – may lead to a given qualification.
  • 5. Ideas,BestpracticesandQualityassurance 5 COMPETENCE S AND LEARNING OUTCOMES COMPETENCES acquired by the individual learner go beyond the stated learning outcomes COMPETENCES represent a dynamic combination of KNOWLEDGE, SKILLS, and ATTITUDES. For example, the ABILITY TO COMMUNICATE effectively is a competency that may draw on an individual’s KNOWLEDGE OF LANGUAGE, PRACTICAL IT SKILLS and ATTITUDES towards those with whom he or she is communicating Fostering COMPETENCES is the object of educational programmes COMPETENCES can be subject specific or generic.
  • 6. Ideas,BestpracticesandQualityassurance 6 GENERIC COMPETENCES are transferable multifunctional knowledge, skills and attitudes that people could learn and develop in different ways and learning environments and apply across a variety of job and life contexts. INSTRUMENTAL COMPETENCES cognitive abilities, methodological abilities, technological abilities and linguistic abilities. INTERPERSONAL COMPETENCES: individual abilities like social skills (social interaction and co-operation). SYSTEMIC COMPETENCES: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required)
  • 7. Ideas,BestpracticesandQualityassurance 7 INSTRUMENTAL COMPETENCES Capacity for analysis and synthesis Capacity for organisation and planning Basic general knowledge Grounding in basis knowledge of the profession Oral and written communication in your native language Knowledge of a second language Elementary computing skills Information management skills (ability to retrieve and analyze information from different sources) Problem solving Decision-making
  • 8. Ideas,BestpracticesandQualityassurance 8 INTERPERSONAL COMPETENCES: Critical and self-critical abilities Interpersonal skills Ability to work in an interdisciplinary team Ability to communicate with experts in other fields Appreciation of diversity and multiculturality Ability to work in an international context Ethical commitment
  • 9. Ideas,BestpracticesandQualityassurance 9 SYSTEMIC COMPETENCES: Capacity for applying knowledge in practice Research skills Capacity to learn Capacity to adapt to new situations Capacity for generating new ideas (creativity) Leadership Understanding of cultures and customs of other countries Ability to work autonomously Project design and management Initiative and entrepeneurial spirit Concern for quality Will to succeed
  • 10. Ideas,BestpracticesandQualityassurance 10 GRADUATE PROGRAMME COMPETENCES LEARNING OUTCOMES SUBJECTS Longlife learning PROFESSIONAL COMPETENCE ASSESSMENT QA SYSTEM
  • 11. Ideas,BestpracticesandQualityassurance 11 SOCIAL RESPONSIBILITY Competence in constructing reasoned arguments to support their actions and positions on the ethical and social impact of research in the discipline and professional practice. Personal Actions and Civic Responsibility Ability to understand one’s role in society, take responsibility for one’s own actions, make ethical decisions in complex situations, and participate actively in a diverse democracy. Global Awareness Ability to articulate similarities and contrasts among cultures, times and environments, demonstrating understanding of cultural pluralism and knowledge of global issues.
  • 12. Ideas,BestpracticesandQualityassurance 12 Economic growth is necessary limited by the carrying capacity of Earth Early 70s the Group of Rome commissioned a report on economic growth. Built a computer program (world3) based on systems dynamics to forecast trends Using data for five indicators from 1900-1970 on: Population Food production Industrial production Pollution Consumption of non-renewable resources Constructed 12 different scenarios D. H. Meadows, D. L. Meadows, J. Randers, and W. W. Behrens III. (1972). The Limits to Growth. New York: Universe Books.
  • 13. Ideas,BestpracticesandQualityassurance 13
  • 14. Ideas,BestpracticesandQualityassurance 14
  • 15. Ideas,BestpracticesandQualityassurance 15
  • 16. Ideas,BestpracticesandQualityassurance 16 Sustainable development is the kind of development that meets the needs of the present without compromising the ability of future generations to meet their own needs. A pattern of economic growth in which resource use aims to meet human needs while preserving the environment so that these needs can be met not only in the present, but also for generations to come. Sustainable development means to continuously improve the quality of life and wellbeing for present and future generations, by linking economic development, protection of the environment and social justice. Sustainable development requires a complex process of trading off social, economic and environmental priorities that are strongly interwoven. social economical environmental
  • 17. Ideas,BestpracticesandQualityassurance 17 Engineering Education and Sustainable development Still it requires the stimulation of a holistic, integrated and interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behavior, and lifestyles. Inclusion of Life cycle analysis, where system and environment are considered or Systems dynamics as predictive tool need to be included in the curriculum However, an important component in sustainable development is awareness, which can be associated to social responsibility as transversal skill. Education cannot only be based on modifications in the syllabus, but the Institution, Department or School have to be involved in good practices involving sustainable development. Students need to be involved in the monitoring and actions on campus Undertake R+D+i activities in cooperation with industry
  • 18. Ideas,BestpracticesandQualityassurance 18 Assessment of SOCIAL RESPONSIBILITY as an important skill of engineering students in the framework a SUSTAINABLE DEVELOPMENT The assessment is based in a set of standards grouped in four pilars: • HEI, Faculty or DepartmentStrategy • Education and Curriculum • Students’ Involvement • Research and Innovation
  • 19. Ideas,BestpracticesandQualityassurance 19 Indicators – Education & Curriculum Scientific or technical knowledge and practical skills related to sustainability... Most difficult questions: how, where, and to what effect does the curriculum deal with the transverse skills, breadth of vision, and contextual awareness? Indicators: Institution & Faculty Institutional leaders view social responsibility and sustainability as integral to the institutional identity and values. Institutional management treats sustainability as part of the operational strategy. Indicators – Research & Cooperative Development The plan for research, innovation, and cooperation is sustainable in itself; e,g., research management support and a clear sense of the economic “bottom-line” for sustainability efforts Indicators – Student ‘Cultural’ Involvement Student awareness of SRS and …encouragement: student participation in sustainability-related activities inside OR outside the institution
  • 20. Ideas,BestpracticesandQualityassurance 20 METHODOLOGY 1) SET OF STANDARDS, CRITERIA AND INDICATORS • Institution : model (strategic planning) • Programs: learning outcomes 2) SELF-ASSESSEMNT 3) EXTERNAL AUDIT Peer Review process, based on evidences 4) FINAL REPORT
  • 21. Ideas,BestpracticesandQualityassurance 21 RATING The result is a score associated with the award of a label that includes a degree of excellence Progress in terms of objectives and indicators for each of 4 QSI Dimensions. • 0 = No evidence • 1 = Minimal evidence of planning & action directed to specific objectives • 2 = Weak, some evidence of directed effort; early stages of planning & development • 3 = Adequate evidence of a linkage of objectives to action and measureable results) • 4 = Strong evidence of a more substantial directed effort with positive results) • 5 = Very strong (evidence of a fully developed effort; over a full program cycle)
  • 22. Ideas,BestpracticesandQualityassurance 22 It is neccessary to create a QUALITY UNIT including all the stakeholders: academics, administrators, students, government, industry/profession, intergovernamental organizations and experts in QA To propose modifications for improvement 2013 Establishment of the QUESTE-SI Consortium to deliver the award. http://queste.eu/whatQueste FURTHERMORE in order to enhance quality…

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