International Experience for Assessing the Quality of Educational Services at Higher Education Institutions
The Government of Poland benefits from a Technical Assistance Activity in support of the reforms under way in the Ministry of Science and Higher Education. This Technical Assistance accompanies Development Policy Loans financed by the World Bank; i...
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| Format: | Policy Note |
| Language: | English en_US |
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Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2010/02/16280995/international-experience-assessing-quality-educational-services-higher-education-institutions http://hdl.handle.net/10986/12547 |
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okr-10986-12547 |
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| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACADEMIC FREEDOM ACADEMIC INFRASTRUCTURE ACADEMIC REPUTATION ACADEMIC STAFF ACADEMIC STANDARDS ACADEMIC SYSTEM ACCREDITATION ADULT EDUCATION APTITUDE APTITUDES AUDITING AUDITS AUTONOMOUS UNIVERSITIES CAI COLLEGES COLLEGES OF HIGHER EDUCATION COMPREHENSIVE EVALUATION CONTINUOUS EDUCATION CURRICULA DEGREES DIPLOMAS DISCIPLINES DISTANCE-LEARNING DROP-OUTS EDUCATION COURSES EDUCATIONAL CHANGE EDUCATIONAL SERVICES ELEMENTS EQUAL ACCESS EVALUATION RESULTS EXAMS EXPERIENCED TEACHERS FACULTIES FINAL OUTCOMES FLEXIBILITY FORMATIVE EVALUATION GENERAL EDUCATION HIGH QUALITY HIGHER EDUCATION HIGHER EDUCATION HIGHER EDUCATION ENVIRONMENT HIGHER EDUCATION INSTITUTIONS HIGHER EDUCATION SECTOR HIGHER EDUCATION SYSTEM HIGHER EDUCATION SYSTEMS HUMAN RESOURCES INCOME INDEXES INFORMATION TECHNOLOGIES INSTITUTIONAL AUTONOMY INTELLECTUAL DEVELOPMENT INTERVENTION KNOWLEDGE SOCIETY LABOUR MARKET LEADERSHIP LEARNING LEARNING OUTCOMES LET LIBRARIES LIFELONG LEARNERS LIFELONG LEARNING MINISTERS OF EDUCATION MINISTRY OF EDUCATION NATIONAL UNIVERSITIES NEGOTIATION PEDAGOGICAL SUPPORT PEDAGOGY PEER REVIEW POSTGRADUATE LEVEL PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PRIVATE UNIVERSITY PROFESSIONAL DEVELOPMENT PROFESSORS PUBLIC INSTITUTIONS PUBLIC UNIVERSITIES QUALITY ASSESSMENT QUALITY ASSURANCE QUALITY ASSURANCE AGENCIES QUALITY EDUCATION QUALITY HIGHER EDUCATION QUALITY OF HIGHER EDUCATION QUALITY OF TEACHING QUALITY TEACHING READING REGIONAL UNIVERSITIES RESEARCH INSTITUTIONS RESEARCH UNIVERSITIES SCHOOLS SCIENTIFIC RESEARCH SELF EVALUATION STUDENT LEARNING SUMMATIVE EVALUATION TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TEACHING PRACTICE TEACHING PROGRAMMES TEACHING PROGRAMS TEACHING STAFF TEACHING UNIVERSITIES TECHNICAL ASSISTANCE TRAINING PROGRAMME TRANSPARENCY TYPES OF STUDENTS UNIVERSIT UNIVERSITY GOVERNANCE UNIVERSITY GRANTS UNIVERSITY LEADER UNIVERSITY LEADERS WORKERS |
| spellingShingle |
ACADEMIC FREEDOM ACADEMIC INFRASTRUCTURE ACADEMIC REPUTATION ACADEMIC STAFF ACADEMIC STANDARDS ACADEMIC SYSTEM ACCREDITATION ADULT EDUCATION APTITUDE APTITUDES AUDITING AUDITS AUTONOMOUS UNIVERSITIES CAI COLLEGES COLLEGES OF HIGHER EDUCATION COMPREHENSIVE EVALUATION CONTINUOUS EDUCATION CURRICULA DEGREES DIPLOMAS DISCIPLINES DISTANCE-LEARNING DROP-OUTS EDUCATION COURSES EDUCATIONAL CHANGE EDUCATIONAL SERVICES ELEMENTS EQUAL ACCESS EVALUATION RESULTS EXAMS EXPERIENCED TEACHERS FACULTIES FINAL OUTCOMES FLEXIBILITY FORMATIVE EVALUATION GENERAL EDUCATION HIGH QUALITY HIGHER EDUCATION HIGHER EDUCATION HIGHER EDUCATION ENVIRONMENT HIGHER EDUCATION INSTITUTIONS HIGHER EDUCATION SECTOR HIGHER EDUCATION SYSTEM HIGHER EDUCATION SYSTEMS HUMAN RESOURCES INCOME INDEXES INFORMATION TECHNOLOGIES INSTITUTIONAL AUTONOMY INTELLECTUAL DEVELOPMENT INTERVENTION KNOWLEDGE SOCIETY LABOUR MARKET LEADERSHIP LEARNING LEARNING OUTCOMES LET LIBRARIES LIFELONG LEARNERS LIFELONG LEARNING MINISTERS OF EDUCATION MINISTRY OF EDUCATION NATIONAL UNIVERSITIES NEGOTIATION PEDAGOGICAL SUPPORT PEDAGOGY PEER REVIEW POSTGRADUATE LEVEL PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PRIVATE UNIVERSITY PROFESSIONAL DEVELOPMENT PROFESSORS PUBLIC INSTITUTIONS PUBLIC UNIVERSITIES QUALITY ASSESSMENT QUALITY ASSURANCE QUALITY ASSURANCE AGENCIES QUALITY EDUCATION QUALITY HIGHER EDUCATION QUALITY OF HIGHER EDUCATION QUALITY OF TEACHING QUALITY TEACHING READING REGIONAL UNIVERSITIES RESEARCH INSTITUTIONS RESEARCH UNIVERSITIES SCHOOLS SCIENTIFIC RESEARCH SELF EVALUATION STUDENT LEARNING SUMMATIVE EVALUATION TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TEACHING PRACTICE TEACHING PROGRAMMES TEACHING PROGRAMS TEACHING STAFF TEACHING UNIVERSITIES TECHNICAL ASSISTANCE TRAINING PROGRAMME TRANSPARENCY TYPES OF STUDENTS UNIVERSIT UNIVERSITY GOVERNANCE UNIVERSITY GRANTS UNIVERSITY LEADER UNIVERSITY LEADERS WORKERS World Bank International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| geographic_facet |
Europe and Central Asia Poland |
| description |
The Government of Poland benefits from a
Technical Assistance Activity in support of the reforms
under way in the Ministry of Science and Higher Education.
This Technical Assistance accompanies Development Policy
Loans financed by the World Bank; its activities have been
identified jointly by the Government of Poland and the World
Bank. One activity is focused specifically on the assessment
of the quality of educational services at Higher Education
Institutions, specifically for post-graduate courses and
training (adult education). This report has helped us to
identify the main key characteristics of a good quality
assurance system. To us, it should in particular: Be capable
of correctly grasping the essence of university teaching and
learning and being able to seize it correctly, encourage
universities to develop a quality culture promoting
improvement instead of encouraging them just to pass the
criteria necessary for accreditation or similar
ratification, but it should also provide an external check
and support. To make it happen, the system should be focused
on the fitness for purpose of the strategies followed by
HEIs and quality assurance processes more than on
pre-defined criteria; be as much institution-driven as
agency-driven, which means that internal quality assurance
procedures are an important element of quality assurance; be
as light as possible by pushing the concerned institution to
do a great part of the work as it is finally in its interest
and by avoiding processes in which the bulk of the work is
done by external experts. Finally be partly adapted to the
type of institution. The higher the level of the institution
measured by its research performance and quality of its
teachers and students, the more it is advisable to have an
institutionally-led system. On the other hand, modest
professional schools or universities, particularly if they
have been strongly regulated for a long time, as well as
private institutions that are permanently fighting for
survival, are more in need of a rigorous external evaluation
made by an agency. This does not mean, however, that they
are freed of developing their own internal QA system as it
is also important for them to put quality as a high priority. |
| format |
Economic & Sector Work :: Policy Note |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| title_short |
International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| title_full |
International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| title_fullStr |
International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| title_full_unstemmed |
International Experience for Assessing the Quality of Educational Services at Higher Education Institutions |
| title_sort |
international experience for assessing the quality of educational services at higher education institutions |
| publisher |
Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2010/02/16280995/international-experience-assessing-quality-educational-services-higher-education-institutions http://hdl.handle.net/10986/12547 |
| _version_ |
1764420179649888256 |
| spelling |
okr-10986-125472021-04-23T14:03:01Z International Experience for Assessing the Quality of Educational Services at Higher Education Institutions World Bank ACADEMIC FREEDOM ACADEMIC INFRASTRUCTURE ACADEMIC REPUTATION ACADEMIC STAFF ACADEMIC STANDARDS ACADEMIC SYSTEM ACCREDITATION ADULT EDUCATION APTITUDE APTITUDES AUDITING AUDITS AUTONOMOUS UNIVERSITIES CAI COLLEGES COLLEGES OF HIGHER EDUCATION COMPREHENSIVE EVALUATION CONTINUOUS EDUCATION CURRICULA DEGREES DIPLOMAS DISCIPLINES DISTANCE-LEARNING DROP-OUTS EDUCATION COURSES EDUCATIONAL CHANGE EDUCATIONAL SERVICES ELEMENTS EQUAL ACCESS EVALUATION RESULTS EXAMS EXPERIENCED TEACHERS FACULTIES FINAL OUTCOMES FLEXIBILITY FORMATIVE EVALUATION GENERAL EDUCATION HIGH QUALITY HIGHER EDUCATION HIGHER EDUCATION HIGHER EDUCATION ENVIRONMENT HIGHER EDUCATION INSTITUTIONS HIGHER EDUCATION SECTOR HIGHER EDUCATION SYSTEM HIGHER EDUCATION SYSTEMS HUMAN RESOURCES INCOME INDEXES INFORMATION TECHNOLOGIES INSTITUTIONAL AUTONOMY INTELLECTUAL DEVELOPMENT INTERVENTION KNOWLEDGE SOCIETY LABOUR MARKET LEADERSHIP LEARNING LEARNING OUTCOMES LET LIBRARIES LIFELONG LEARNERS LIFELONG LEARNING MINISTERS OF EDUCATION MINISTRY OF EDUCATION NATIONAL UNIVERSITIES NEGOTIATION PEDAGOGICAL SUPPORT PEDAGOGY PEER REVIEW POSTGRADUATE LEVEL PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PRIVATE UNIVERSITY PROFESSIONAL DEVELOPMENT PROFESSORS PUBLIC INSTITUTIONS PUBLIC UNIVERSITIES QUALITY ASSESSMENT QUALITY ASSURANCE QUALITY ASSURANCE AGENCIES QUALITY EDUCATION QUALITY HIGHER EDUCATION QUALITY OF HIGHER EDUCATION QUALITY OF TEACHING QUALITY TEACHING READING REGIONAL UNIVERSITIES RESEARCH INSTITUTIONS RESEARCH UNIVERSITIES SCHOOLS SCIENTIFIC RESEARCH SELF EVALUATION STUDENT LEARNING SUMMATIVE EVALUATION TEACHER TEACHERS TEACHING TEACHING EXPERIENCE TEACHING PRACTICE TEACHING PROGRAMMES TEACHING PROGRAMS TEACHING STAFF TEACHING UNIVERSITIES TECHNICAL ASSISTANCE TRAINING PROGRAMME TRANSPARENCY TYPES OF STUDENTS UNIVERSIT UNIVERSITY GOVERNANCE UNIVERSITY GRANTS UNIVERSITY LEADER UNIVERSITY LEADERS WORKERS The Government of Poland benefits from a Technical Assistance Activity in support of the reforms under way in the Ministry of Science and Higher Education. This Technical Assistance accompanies Development Policy Loans financed by the World Bank; its activities have been identified jointly by the Government of Poland and the World Bank. One activity is focused specifically on the assessment of the quality of educational services at Higher Education Institutions, specifically for post-graduate courses and training (adult education). This report has helped us to identify the main key characteristics of a good quality assurance system. To us, it should in particular: Be capable of correctly grasping the essence of university teaching and learning and being able to seize it correctly, encourage universities to develop a quality culture promoting improvement instead of encouraging them just to pass the criteria necessary for accreditation or similar ratification, but it should also provide an external check and support. To make it happen, the system should be focused on the fitness for purpose of the strategies followed by HEIs and quality assurance processes more than on pre-defined criteria; be as much institution-driven as agency-driven, which means that internal quality assurance procedures are an important element of quality assurance; be as light as possible by pushing the concerned institution to do a great part of the work as it is finally in its interest and by avoiding processes in which the bulk of the work is done by external experts. Finally be partly adapted to the type of institution. The higher the level of the institution measured by its research performance and quality of its teachers and students, the more it is advisable to have an institutionally-led system. On the other hand, modest professional schools or universities, particularly if they have been strongly regulated for a long time, as well as private institutions that are permanently fighting for survival, are more in need of a rigorous external evaluation made by an agency. This does not mean, however, that they are freed of developing their own internal QA system as it is also important for them to put quality as a high priority. 2013-02-27T20:18:16Z 2013-02-27T20:18:16Z 2010-02 http://documents.worldbank.org/curated/en/2010/02/16280995/international-experience-assessing-quality-educational-services-higher-education-institutions http://hdl.handle.net/10986/12547 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Washington, DC Economic & Sector Work :: Policy Note Economic & Sector Work Europe and Central Asia Poland |