Transcript Slide 1
Department of Education Quality of Higher Education: Recent Policy Measures in Lithuania Project title ENHANCEMENT OF QUALITY ASSURANCE SYSTEM THOUGH PROFESSIONAL DEVELOPMENT OF ACADEMIC LEADERS TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR Vaiva Zuzevičiūtė 16 April, 2012 Vytauto Didžiojo universitetas © Developed by Vaiva Zuzeviciute from: © Inga Milišiūnaitė, Inga Juknytė-Petreikienė, Viktoras Keturakis, Daiva Lepaitė (2012). ”DEVELOPMENT OF THE CONCEPT OF EUROPEAN CREDIT T Quality TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR © Developed by Vaiva Zuzeviciute from: © Inga Milišiūnaitė, Inga Juknytė-Petreikienė, Viktoras Keturakis, Daiva Lepaitė (2012). ”DEVELOPMENT OF THE CONCEPT OF EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS) AT THE NATIONAL LEVEL: HARMONIZATION OF THE CREDIT AND IMPLEMENTATION OF THE LEARNING OUTCOMES BASED STUDY PROGRAMME DESIGN “ (No. VP1-2.2-ŠMM-08-V01-001) [Manuscript] The Tuning model for higher education: • is based on an assumption that the study programmes may and should be improved not only on the basis of the feedback from students, graduates, lecturers, and etc. but also on feedforward in the society and respective academic field. The objective of feedback is to determine and eliminate drawbacks of the study programme and/or structure. Meanwhile, the feedforward is designated to determine expected changes which should be considered when enhancing and/or developing study programmes. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR The Tuning model for higher education • The Tuning Project experts draw the attention on the necessity to develop the assessment system intended to control and verify efficiency of the study programme. The assessment system should comprise of three main parts: assessment of a study process, assessment of learning outcomes and assessment of resources and measures required for implementation of the programme. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR The Tuning model for higher education • The significance of systemic collection of statistic information on the most important indicators, its analysis and publication of results in the institution is also emphasized. • Since the society and academic fields are continuously developing, the study process has to be dynamic, therefore according to the Tuning Project participants, in order to achieve and maintain high quality, regular assessments conducted by external and internal specialists are not enough, as continuous enhancement and update of the study programmes is required. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR Quality • In the contemporary higher education practice one of the most popular delivered concepts of the quality is the quality as “fitness for purpose”. Pursuant to this concept, the quality of activity of higher education institutions depends on how it sticks to its mission and implements the set strategic objectives. • This is fitness of conditions provided by the higher education institution to enhance self-education and of a required level for qualification award. This quality concept is also related to the concept of quality as fitness of purpose. In this case the quality of study is the whole of characteristics of the study system elements which enables to satisfy the needs and expectations expressed and intended by the higher education stakeholders to the utmost. TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR Quality • In the events of assurance of the concepts of quality as “fitness for purpose” and quality as “fitness of purpose”, the assessment of what has been implemented/accomplished is conducted and generalized assessments are provided based on the established standards on external or internal assessment. In this case, the accountability of the higher education institution is considered the priority (Biggs (2002). • It is obvious that these concepts are not sufficient in pursuance of the quality assurance and enhancement during the process itself as well as expecting and pursuing qualitative changes. Recently the concept of quality as transformation has become more relevant in the context of higher education. This concept is linked to the change of the state and transformation (L. Harvey, 1999). TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR Thank you for attention I’D BE HAPPY TO ANSWER QUESTIONS... TEMPUS 516996-TEMPUS-1-2011-1-UK-TEMPUS-SMGR