The current report presents the analysis and the findings resulting from the national review that was carried out in Croatia in the second half of 2014 as part of the Peer Learning for Social Dimension Project (PL4SD). Croatia was one of... more
The current report presents the analysis and the findings resulting from the national review that was carried out in Croatia in the second half of 2014 as part of the Peer Learning for Social Dimension Project (PL4SD).
Croatia was one of the three countries that opted to participate in the initial series of the PL4SD Country Reviews. The participation of the country has been endorsed by the Ministry of Science, Education and Sports (MZOS) in Croatia and has been confirmed by the project stakeholders’ Forum, formed by the members of the BFUG Social Dimension and Lifelong Learning Working Group (2012 2015).
The PL4SD Country Reviews have the aim of providing an external and comprehensive reflection and review of initiatives and measures undertaken by a country to support the social dimension of higher education. The objective of the review is to assist Croatia in the development of a coherent and effective national strategy for improving the social dimension of higher education.
The data in the report were based on surveys sent out in 2016 to potential users, as well as a dialogue with existing initiatives. The report was presented and discussed at the EQAR Members' Dialogue in November 2016. Most respondents... more
The data in the report were based on surveys sent out in 2016 to potential users, as well as a dialogue with existing initiatives. The report was presented and discussed at the EQAR Members' Dialogue in November 2016.
Most respondents consider that information on external quality assurance (QA) is currently “somewhat accessible”. The main difficulties reported relate to finding information on different QA agencies’ websites, which vary in structure and user-friendliness, reports published in different languages, and understanding the status and meaning of external QA decisions and reports.
The existing information tools and databases of external QA results are either national, or he quality assurance-related information is limited and patchy, without access to external QA reports. A European database of external QA results officially recognised as in line with the Standards and Guidelines for Quality Assurance in the EHEA (ESG) does currently not exist.
The report presents the results of the study on the existing national legal frameworks of EHEA members in relation to opening their system to external quality assurance (EQA) by an EQAR-registered agency, the volume of cross-border QA... more
The report presents the results of the study on the existing national legal frameworks of EHEA members in relation to opening their system to external quality assurance (EQA) by an EQAR-registered agency, the volume of cross-border QA activities and the experiences of higher educations institutions with a cross-border EQA review.
The results were intended to inform governments and stakeholders in the European Higher Education Area (EHEA), in particular higher education institutions and QA agencies. They will be able to build upon the good practice existing in the analysed countries, learn from the results of the analysis on the rationale for internationalising quality assurance activities and use the conclusions drawn to inform their policy debates.
This is the background report and operational model that formed the basis for the pan-European Database of External Quality Assurance Results (DEQAR). DEQAR is produced by the European Quality Assurance Register for Higher Education... more
This is the background report and operational model that formed the basis for the pan-European Database of External Quality Assurance Results (DEQAR). DEQAR is produced by the European Quality Assurance Register for Higher Education (EQAR) and contains quality assurance reports and decisions produced by registered quality assurance agencies; registration certifies that these agencies comply substantially with the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). The present report was produced by EQAR staff to prepare the organisation's decision-making on DEQAR in 2016/17.
While quality assurance (QA) frameworks are often strongly rooted in academic traditions and national systems, some notable shifts and developments at European level are reshaping the narrative. One significant development came with the... more
While quality assurance (QA) frameworks are often strongly rooted in academic traditions and national systems, some notable shifts and developments at European level are reshaping the narrative. One significant development came with the adoption at the Yerevan Ministerial Conference, in 2015, of the second version of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), linking QA more clearly to other transparency tools, i.e. qualifications frameworks, ECTS and the Diploma Supplement. A further development is that more and more countries are implementing the EHEA key commitment of periodic external QA performed by QA agencies working in compliance with the ESG. Not least, the development of a central database (as of 2018) that will provide easy access to results and reports of external quality assurance procedures across EHEA plays a further role in the provision of public information and in fostering the transparency of European higher edu...
